World Education Encyclopedia a survey of educational

systems worldwide Volume 3 S Z Index 2nd edition

Rebecca Marlow-Ferguson get pdf

Find it at ebookfinal.com
https://ebookfinal.com/download/world-education-encyclopedia-a-
survey-of-educational-systems-worldwide-volume-3-s-z-index-2nd-
edition-rebecca-marlow-ferguson/

★★★★★
4.7 out of 5.0 (53 reviews )

Instant PDF Download

World Education Encyclopedia a survey of educational systems
worldwide Volume 3 S Z Index 2nd edition Rebecca Marlow-
Ferguson Pdf Download

EBOOK

Available Formats

■ PDF eBook Study Guide Ebook

EXCLUSIVE 2025 ACADEMIC EDITION – LIMITED RELEASE

Available Instantly Access Library

Here are some recommended products for you. Click the link to
download, or explore more at ebookfinal

World Education Encyclopedia a survey of educational

systems worldwide Volume 1 A H 2nd edition Rebecca Marlow-
Ferguson
https://ebookfinal.com/download/world-education-encyclopedia-a-survey-
of-educational-systems-worldwide-volume-1-a-h-2nd-edition-rebecca-
marlow-ferguson/

Encyclopedia of American Foreign Policy 2nd Ed all 3

Volumes A Z 2nd Edition Alexander Deconde

https://ebookfinal.com/download/encyclopedia-of-american-foreign-
policy-2nd-ed-all-3-volumes-a-z-2nd-edition-alexander-deconde/

UXL Encyclopedia of Biomes 2nd Edition 3 Volume Set

Marlene Weigel

https://ebookfinal.com/download/uxl-encyclopedia-of-biomes-2nd-
edition-3-volume-set-marlene-weigel/

World Criminal Justice Systems A Comparative Survey

Richard J. Terrill

https://ebookfinal.com/download/world-criminal-justice-systems-a-
comparative-survey-richard-j-terrill/
Encyclopedia of Educational Psychology 2 Volume Set 1st
Edition Dr. Neil J. Salkind

https://ebookfinal.com/download/encyclopedia-of-educational-
psychology-2-volume-set-1st-edition-dr-neil-j-salkind/

Therapists Ferguson s Careers in Focus 2nd Edition

Ferguson Publishing

https://ebookfinal.com/download/therapists-ferguson-s-careers-in-
focus-2nd-edition-ferguson-publishing/

Epilepsy A to Z a concise encyclopedia 2nd ed Edition

William O. Tatum

https://ebookfinal.com/download/epilepsy-a-to-z-a-concise-
encyclopedia-2nd-ed-edition-william-o-tatum/

Encyclopedia of Global Warming and Climate Change 3 Volume

Set 1st Edition S. George Philander

https://ebookfinal.com/download/encyclopedia-of-global-warming-and-
climate-change-3-volume-set-1st-edition-s-george-philander/

World Encyclopedia of Police Forces and Correctional

Systems 2nd ed Edition George Thomas Kurian

https://ebookfinal.com/download/world-encyclopedia-of-police-forces-
and-correctional-systems-2nd-ed-edition-george-thomas-kurian/
World Education Encyclopedia a survey of educational
systems worldwide Volume 3 S Z Index 2nd edition
Rebecca Marlow-Ferguson Digital Instant Download
Author(s): Rebecca Marlow-Ferguson
ISBN(s): 9780787655808, 0787655805
File Details: PDF, 7.29 MB
Year: 2002
Language: english
 WORLD
EDUCATION
ENCYCLOPEDIA
a survey of educational systems worldwide
SECOND EDITION

VOLUME 3
S–Z
INDEX
 WORLD
EDUCATION
ENCYCLOPEDIA
a survey of educational systems worldwide
SECOND EDITION

VOLUME 3
S–Z
INDEX
REBECCA MARLOW-FERGUSON, EDITOR
WORLD EDUCATION
ENCYCLOPEDIA
A SURVEY OF EDUCATIONAL
SYSTEMS WORLDWIDE
2ND EDITION

GALE GROUP STAFF All rights to this publication will be vigorously defended.
Editor: Rebecca Marlow-Ferguson
Copyright (c) 2002 by
Associate Editor: Chris Lopez Gale Group
27500 Drake Rd.
Contributing Editors: Jason B. Baldwin, Caryn E. Klebba, Farmington Hills, MI 48331
Claire Campana, Dawn Conzett DesJardins, Eric Hoss, Kathleen E.
Maki-Potts, Jane A. Malonis, Christine Maurer, Amanda C. Quick Gale Group and Design is a trademark used herein under license.

Managing Editor: Erin E. Braun All rights reserved including the right of reproduction in whole or
in part in any form.
Electronic and Prepress Composition Manager: Mary Beth
Trimper No part of this book may be reproduced in any form without per-
mission in writing from the publisher, except by a reviewer who
Assistant Manager, Composition Purchasing and Electronic wishes to quote brief passages or entries in connection with a
Prepress: Evi Seoud review written for inclusion in a magazine or newspaper.

Buyer: NeKita McKee Library of Congress Cataloging-in-Publication Data

Production Design Manager: Kenn Zorn World education encyclopedia: a survey of educational systems
worldwide / Rebecca Marlow-Ferguson, editor and project coordi-
Art Director: Jennifer Wahi nator; Chris Lopez, associate editor.—2nd ed.
Permissions Specialist: Margaret A. Chamberlain p. cm.
Permissions Manager: Maria Franklin Includes bibliographical references and index.
Technical Support Services: Wayne D. Fong Contents: v.1 Afghanistan-Hungary — v.2 Iceland-Rwanda —
v.3 Saint Helena- Zimbabwe.
COPYRIGHT NOTICE ISBN 0-7876-5577-5 (set: hardcover: alk. paper) — ISBN 0-
7876-5578-3 (v.1) —
While every effort has been made to ensure the reliability of the
ISBN 0-7876-5579-1 (v.2) — ISBN 0-7876-5580-5 (v.3)
information presented in this publication, Gale Group does not
guarantee the accuracy of the data contained herein. Gale accepts 1. Education—Encyclopedias. I. Marlow-Ferguson, Rebecca. II.
no payment for listing; and inclusion in the publication of any Lopez, Chris, 1967-
organization, agency, institution, publication, service, or individual
does not imply endorsement of the editors or publisher. Errors LB15.W87 2001
brought to the attention of the publisher and verified to the satis- 370’.3-dc21
faction of the publisher will be corrected in future editions. 2001033159
This publication is a creative work fully protected by all applicable ISBN 0-7876-5577-5 (Set)
copyright laws, as well as by misappropriation, trade secret, unfair ISBN 0-7876-5578-3 (Volume One)
competition, and other applicable laws. The authors of this work have ISBN 0-7876-5579-1 (Volume Two)
added value to the underlying factual material herein through one or ISBN 0-7876-5580-5 (Volume Three)
more of the following: unique and original selection, coordination,
expression, arrangement, and classification of the information. Printed in the United States of America
 universities, and vocational schools in the United King-
SAINT HELENA dom are available to qualified students under programs
such as the Training and Work Experience Schemes.

BASIC DATA BIBLIOGRAPHY

Britannica.com. Saint Helena. 2001. Available from
Official Country Name: Saint Helena http://www.britannica.com.
Region: Africa Cheltenham & Gloucester College of Higher Education.
Population: 7,212 St. Helena Education. 2001. Available from http://
Language(s): English www.chelt.ac.uk/.

