Compared to the United States system of education, the Yemeni system is well up to par, in fact, surpassing that of the US. With a strict European-style system, the Yemeni education offers its students a rigorous study which enables many to come to American universities like MIT, RPI, Brown, etc.
Yemen wasn’t always a country that offered such an education. In fact, until 1960, the county’s infrastructure was incapable of allowing easy transportation, as Yemeni roads were few, and the ones that were, were unpaved. Through the 1970s and 80s, however, Yemen saw a rapid growth in secular development, and a ministry of education was developed. Although this was a definite advancement for Yemen, there were flaws in the implementation of the system, and the accessibility of it to its citizens was limited.
With the unification of the Republic of Yemen, however, education became a heavy importance. Both primary education and secondary grew, especially with the addition of standard texts and curricula. High school students, instead of taking a wide, broad array of subjects would take courses centered around their specific area of interest.
So the question now arises; which system is better? While we observe the United States curriculum, we notice that it doesn’t often change. Often what is required from students is minimal. Many can get by, simply by applying the least amount of effort necessary. However, the lives of the average American teen are much more rounded than that of the studious Yemeni. Is this wrong? Is this right? Should the tight control on Yemeni education be relaxed to allow students to participate in extra-curricular activities like soccer or drama? Or should the American system strengthen its clasp on education and focus on the importance of a strong, intellectual background?
Both systems seem to have their advantages and disadvantages. While Yemeni education equips its students with the knowledge needed to get into top-notch universities throughout the world, how many of those students return to Yemen to aid the government and sciences? In America, many students excel in their high-school careers at various sports like basketball and baseball, and are convinced that their futures hold for them positions in the major associations. The probability of this however is small, and those students are forced into jobs at larger corporation jobs, like a manager of Kmart, or a gym teacher.
With all of this said, what is it that we can do? Where is it that we’re failing as a country, to provide a strong education like that of the Yemeni? Can we still keep our extra-curricular activities available to our students?
Many will argue that the amount of money spent on schools is too little, and that we should be spending more. Well, the fact of the matter is that we have increased our spending 100% since 1971 without a single noticeable increase in education. This is mainly due to the fact that money is often spent on things like landscaping, cleaning, sports, etc. Is this necessary? Sure, however, what if instead of spending the money on, say, gardeners, and put students in charge of maintaining the appearance of their school’s grounds? Not only would this save money for the school district, allowing them to spend more on books and quality teachers, but it would also get the students involved in their community. (Stossel, 2006).
Perhaps with the addition of funds for classroom learning, students would be able to grasp a good portion of knowledge from their classes and could also continue to participate in clubs and activities. This would not only give them a stronger, more competitive education, but would also shape them into well-rounded people. Perhaps neither the Yemeni or American education system is the perfect example; maybe a mixture of the two is the paradox.
References:
1. Stossel, John. "