Literacy Rate: 97%

—AnnaMarie L. Sheldon

The island of Saint Helena is 1,200 miles from the

southwest cost of Africa in the southern Atlantic Ocean.
The educational system there follows that of the United
Kingdom, as the island is a British Dependent Territory.
SAINT KITTS AND NEVIS
The academic year is broken up into three terms, and the
primary language of instruction is English. Education is
free and mandatory for children between the ages of 5 BASIC DATA
and 15. Students between the ages of five and eight attend
one of the St. Helena four primary schools: Half Tree Official Country Name: Saint Kitts and Nevis
Hollow First School, Jamestown First School, Longwood Region: Puerto Rico & Lesser
First School, and St. Paul’s First School. Three middle Antilles
schools—Harford Middle School, Pilling Middle School,
and St. Paul’s Middle School—offer additional primary Population: 38,819
education to students ranging from 8 to 12 years of age. Language(s): English
The island’s sole secondary school, The Prince Andrew Literacy Rate: 97%
Central School, offers secondary education to 12- to 16-
year-old students.
While each school is equipped with its own educa-
tion materials, including textbooks, more specialized re-
HISTORY & BACKGROUND
sources are shared among the schools. Limited vocational
training for teachers is available from teaching specialists The Federation of State of St. Kitts and Nevis (for-
within the island’s communities, as well as from guest merly the Federation of St. Christopher and Nevis) is in
teacher trainers. Most of St. Helena’s teachers are resi- the northern part of the Leeward Islands in the Caribbean
dents of the island. Formal higher education is not offered Sea, about one-third of the way from Puerto Rico to Trin-
on St. Helena; however, various scholarships to colleges, idad and Tobago. It encompasses an area of 262 square

WORLD EDUCATION ENCYCLOPEDIA 1157

SAINT KITTS AND NEVIS

kilometers (101 square miles), approximately 1.5 times The law of St. Kitts and Nevis is administered by the
the size of Washington, D.C. Of that area St. Kitts occu- St. Kitts-Nevis Supreme Court as well as Magistrates’s
pies 168 square kilometers, (65 square miles) and Nevis Courts. The Privy Council of the United Kingdom is the
93 square kilometers (36 square miles). ultimate court of appeal, with intermediate appellate ju-
risdiction resting in the Eastern Caribbean Supreme
St. Kitts has a central mountain range, reaching its
Court.
highest point at Mount Liamuiga (1,156 meters or 3,792
feet). The capital of the country, Basseterre (population EDUCATIONAL SYSTEM—OVERVIEW
15,000), is located on the southeastern shore of the island.
Nevis lies to the southeast, with a central volcanic moun- The idea for a public system of universal education
tain rising to 985 meters (2,232 feet). The islands have in the West Indies paralleled emancipation. In 1833 a sys-
135 kilometers (52 miles) of coastline, with a tropical cli- tem for educating the newly free as well as the elite was
mate tempered by constant sea breezes with little temper- incorporated in the act to emancipate British slaves.
ature variation. Twenty-two percent of the land is arable Following Britain’s establishment of the Negro Edu-
with approximately 17 percent in permanent crops, 3 per- cation Grant (1835), the various religious denominations
cent permanent pastures, and 17 percent woodland. The were entrusted with the development and staffing of pri-
rainy season occurs from May to November, with the mary and secondary schools in the West Indies. The Brit-
threat of hurricanes generally from July through October. ish government provided financial support based on the
The island economy once depended heavily on sugarcane number of ex-slaves on each island. In addition to the
production; however, falling prices have forced the coun- government grant, the resources of the Mico Charity were
try to depend more on tourism, export-oriented manufac- applied to West Indian education. Four teacher-training
turing, and offshore banking activity. institutions and numerous elementary schools established
by Mico money supplemented the efforts of religious or-
The population estimate as of July 2000 was 38,800,
ganizations.
30 percent aged 0-14 years, 61 percent 15-64 years, and
9 percent 65 years and older. The growth rate is estimated Gradually the island governments adopted education
to be slightly less than zero. The population is predomi- acts whereby middle-class education was developed with
nantly of African descent with some British, Portuguese, governmental assistance. On the eve of World War I, in
and Lebanese. The language spoken is English, and the 1914, the Protestant religious denominations that had
predominant religion is Anglican, with some Protestants continued to run the schools despite limited government
and Roman Catholics. Ninety-seven percent of the popu- financial support turned over the schools and the respon-
lation aged 15 and over have attended school. sibility for education to the government. A notable date
in the educational history of St. Kitts and Nevis occurred
Christopher Columbus discovered the islands in in 1929 when Miriam Pickard opened her secondary
1493. They were partially occupied by the British (1623) school for girls. That school and the boys’ secondary
and the French (1624), remaining under joint control until school (St. Kitts Grammar School), established late in the
ceded to the British in 1713 by the Treaty of Utrecht, only nineteenth century, subsequently merged into a coeduca-
to be recaptured by the French in 1782, but finally pass- tional secondary school in the 1960s.
ing to the British by way of the Treaty of Versailles the
following year. For most of its history, the country was As the West Indian colonies moved toward indepen-
administered as part of a federation, which included at dent statehood after World War II, each developed plans
one time or another Anguilla, Jamaica, Trinidad, and To- for modernizing its education system. An initial step to-
bago. St. Kitts (then St. Christopher) and Nevis finally re- ward a Caribbean-area focus on curriculum came with
ceived their independence from Britain in 1983. the introduction of the Caribbean Examination Council
(CXC) Secondary School Examination, which St. Kitts
and Nevis, along with other Caribbean members of the
CONSTITUTIONAL & LEGAL Commonwealth, adopted in 1983. Based on a Caribbean-
FOUNDATIONS focused curriculum, this system of examinations would
St. Kitts and Nevis is a federation with a unicameral ultimately replace the General Certificate of Education
national assembly and, as part of the British Common- (G. C. E.) examinations that were prepared in the United
wealth, is headed by the Queen of England, represented Kingdom. However, until the introduction of the Carib-
by the Governor General. Each Parliament (consisting of bean Advanced Proficiency Examination (CAPE) in
the National Assembly and the Queen) has a life of five 2000, advanced level examinations taken by grade-14
years unless dissolved before that time. The Cabinet is re- students were administered by the G. C. E. board. CAPE,
sponsible to the Parliament and consists of the Governor on the other hand, is administered by CXC.
General, who appoints the Prime Minister and other min- Clarence Fitzroy Bryant, former minister of educa-
isters on the advice of the Prime Minister. tion, played a significant role in bringing universal sec-

1158 WORLD EDUCATION ENCYCLOPEDIA

 SAINT LUCIA

ondary education to St. Kitts and Nevis in the 1970s. This HIGHER EDUCATION
milestone has helped St. Kitts and Nevis achieve the high
literacy rate (98 percent) of today. The goal of the St. St. Kitts and Nevis does not provide full tertiary level
Kitts and Nevis educational system is the development education. As of September 1998, students have been
of its human resources. able to complete the first year of university locally.
Thereafter, they would enroll at the University of West
PREPRIMARY & PRIMARY EDUCATION Indies (UWI), which has campuses at: Mona (Jamaica),
Cave Hill (Barbados), and St. Augustine (Trinidad and
Schooling is in English and is free to all who qualify, Tobago). The UWI program also offers noncredit courses
from preprimary through sixth forms (grades 13 and 14). for adult learners. Berne University, with a campus at
The government also underwrites textbooks and exami- Clarence Fitzroy College, Basseterre, provides online
nation fees. The school year consists of 3 terms of 13 and summer residency graduate programs.
weeks each and runs from early September to mid-July.
In addition to the two-month recess between school The requirements for entry to the teaching profession
years, there is a three-week vacation at Christmas and a are four ordinary level (O) subject passes in the school
two-week vacation at Easter. The school day for primary leaving examination, one of which must be English. Most
and secondary education is from 8:30 a.m. to noon and teachers enroll in the division of Teacher Education at the
from 1:15 to 3:30 p.m. Teaching periods vary from 30 to college after at least one year teaching.
35 minutes at the primary level; 30 to 45 minutes at the
secondary level; to one hour at the collegiate level. BIBLIOGRAPHY
Primary education for those aged 5 to 12 includes a The Central Intelligence Agency (CIA). The World Fact-
one-year kindergarten and a six-year primary cycle. In 7 book 2000. Available from http://www.odci.gov/.
of the 29 government primary schools, a four-year senior
Petty, Osmon, Secretary for the Ministry of Education,
stage of post primary education is offered to those who
St. Kitts & Nevis. Personal correspondence with the au-
do not find a place in junior schools. There are 19 primary
thor. March 2001.
schools on St. Kitts and 9 on Nevis.
Redden, Kenneth R., ed. Modern Legal Systems. Buffalo,
The number of primary-level pupils on St. Kitts for
NY: Willaim S. Heid & Co., 1989.
the year 2000 was 5,631. For every teacher there were ap-
proximately 20 students. On Nevis the student/teacher
ratio was slightly less at approximately 19 to 1 with a —Dennis J. Stone
total of 1,291 students. The combined number of teachers
on both islands at the primary level in 2000 was 354; the
total number of students was 6,922.

SECONDARY EDUCATION SAINT LUCIA

Four years of secondary education are compulsory
for every child on St. Kitts and Nevis. The traditional sec-
ondary schools receive a limited number of pupils who BASIC DATA
have clearly shown ability and interest in academic edu-
cation by age 12 and who may reasonably be expected Official Country Name: Saint Lucia
to pass the G. C. E. ‘‘O’’ level exam or the academic sub- Region: Puerto Rico & Lesser
ject exams of the CXC. Under the current arrangement, Antilles
all students move into secondary school, but may follow
slightly different curricula. Students finishing secondary Population: 156,260
school may move into the Advanced Vocational Educa- Language(s): English, French patois
tion Centre (AVEC) in preparation for the local college Literacy Rate: 67%
or they can transfer directly to the college if they possess
the requisite skills.
In the year 2000 there were 263 teachers and 3,532 The first organized system of education in Saint
pupils at the secondary level on St. Kitts, approximating Lucia emerged after this eastern Caribbean colony
a 1 to 13 teacher/student ratio. On Nevis there were 45 achieved independence in 1838. The Anglican, Catholic,
teachers to 926 pupils with a larger ratio of about 1 to 20. and Methodist churches were largely responsible for
The combined number of teachers on both islands at this these early schools. Eventually, the churches began
level was 260. Pupils totaled 4,458. working in conjunction with the government to oversee

WORLD EDUCATION ENCYCLOPEDIA 1159

SAINT PIERRE AND MIQUELON

education in Saint Lucia. Because schools residing on toward a similar goal for secondary education, with a tar-
church grounds and managed by church groups received get date of 2005, hoping that by further educating its citi-
government funding, they became known as public as- zens, Saint Lucia will be better able to compete in the
sisted schools. Schools in operation in 1998 totaled 82. global marketplace of the twenty-first century.
Of these, 64 primary and 2 secondary schools were overs-
een by religious organizations, most commonly the Cath- BIBLIOGRAPHY
olic church. While primary school enrollment in the Ministry of Education, Human Resources, Youth and
1990s hovered near the 95 percent mark, secondary Sports. Education Development Plan: 1999-2005 and
school enrollment reached only 50 percent. Beyond. 1999. Available from http://www.education.
Preprimary education in Saint Lucia did not become gov.lc.
commonplace until it received funding in the 1970s by National Statistics Department, Saint Lucia. Structure of
the Ministry of Community Development. In 1985, Saint Education System 2000. Ministry of Education, Human
Lucia’s Ministry of Education created a separate division Resources, Youth and Sports, Corporate Planning Unit,
to focus specifically on developing preprimary programs 2000. Available from http://www.stats.gov.lc.
to prepare children for mandatory basic education. Near-
ly 80 percent of Saint Lucia’s children aged three to five UNESCO. The EFA 2000 Assessment: Country Reports:
attended one of the country’s 150 preschools or 33 day Saint Lucia. World Education Forum, 2000. Available
care centers in 1998. from http://www2.unesco.org.

Compulsory education begins at age five. Primary

—AnnaMarie L. Sheldon
education consists of a three-year ‘‘infant’’ program and
a subsequent four years of ‘‘primary’’ instruction. At the
end of the seventh grade, students take the Common En-
trance Examination (CEE) to determine placement for
additional compulsory schooling. Those who do well on
the CEE move into a secondary school where they com- SAINT PIERRE AND
plete five years of basic studies. Because the 1997 Saint MIQUELON
Lucia Education Act requires all students to remain in
school until 16 years of age, those who do not attend a
BASIC DATA
secondary school are placed into a three-year ‘‘senior pri-
mary’’ program which focuses on preparing students for Official Country Name: Territorial Collectivity
future jobs. This legislation was enacted to keep students of St. Pierre and
in school until they are of legal age to begin working. Miquelon
Secondary school graduates who perform well Region: North & Central
enough on the Caribbean Examination Council or Gener- America
al Certificate Examination may pursue higher education.
Population: 6,896
St. Lucia’s only tertiary institute is the Sir Arthur Lewis
Community College, which offers studies in arts, sci- Language(s): French
ences, and general studies; nursing, education, and mid- Literacy Rate: 99%
wifery; technical education and management studies; and
teacher education and education administration. Students
wishing to seek other higher degrees do so abroad. The archipelago, or island group, known as Saint-
Pierre and Miquelon is an overseas territory of France lo-
St. Lucia spends 25 percent of its national recurrent
cated in the northern Atlantic Ocean about 16 miles from
budget on education. In 1998, primary education was
the coast of Newfoundland, Canada. Residents are
granted 41.1 percent of this funding; secondary educa-
French citizens. Education is modeled after the tradition-
tion, 27.9 percent; and higher education, less than 1 per-
al French system, it is free and compulsory for children
cent. Wanting to reduce its reliance on the cyclical and
between the ages of six and sixteen. The primary lan-
fickle banana and tourism industries, Saint Lucia’s Min-
guage of instruction is French. Most of the nation’s pri-
istry of Education worked throughout the 1980s and
vate schools are run by the Roman Catholic church.
1990s to offer universal primary education to its resi-
dents. Beyond simply making education accessible, how- Primary education lasts for five years. In 1999, the
ever, officials were also concerned about alleviating number of preprimary and primary schools in operation
overcrowding in schools and improving existing build- totaled nine, five of which were private and four of which
ings and equipment. The ministry has also been working were public. Primary school students totaled 782. Sec-

1160 WORLD EDUCATION ENCYCLOPEDIA

 SAINT VINCENT AND THE GRENADINES

ondary education is broken up into two cycles: a four-

year program, followed by three additional years of
study, successful completion of which results in the bac-
calaureat diploma. There are two secondary schools, one
public and one private. Students in the second, or upper,
level of their secondary studies may pursue one of three
subject areas: scientific, literary, or economic and social.
Upper secondary students may also opt to enroll in the
Professional College for technical training. In 1999, sec-
ondary students totaled 703; of these, 172 were enrolled
in the Professional College. Technical programs cover
such topics as electronics, electrical engineering, joinery,
woodworking, mechanics, and secretarial skills. Students
at the Professional College work towards one of two Cer-
tificats d’Aptitude Professionnelle, one of six Brevets
d’Etudes Professionnelles, or one of two Baccalaureats
Professionnels. Scholarships are available to qualified
students wishing to seek a higher degree in France.
and Tobago—and England herself. This still holds true;
BIBLIOGRAPHY
in the year 2000, Queen Elizabeth II was the nominal
‘‘Saint-Pierre and Miquelon.’’ Microsoft Encarta Online head of state and English was the official language of
Encyclopedia. Microsoft Corp., 2001. Available from Saint Vincent and the Grenadines.
http://encarta.msn.com.
Prior to Columbus, the aboriginal Carib and Arawak
‘‘Systeme educatif.’’ Paris: Ministere Education Nation- peoples regarded education as the inculcation in their
ale, 2001. Available from http://209.205.50.254. young of tribal values such as courage in adversity and
Vie Pratique. Paris: Secretariat d’Etat a l’outre-mer, skill in tracking game. The earliest attempts at European
2000. Available from http://www.outre-mer.gouv.fr. education in the area took the form of missionaries at-
tempting to convert the Indians to Christianity, almost to-
—AnnaMarie L. Sheldon tally unsuccessfully. However, with the coming of the
British and the advent of plantation society and slavery,
the aboriginals virtually disappeared (only 2 percent of
the population of Saint Vincent and the Grenadines was
Amerind in 1999) and, by the end of the seventeenth cen-
SAINT VINCENT AND THE tury, the population of the West Indies consisted of five
major elements: whites from Europe, whites born locally,
GRENADINES locals of mixed blood, free native blacks, and black
slaves. Non-whites were overwhelmingly in the numeri-
BASIC DATA cal, but not political, majority. Since Caucasian blood
was considered the defining hallmark of true humanity,
Official Country Name: Saint Vincent and the little attempt was made to educate the non-white popula-
Grenadines tion.
Region: Puerto Rico & Lesser Great Britain abolished slavery in 1833 and, in 1835,
Antilles the Negro Education Grant was established to educate the
Population: 115,461 former slaves by creating primary and secondary schools
Language(s): English, French patois in the West Indies, a plan that had the backing of colonial
officials and clergy. Funds calculated in ratio to the num-
Literacy Rate: 96% ber of ex-slaves on each island were supplied through the
grant and charitable donations.
After the arrival of the white man, the history of edu- The Negro Education Grant was terminated in 1845,
cation in St. Vincent and the Grenadines was inextricably and its role was taken by the governments of the various
bound up with the other Anglophonic people of the Ca- islands, although clerical support continued throughout
ribbean region—including the Bahamas (where Christo- all the West Indies until 1914 when among the more Prot-
pher Columbus first made landfall), Trinidad, Jamaica, estant populations (Barbados or Antigua, for example) it

WORLD EDUCATION ENCYCLOPEDIA 1161

SAINT VINCENT AND THE GRENADINES

was ended and the responsibility devolved completely However, in an increasingly technology-and-
upon the legislatures. In Saint Vincent and the Grena- computer-driven twenty-first century, educators through-
dines, however, there were many more Roman Catholics, out the world have needed to rethink their missions, and
so the church continued its educational involvement, the governments of the West Indies, including Saint Vin-
funding its schools unilaterally, while the public schools cent and the Grenadines, have taken several approaches
relied solely upon governmental funding—not unlike the to educate their workforces and prepare for the future.
system that developed in the United States of America. Additional help has been forthcoming from the European
Gradually, government support for nongovernmental ed- Union and United States. The educational policies once
ucation evolved. In the decades following, Saint Vincent dictated by a plantation economy, one not particularly
and the Grenadines followed the lead of other Common- conducive to higher and more sophisticated education,
wealth members by replacing the secondary school ex- are being refocused on producing people skilled in the
aminations sent from the United Kingdom with the new industries of tourism, hospitality, information tech-
Caribbean Council Secondary School Examination. The nology, and the ubiquitous computer. These govern-
language of instruction was and remains English. ments, including that of Saint Vincent and the
Grenadines, have now moved to refocus and retool their
By 1970, about 96 percent of the total population workforces at the primary, secondary, and tertiary levels.
was literate, as defined by the percentage of those citizens The Community College of Saint Vincent has been added
aged 15 and over who had ever attended school. Twenty to Saint Vincent Technical College, as well as a number
years later, 55 percent of the total population had of tertiary schools on neighboring Saint Lucia, Grenada,
achieved both the primary and secondary level of educa- and Dominica. There is additional government money for
tion; another 49 percent qualified for the primary only. higher education and training programs for young people
In 1990, there were 100 private preprimary schools on the who are not going to college or for scholarships to those
islands; in the same year, there were 1,119 teachers en- wanting to attend universities in various countries outside
gaged in primary education. In 1997, there were 60 pri- of Saint Vincent and the Grenadines, such as Cuba.
mary schools, with approximately one-third being
denominational or private. Whether they were from secu- The European Union is assisting economically in the
lar or non-secular primary schools, upon completion of upgrading of teaching staff, while the United States has
schooling, all students who wished to go on to secondary provided funds through its USAID/UWI Windward Is-
schools (of which in 1997 there were 21 with a student/ lands Training Project to develop specialists to train
teacher ratio of 15.5:1) had to take and pass the yearly farmers to produce bananas of the highest quality, said
Common Entrance Examination administered by the fruit being a major part of the Vincentian economy, as
Ministry of Education. Students who passed moved on to well as to train agricultural assistance officers in the best
an academic secondary school. Students who failed were methods of managing a farm in the coming decade and
permitted to attend a ‘‘junior’’ secondary school, which decades.
was less prestigious. Students who did not wish to attend
any secondary school were tested by the Primary School In order for the Windward Islands in general, and
Leaving Certificate Examination (50 percent English, 20 Saint Vincent and the Grenadines in particular, to remain
percent mathematics) and, if they passed, were given a competitive in the emerging sectors of Caribbean econo-
certificate of graduation that allowed them egress into my such as tourism, information processing, and bank-
entry level jobs. Government secondary schools of both ing, retraining is and must continue to be conducted
classes were free; the private schools charged a nominal through a well-structured and coherent approach. Plan-
fee, primarily because of government assistance. ning will be required for the year 2010 and beyond.

By 1987, several true colleges and universities also BIBLIOGRAPHY

existed, both on Saint Vincent and the Grenadines and
The Central Intelligence Agency (CIA). The World Fact-
other West Indian principalities. The University of West
book 2000. Directorate of Intelligence, 1 January 2000.
Indies offered a three-year degree program, with a first-
Available from http:www.cia.gov/.
year site on Saint Vincent, while Saint Vincent Teachers
College prepared primary school teachers. For the me- Figueroa, John J. Society, Schools, and Progress in the
chanically-minded, Saint Vincent Technical College of- West Indies. New York: Pergamon Press, 1971.
fered the equivalent of what would be a two-year
Kurian, George Thomas. Illustrated Book of World Rank-
Associate’s Degree from a community college in the
ings. Sharpe Reference, 1997.
United States in vocational fields, such as air condition-
ing. Additionally, Kingstown Technical Centre proffered Mukweyi, Alison Isaack. ‘‘The West Indies College and
a popular tertiary education in such things as woodwork- Its Educational Activities in Jamaica, 1961-1987.’’ Ph.D.
ing and mechanics. diss. Ann Arbor: UMI Press, 1988.

1162 WORLD EDUCATION ENCYCLOPEDIA

 SAMOA

Rubenstein, Hymie. Coping with Poverty: Adaptive educational development across the area. The documents
Strategies in a Caribbean Village. Boulder, CO: West- include segments on early childhood education, primary
view Press, 1987. education, secondary education, teacher education, spe-
cial needs education, department and school manage-
Statistical Yearbook (43rd Issue). New York: United Na-
ment, as well as postsecondary education and training.
tions, 1999.
The Samoan educational system is patterned after
Statistical Yearbook for Latin America. Comision Eco-
that of New Zealand. In 1994, school attendance was
nomica. Chile: Para America Latina, 2000.
made mandatory for all children from 5 to 14 years of age
Whittington, L. Alfons. ‘‘Workforce Development for or until completion of the eighth grade. There are 139 pri-
Communities in Crisis and Transition: A Case Study of mary schools, 21 junior secondary schools, and 4 senior
the Windward Islands.’’ Paper presented at the Africa- secondary schools that are administered by the Director
America Institute’s Advanced Training for Leadership of Education and four assistant directors. The Depart-
and Skills Conference (Zimbabwe, September 21-25, ment of Education is headquartered in Malifa.
1998).
Twenty-two educational districts are attended to by
23 field administrators. The people are responsible for su-
— Ronald E. Sheasby
pervising staff performance, staffing of schools, and
transferring of teachers. They also oversee school admin-
istration and educational programs. Families and the gov-
ernment share the responsibility of school financing. The
government is liable for the salaries of teaching and ad-
SAMOA ministrative personnel, while the village or district owns
the school buildings and equipment.
There are 38 nongovernmental schools that are run
BASIC DATA by their own directors and school boards. These schools
are largely self-financed, but some funds do come from
Official Country Name: Independent State of
the government. The villages that own them run the pri-
Western Samoa
mary and junior secondary schools. School committees,
Region: Oceania which are called Komiti fa’atino oAoga, are the school
Population: 179,466 managers. The committee consists of the principal, in-
spector, pastor (pulenu’u), and villagers.
Language(s): Samoan (Polynesian),
English There are 157 schools located throughout the coun-
Literacy Rate: 97% try. Primary school enrollment is approximately 36,000
students. Forty-eight percent of the students are female;
however, their attendance is irregular. Some of the
The Independent State of Samoa, located in the schools are overcrowded and in a state of disrepair.
southwest Pacific Ocean, comprises nine islands that are During the first six years, students are taught in Sa-
volcanic in origin. The capital is Apia and is located on moan, with English being introduced orally during the
Upolu. The government is described as being a constitu- third year. In the seventh and eighth years, English is the
tional monarchy, and Samoan and English are the official language of instruction.
languages. As of July 2000, approximately 179,466 peo-
ple were in the country, and the literacy rate was 97 per- After eight years of school, students take a national
cent. examination. The rationale behind the exam is the need
to rank students for selection into secondary schools.
In 1900 Samoa was appropriated by Germany. Dur-
ing World War I, the armed forces of New Zealand occu- Throughout the secondary education system, the
pied the country. After the war, Samoa remained under mode of instruction is English. Samoan can be taken as
the control of New Zealand for the next 41 years. In 1961 a separate course. The secondary program is five years
the people voted for independence, and the United Na- in duration and is divided into a three-year junior second-
tions General Assembly voted to terminate the trustee- ary program, which is followed by a two-year senior sec-
ship. Western Samoa became independent on January 1, ondary program. Entry into the senior secondary program
1962. is highly selective.
In 1995, the government formalized its education Progress through the system is tied to three examina-
plan, which ensures a policy framework and strategy for tions. The tests are administered locally, utilizing trained

WORLD EDUCATION ENCYCLOPEDIA 1163

SAN MARINO

examiners with assistance provided by the South Pacific

Board of Educational Assessment team. Students in their SAN MARINO
thirteenth year are given the Pacific Senior Secondary
Certificate Examination. Performance in this test is in-
strumental in determining the students’ academic future; BASIC DATA
the most successful gain entry into the university prepara-
tory year. Official Country Name: Republic of San Marino
Region: Europe
The National University of Samoa (Le Iunivesite
Population: 26,937
Aoao O Samoa) was created in 1984 with 45 students
who were actually in the university preparatory year. The Language(s): Italian
first degree, a Bachelor’s in Education, was offered in Literacy Rate: 96%
1987. In 2001, the university offers bachelors degrees in
Samoan studies, English, history, sociology, geography,
education, and commerce. The institution also offers cer- The smallest republic in the world, San Marino was
founded in 350 A.D. According to the 1997 Information
tificates and diplomas in various disciplines, and there is
Please Almanac, St. Marinus and a group of Christians
one graduate program in teaching.
first settled it. The San Marino constitution provides for
Tuition at the university is very reasonable. Students a parliamentary form of government; the Parliament has
who are citizens of Samoa are charged $60 per course for 60 members and has legislative and administrative pow-
ers.
degree programs, while international students pay $150.
Compulsory education in San Marino begins at the
It appears that Samoan education is in the midst of age of 6 and continues until the age of 14. It consists of
a growth period. Since 1995 they have established mini- five years of primary education and three years of lower
mum standards for buildings, furniture, restrooms, equip- secondary education, which can be taken through a state
ment, and water supplies. The system is also enforcing or non-state school or through home schooling (European
established teacher-learner ratios. Additionally, there is Education 1999).
a program to facilitate the development and distribution San Marinese preschools accept all children between
of curriculum materials to grades one through eight, and the ages of three and six. Attendance is free. Primary
a pre-service and in-service teacher training program fo- school attendance is compulsory for children ages 6 to
cusing on literacy and bilingual teaching methods has 11. Students are given yearly, state-required final exams
been developed. However, some of the school facilities to determine whether or not they may continue onto the
are still in poor condition and inadequately equipped, and next level (European Education 1999).
many of the teachers are under-trained. Lower secondary education is compulsory for chil-
dren between the ages of 11 and 14. After completing
BIBLIOGRAPHY lower secondary education, students may leave school or
continue for another three years in upper secondary edu-
Chandra, Subhas. Catholic Education in Western Samoa: cation after which they can go onto higher education.
A Review. SUVA, Institute of Education University of the Higher education is offered at San Marino’s one major
South Pacific, 1990. university, L’Universita di San Marino. It offers four dif-
ferent types of degrees (European Education 1999). San
Howe, K.R. Where the Waves Fall: A New South Sea Is- Marino also offers several types of nonformal education
lands History, from the First Settlement to Colonial Rule. such as classical, scientific, artistic, technical, and voca-
Hawaii, 1984. tional schools and adult education programs.
Johnson, R.T. Observations of Western Samoan Culture The Ministry of Education has the responsibility of
and Education. Unpublished manuscript. Minneapolis: supervising all educational institutions. The Ministry also
University of Minnesota, Bureau of Educational Re- plans and promotes educational research. The schools are
search, 1962. funded by the state, and money is distributed to schools
depending on their needs.
National University of Samoa, 2001. Available from Teachers in San Marino attend teacher training
http://www.nus.edu.ws/general/history.html. schools, and they must take general culture and psycholo-
gy classes. Specialization classes can be taken after grad-
—Morgan Peterson uation (Eurydice 1997).

1164 WORLD EDUCATION ENCYCLOPEDIA

 SAO TOME AND PRINCIPE

Education is very important in San Marino. In the fu- pendent country was education. The government made it
ture, their educational programs will continue to change a ‘‘top priority to extend education, invest in new
based on changes in society. schools, and launch an adult literacy campaign’’ (United
Nations House 1998).
BIBLIOGRAPHY Prior to the independence, only 20 percent of the
The 1997 Information Please Almanac. Boston: Hough- population was literate. In 2001, some 62.1 percent of
ton Mifflin Company, 1997. women and 85.2 percent of mencould read and write. By
law, children are required to complete elementary school,
European Education Profile. The British Council, 2000.
but many do not; a rare few progress to high school. Sao
Available from http://www.britishcouncil.sm.education/.
Tome and Principe had 13 preprimary schools with 3,446
The Eurydice Database San Marino, 2001. Available students in 1989; 69 primary schools (grades 1-4) with
from http://www.psy.it/ordpsic/psy_e_u.html. 20,502 students in 1997, and 10 secondary schools (5-9)
with 12,280 children. There is one vocational training
—Deanna Edens center and, in 1997, a teacher training college was com-
pleted; however, it teaches pre-university level education
and is located in Sao Tome City. The island of Principe
comprises only 5 percent of the country’s population;
therefore, they have only one technical school and three
SAO TOME AND PRINCIPE secondary schools. Information is limited to education
only in Principe.
The staff of the schools is primarily foreigners who
BASIC DATA are insufficiently trained and poorly paid. There is a
shortage of classrooms, so these teachers are forced to
Official Country Name: Democratic Republic of teach as many as 70 students per class. The enrollment
Sao Tome and Principe rate had been rising since 1975, but it decreased in 1993.
According to the United Nations House, it may be be-
Region: Africa
cause of the suspension of the feeding program. The pro-
Population: 159,883 gram is supposed to restart in the 1999-2000 school year.
Language(s): Portuguese Under the newest constitution passed by the National
Literacy Rate: 73% Assembly in April of 1990, multiparty elections are al-
lowed, which means that the country is more of a democ-
racy now. Approximately 18.8 percent of total
The small island of Sao Tome was discovered be- government expenditure is on education, and statistics in
tween 1469 and 1472, along with its smaller sister island 1995 show that 21.2 percent of the public investment pro-
Principe, by Portuguese navigators. However, Principe gram was spent on education. Rusa Misericordia, the
was first successfully settled in 1500. As settlers discov- minister of education in 2001, expected that education
ered the great abundance of sugar, the Portuguese crown will improve. Funding remains dependent on outside
soon took over in 1522. funds, but Sao Tome and Principe is doing much to im-
prove education.
The Portuguese then started to bring many African
slaves to the plantations. As two new cash crops, coffee
and cocoa, were discovered, the need for more workers BIBLIOGRAPHY
increased. Although slavery was abolished in the 1800s, The Central Intelligence Agency (CIA). The World Fact-
the Portuguese continued to bring Africans to the island book 2000. Directorate of Intelligence, 1 January 2000.
and make them work under harsh conditions, so these Available from http://www.cia.gov.
workers grew angry and began to revolt. In 1953, Portu-
The Europa World Year Book, 41st Ed., Vol.11. London:
guese troops killed hundreds of these workers; this fa-
Europa Publications, 2000.
mous event is called the Batepa massacre.
Spotlight on Education in Portuguese-Speaking Africa,
Soon the people of Principe were demanding an end
1998. Available from http://www.unesco.org/iiep/news.
to Portuguese rule and, on July 12, 1975, along with Sao
Tome, they gained their independence. During this time United Nations House. Sao Tome and Principe, 1998.
they made many changes, including a new constitution. Available from http://www.uns.st/uns/country.html.
The country was now a republic electing a new president
ever five years. A very important issue for the new inde- —Deanna Edens

WORLD EDUCATION ENCYCLOPEDIA 1165

SAUDI ARABIA

as the Nejd, were home to various tribal families compet-

SAUDI ARABIA ing against each other. The eighteenth century teachings
of Muhammad ibn Abd al-Wahhab, a Muslim reformer,
who wanted a pure undistorted Islam rejecting the glorifi-
cation of men, saints, and prophets, were incorporated
BASIC DATA into the Saud family’s political ideology as it conquered
the Nejd.
Official Country Name: Kingdom of Saudi
Arabia After World War I, Ibn Saud lay claim to the Hijaz
Region: Middle East kingdom ruled by the Hashemite family, direct descen-
dants of the Prophet Muhammad and Sharifs (Guardians)
Population: 22,023,506
of the sacred cities Makkah and Madinah. The unpopular-
Language(s): Arabic ity of the King of the Hijaz, British indifference in the re-
Literacy Rate: 62.8% gion, and the superior military skills of the Saud family
and its allies led to their successful 1926 conquest of the
Number of Primary
Hijaz and Islam’s holy cities. Ibn Saud, the first King of
Schools: 11,506
Saudi Arabia, consolidated his military control over the
Compulsory Schooling: 6 years Arabian Peninsula by numerous marriages to the daugh-
Public Expenditure ters of important Arab families and the fathering of 43
on Education: 7.5% sons and at least 20 daughters. The nation’s strategic geo-
graphic location astride the Red Sea and the Persian (Ara-
Foreign Students in
bian) Gulf and its control of half of the world’s oil supply
National Universities: 5,361
made the kingdom an important ally for the United States
Educational Enrollment: Primary: 2,256,185 during the Cold War and an economic ally in the global
Secondary: 1,542,989 economy of the twenty-first century.
Higher: 273,992
Educational Enrollment CONSTITUTIONAL & LEGAL
Rate: Primary: 76% FOUNDATIONS
Secondary: 58%
Higher: 16% A family of princes numbering between 2,000 and
Teachers: Primary: 175,458 5,000 adult males rule the Saudi monarchy from the capi-
Secondary: 119,881 tal city of Riyadh. Saudi Arabia was an absolute monar-
Higher: 15,868 chy during the reign of its first King, Ibn Saud (1932-
1953). While there are plans to institute some political
Student-Teacher Ratio: Primary: 13:1 reforms, the structure of government has seen few
Secondary: 13:1 changes. A royal council of majlis (ministers) is chaired
Female Enrollment Rate: Primary: 75% by the king, includes selected members of the royal fami-
Secondary: 54% ly, cabinet ministers, councilors, leading members of the
Higher: 15% ulama (theologians), provincial emirs, and tribal sheiks,
and provides advice on the nation’s governance. Saudi
Arabia’s government protects Islam and is governed by
sharia law, which are Muslim values and laws outlined
in the Qur’an, (Muslim’s sacred text) and the Hadith (the
HISTORY & BACKGROUND sayings attributed to the Prophet Muhammad).

Saudi Arabia was formed in September 1932, when The king appoints the nation’s judicial authorities.
representatives from the Kingdom of the Hijaz sent a pe- The king appoints and relieves deputies of the prime min-
tition to Abd al-Aziz ibn Abd al-Rahman ibn Faisal Al ister, ministers, and members of the Council of Ministers
Saud (Ibn Saud), Sultan of the Nejd, requesting the union by royal decree. The king has the right to dissolve and
of the kingdom and sultanate as a single nation in faith, reorganize the Council of Ministers; is commander-in-
history, and traditions. King Ibn Saud issued a decree on chief of the armed forces; declares states of emergency,
September 18, 1932, proclaiming the new nation of Saudi general mobilization, and war; and governs by royal de-
(Saud’s) Arabia. The Arabian Peninsula is the historic cree. The king has final authority. The majlis al-shura is
birthplace of the Islam religion. The Ottoman Turks from perceived as a first step toward the development of a na-
Constantinople ruled the Hijaz from the sixteenth century tional legislature. Succession to the throne of Saudi Ara-
to 1918. The interior regions of desert and oases, known bia is from among the surviving sons of King Ibn Saud.

1166 WORLD EDUCATION ENCYCLOPEDIA

 SAUDI ARABIA

One hundred princes from among several thousand are General Directorate of Girls Education. There was con-
selected to determine who will become king and crown siderable resistance to female education within the king-
prince. The Royal Family of Saudi Arabia has displayed dom, but it abated and during its first decade, 16 primary
a remarkable unity since 1932, although internal conflict schools for girls were built with 148 staff members edu-
did arise between King Saud (1953-1964) and the brother cating 5,200 females.
who ultimately deposed him, Crown Prince Faisal. Faisal
was himself assassinated by a disturbed nephew in 1975. As relations with Egypt deteriorated during the
1960s, the Saudi government abandoned the Egyptian
EDUCATIONAL SYSTEM—OVERVIEW model, and proceeded to develop its own educational sys-
tem. Under the leadership of Kings Faisal (1964-1975)
Saudi Arabia’s first monarch, King Ibn Saud, regard- and Khalid (1975-1982), Saudi Arabia established two
ed education as a means to foster national unity and to five-year plans that promoted education to develop the
enlighten the Saudi people. In 1925, public education did needs of the people as a human resource through educa-
not exist. There were only four private elementary tion and training and to facilitate the nation’s economic
schools in the entire country. Therefore, a centralized ed- infrastructure. The educational system was redesigned to
ucational policy was entrusted to the newly established accommodate an increasing number of elementary and
Directorate of Education. Although compulsory educa- intermediate school students. Only 50 percent of the stu-
tion was mandated for a six-year elementary education dents were permitted to enter into a general secondary ed-
followed by a five-year secondary cycle, enforcement ucation leading to a university degree. The other students
was difficult without an adequate number of schools. were placed in teacher training and vocational and techni-
Saudi Arabia’s first educational system was modeled on cal education programs. Girls’ education enrollments
Egypt’s system, which, in turn, was heavily influenced were projected to reach 95 percent of the eligible popula-
by the French educational model. Saudi Arabia’s educa- tion.
tional system was designed to observe the teachings of
Islam, disseminate knowledge, and construct schools. Under the rule of King Fahd (1982-), major changes
The 1930s witnessed many changes in education: the first occurred within the educational system. A Directorate
Religious Sciences School (1933); the issuance of rules General for Educational Technology was created consist-
for private schools (1934); and the first secondary school, ing of the Departments of Design and Production. These
Tahdeer Al-Baathat School, to prepare graduates for a departments are responsible for the development of edu-
university education (1935). In 1938, the General Direc- cational materials, supplying classroom educational tech-
torate of Education was given full control over all educa- nology, and training senior staff at the Ministry of
tion except for the military. Saudi Arabia’s first technical Education in educational technology. Standards for
secondary school and school of higher learning, the Col- teacher certification were made more rigorous, while the
lege of Sharia (now, Umm Al Qura University), were examination system for elementary and intermediate
founded in 1949. During the decade of the 1950s, three schools was transferred from the central government to
more colleges were granted charters, the Teachers’ Col- the individual schools. Programs of study were upgraded
lege (1952), the College of Sharia in Riyadh (1953), and at the 17 teachers’ colleges, which grant a bachelor’s de-
the College of Arabic Language in Riyadh (1954). gree with the completion of 149 credit hours in academic
study. A special education program developed for stu-
In 1952, the United Nations reported that Saudi Ara- dents with special needs included the construction of spe-
bia had 306 elementary schools, but illiteracy was be- cial educational facilities and a special education degree
tween 92 and 95 percent. To combat such dire statistics, in teacher training granted by King Saud University.
a Ministry of Education was established in 1953 with
Prince (later King) Fahd as the first minister of education Seeking knowledge is mandatory for each Muslim.
entrusted with the task of expanding and modernizing ed- Islam is both integral to and the essence of education. The
ucational resources. The kingdom was divided into principles of education formulated by the Higher Com-
school districts, each governed by a superintendent as- mittee of Educational Policy include the responsibility to:
sisted by a technical staff. Within the Ministry of Educa- (1) strengthen faith in God and Islam and in Mohammed;
tion, a special department, Popular Culture, was created (2) foster a holistic, Islamic concept of the universe; (3)
to combat adult illiteracy. In 1958, the Saudi kingdom emphasize that life is a stage of work and production to
adopted a uniform educational policy in cooperation with invests full understanding of and faith in eternal life; (4)
other Arab states that provided for a six-year compulsory proclaim the message of Mohammed; (5) instill Islamic
elementary education, a three-year optional intermediate ideals; (6) engender faith in human dignity; (7) reinforce
education, and a three-year optional secondary education the duty of each Muslim to see education and the duty of
for men only. In 1961, education for women was mandat- the state to provide education in it various stages within
ed, with the responsibility given to the newly created the state’s capacity and resources; (8) incorporate reli-

WORLD EDUCATION ENCYCLOPEDIA 1167

SAUDI ARABIA

gious education and maintain Islamic culture at all educa- within the Ministry of Education. The Ministry of Educa-
tional levels; (9) integrate Islamic orientation in sciences tion represents the kingdom in international organiza-
and knowledge in the curricula and teaching; (10) stimu- tions and promotes cultural and foreign exchanges. Saudi
late human knowledge through Islam to raise the nation’s Arabia is divided into school districts, which implement
standard of living; (11) foster fundamental beliefs; and the policies adopted by the Ministry of Education while
(12) teach the importance of Saudi history and the preser- school principals administer the schools on a daily basis.
vation of the Islamic religion. Recent school reorganization has passed more policy au-
thority to the local schools.
Education in Saudi Arabia has four special charac-
teristics: an emphasis on Islam, a centralized educational The General Presidency of Girls’ Education, orga-
system, separate education for men and women, and state nized in 1960, is the educational counterpart to the Minis-
financial support. Islam is the core of each Muslim’s cur- try of Education, but for women. Elementary education
riculum, with time each week devoted to the study of the for girls was started in 1961, and by 1963 girls’ education
Muslim sacred text, the Qur’an, Islamic tradition, juris- was available at both the intermediate and secondary le-
prudence, and theology from primary through higher ed- vels. The General Presidency of Girls’ Education is di-
ucation. Religion is not separate from but is a part of the vided into the Directorate General for General Education
disciplines of education, economics, sociology, psychol- for elementary, intermediate, and secondary education
ogy, medicine, and law. It is expected that the Qur’an and the Deputy General of Girls’ Colleges which over-
will be memorized, interpreted, and applied to all aspects sees junior college, undergraduate and postgraduate le-
of daily life. vels and specialized training institutes and technical
schools in the fields of nursing, teacher training, tailoring,
The centralized educational system for men is under
and adult education.
the jurisdiction of the Ministry of Education; and for
women, under the General Presidency of Girls’ Educa- The General Organization for Technical Education
tion. All schools at all levels utilize the same methods of and Vocational Training (GOTEVT) was created in
instruction, textbooks, evaluation techniques, curricula, 1980, to accommodate the kingdom’s increasing needs
and educational policy. As stated in Article 155 of the for specialized technical training. The educational depart-
Educational Policy of Saudi Arabia, there is strict separa- ment is divided into the Directorate General for Techni-
tion of the sexes at all levels of education with the excep- cal Education for industrial, commercial, and agricultural
tion of kindergarten, nursery, and some private education and the Directorate General for Vocational
elementary schools, and in some medical schools. The Training for supervised vocational and on-the-job train-
separation of the sexes is related to the respected social ing programs, curricula development, program evalua-
status of women accorded them by Islam. With the ex- tion, trainee affairs, instructor training, and audio-visual
ceptions of physical education and home economics, the aids. There are three levels of vocational training: prevo-
curricula are the same. The Saudi government is commit- cational training centers, vocational and commercial sec-
ted to the development of education at all costs and main- ondary schools and higher (postsecondary) technical
tains exclusive control. Education is free but not institutes.
compulsory beyond the elementary level. The govern-
ment provides free tuition, stipends, subsidies, and bo- The Ministry of Higher Education, established in
nuses to students entering certain fields of study and to 1975, provides support for Saudi Arabia’s seven univer-
those continuing their education outside the country. Free sities and 78 colleges. It coordinates, supervises, and
transportation is provided for female students. follows-up postsecondary programs with national devel-
opment programs in a variety of fields. It reviews re-
Educational Organization: There are four agencies quests for study abroad and oversees 27 educational and
given the responsibility for educational policy: the Minis- cultural missions in other countries. The Minister of
try of Education, the General Presidency of Girls’ Educa- Higher Education heads the University Council for each
tion, the Ministry of Higher Education, and the General university. The sole exception is the Islamic University
Organization for Technical Education and Vocational headed by the Custodian of the Two Holy Mosques, The
Training. The Ministry of Education, founded in 1953, King. Educational ministries exist separately for the mili-
replaced the Directorate of Education. Its responsibilities tary. They include the King Khalid Military College for
include policy-making, planning, and budgetary staff to National Guard training, the King Fahd Security College
provide physical and teaching materials and supplies to for security training, Staff Military Academy, three mili-
elementary, intermediate, and male secondary schools. tary academies, and four civil aviation junior colleges.
Adult and special education, teacher training programs,
curriculum and teaching methods, the library system, and Specialized Education: Saudi Arabia offers educa-
museums and archaeological research are departments tional opportunities for students with special needs.

1168 WORLD EDUCATION ENCYCLOPEDIA

 SAUDI ARABIA

There are schools within the kingdom for special educa- conduct research and studies on international, Arab, and
tion, the blind, the deaf, the mentally retarded, and those Islamic issues; and to organize conferences and seminars
needing physical therapy and training. Training for spe- on diplomatic, political, and international affairs.
cial education teachers is offered at King Saud University
in the College of Education and at the College of Applied PREPRIMARY & PRIMARY EDUCATION
Medicine for the speech and hearing impaired. Addition-
al special education teacher training needs are satisfied Kindergarten is available but not compulsory. It pro-
by study abroad at accredited institutions of higher learn- vides a constructive educational environment emphasiz-
ing. The Ministry of Education and the General Presiden- ing social behavior, hygiene, and play activities.
cy of Girls’ Education offer adult education programs Kindergartens are usually co-educational and under the
that focus on the mastery reading, writing, and elementa- supervision of the General Presidency of Girls’ Educa-
ry arithmetic skills. Graduates receive a Literacy Certifi- tion. Kindergarten is divided into the following age
cate. The Kingdom of Saudi Arabia offers special groups: fewer than four years, four to five years, and five
training programs through the Institute of Public Admin- to six years old. Only elementary education is compulso-
istration in the fields of banking, electronic data process- ry in Saudi Arabia. It is the foundation for the develop-
ing, hospital administration, library science, personnel ment of further education. Elementary education covers
studies, secretary studies, and store administration. Each grades one to six. The curricula emphasis is Arabic lan-
branch of the military has it own training academy or col- guage, Islamic religion, history, geography, mathematics,
lege—the King Abdulaziz Military Academy in Riyadh and sometimes English. Students are promoted by exami-
nation prepared by the individual schools. Private ele-
(Army), King Fahd Naval College in Dammam, the King
mentary schools comprise four percent of the schools at
Faisal Air Force Academy in Riyadh, and the King Kha-
this level, but they must use the same government devel-
lid Military Academy for the National Guard. Each mili-
oped curricula and examination system used in public
tary academy awards a bachelor of military Science
schools. The headmaster of each private school is a gov-
degree. Additional specialized institutes include health
ernment employee appointed by the Ministry of Educa-
care institutes and nursing schools to train nursing, x-ray,
tion. Elementary school teachers must have a bachelor’s
and laboratory technicians, health supervisors, surgical
degree. An increase in teacher training programs is reduc-
operations assistants, assistant pharmacists, assistant stat- ing the teacher shortage among males and native Saudi
isticians, and nutritional assistants. Three intermediate teachers.
nursing schools offer women a three-year program of
study for a Certificate of Technical Nursing. The Minis- In the 1994-1995 academic years in Saudi Arabia
try of Foreign Affairs administers the Institute of Diplo- there was one kindergarten school under the jurisdiction
matic Studies (1979) whose responsibility is to raise the of the Ministry of Education enrolling 472 students with
work standards for members of the Foreign Ministry; to a staff of 52 teachers. For the same year there were 205

WORLD EDUCATION ENCYCLOPEDIA 1169

Other documents randomly have
different content
 Oceanography - Revision Notes
Winter 2021 - Laboratory

Prepared by: Researcher Smith

Date: August 12, 2025

Background 1: Problem-solving strategies and techniques

Learning Objective 1: Learning outcomes and objectives
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 2: Research findings and conclusions
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 3: Literature review and discussion
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 4: Comparative analysis and synthesis
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Learning Objective 5: Practical applications and examples
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 5: Diagram/Chart/Graph]
Key Concept: Experimental procedures and results
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Remember: Historical development and evolution
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Key Concept: Assessment criteria and rubrics
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Comparative analysis and synthesis
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 9: Diagram/Chart/Graph]
Note: Experimental procedures and results
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Chapter 2: Historical development and evolution
Key Concept: Critical analysis and evaluation
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 11: Historical development and evolution
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 12: Assessment criteria and rubrics
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Learning outcomes and objectives
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 14: Historical development and evolution
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 15: Diagram/Chart/Graph]
Remember: Learning outcomes and objectives
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 16: Practical applications and examples
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 17: Diagram/Chart/Graph]
Practice Problem 17: Comparative analysis and synthesis
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Historical development and evolution
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Literature review and discussion
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Conclusion 3: Learning outcomes and objectives
Definition: Historical development and evolution
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Literature review and discussion
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Experimental procedures and results
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 23: Literature review and discussion
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 24: Diagram/Chart/Graph]
Definition: Learning outcomes and objectives
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 25: Problem-solving strategies and techniques
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 26: Diagram/Chart/Graph]
Example 26: Practical applications and examples
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 27: Diagram/Chart/Graph]
Practice Problem 27: Literature review and discussion
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 28: Diagram/Chart/Graph]
Note: Statistical analysis and interpretation
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Current trends and future directions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Background 4: Current trends and future directions
Remember: Study tips and learning strategies
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Assessment criteria and rubrics
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 32: Diagram/Chart/Graph]
Practice Problem 32: Ethical considerations and implications
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 33: Diagram/Chart/Graph]
Practice Problem 33: Case studies and real-world applications
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 34: Current trends and future directions
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 35: Research findings and conclusions
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 36: Study tips and learning strategies
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Historical development and evolution
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Fundamental concepts and principles
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Study tips and learning strategies
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Abstract 5: Comparative analysis and synthesis
Definition: Assessment criteria and rubrics
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 41: Learning outcomes and objectives
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 42: Diagram/Chart/Graph]
Practice Problem 42: Literature review and discussion
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 43: Current trends and future directions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Historical development and evolution
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Practice Problem 45: Literature review and discussion
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 46: Key terms and definitions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Practical applications and examples
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 48: Fundamental concepts and principles
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Experimental procedures and results
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Abstract 6: Current trends and future directions
Remember: Key terms and definitions
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 51: Current trends and future directions
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 52: Diagram/Chart/Graph]
Note: Learning outcomes and objectives
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Historical development and evolution
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Best practices and recommendations
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 55: Interdisciplinary approaches
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Historical development and evolution
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 57: Case studies and real-world applications
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 58: Best practices and recommendations
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 59: Diagram/Chart/Graph]
Example 59: Case studies and real-world applications
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Results 7: Key terms and definitions
Important: Study tips and learning strategies
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 61: Experimental procedures and results
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 62: Diagram/Chart/Graph]
Important: Critical analysis and evaluation
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 63: Diagram/Chart/Graph]
Key Concept: Study tips and learning strategies
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 64: Diagram/Chart/Graph]
Example 64: Theoretical framework and methodology
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Theoretical framework and methodology
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 66: Experimental procedures and results
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Ethical considerations and implications
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 68: Study tips and learning strategies
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Theoretical framework and methodology
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Topic 8: Ethical considerations and implications
Remember: Historical development and evolution
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 71: Diagram/Chart/Graph]
Example 71: Literature review and discussion
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 72: Learning outcomes and objectives
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Research findings and conclusions
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Comparative analysis and synthesis
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 75: Assessment criteria and rubrics
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Interdisciplinary approaches
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 77: Diagram/Chart/Graph]
Key Concept: Critical analysis and evaluation
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Best practices and recommendations
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Interdisciplinary approaches
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Review 9: Research findings and conclusions
Definition: Ethical considerations and implications
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 81: Diagram/Chart/Graph]
Practice Problem 81: Ethical considerations and implications
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 82: Literature review and discussion
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Statistical analysis and interpretation
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Comparative analysis and synthesis
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Practical applications and examples
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Case studies and real-world applications
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 87: Experimental procedures and results
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Definition: Fundamental concepts and principles
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Ethical considerations and implications
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 90: Diagram/Chart/Graph]
Chapter 10: Comparative analysis and synthesis
Definition: Literature review and discussion
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 91: Practical applications and examples
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Learning outcomes and objectives
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Best practices and recommendations
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Critical analysis and evaluation
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Comparative analysis and synthesis
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Ethical considerations and implications
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Practice Problem 97: Study tips and learning strategies
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Critical analysis and evaluation
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Learning outcomes and objectives
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Chapter 11: Comparative analysis and synthesis
Definition: Fundamental concepts and principles
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Theoretical framework and methodology
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 102: Diagram/Chart/Graph]
Important: Learning outcomes and objectives
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Research findings and conclusions
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Fundamental concepts and principles
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 105: Diagram/Chart/Graph]
Important: Ethical considerations and implications
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Learning outcomes and objectives
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Literature review and discussion
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 108: Learning outcomes and objectives
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 109: Literature review and discussion
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Section 12: Ethical considerations and implications
Important: Current trends and future directions
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Assessment criteria and rubrics
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 112: Diagram/Chart/Graph]
Important: Best practices and recommendations
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 113: Diagram/Chart/Graph]
Important: Literature review and discussion
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Best practices and recommendations
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Research findings and conclusions
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Experimental procedures and results
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Theoretical framework and methodology
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 118: Diagram/Chart/Graph]
Remember: Practical applications and examples
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 119: Problem-solving strategies and techniques
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 120: Diagram/Chart/Graph]
Results 13: Current trends and future directions
Example 120: Current trends and future directions
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Practice Problem 121: Ethical considerations and implications
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 122: Diagram/Chart/Graph]
Definition: Fundamental concepts and principles
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 123: Diagram/Chart/Graph]
Remember: Case studies and real-world applications
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 124: Current trends and future directions
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Ethical considerations and implications
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 126: Diagram/Chart/Graph]
Definition: Best practices and recommendations
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 127: Diagram/Chart/Graph]
Key Concept: Learning outcomes and objectives
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Statistical analysis and interpretation
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 129: Diagram/Chart/Graph]
Welcome to our website – the ideal destination for book lovers and
knowledge seekers. With a mission to inspire endlessly, we offer a
vast collection of books, ranging from classic literary works to
specialized publications, self-development books, and children's
literature. Each book is a new journey of discovery, expanding
knowledge and enriching the soul of the reade

Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.

Let us accompany you on the journey of exploring knowledge and

personal growth!

ebookfinal.com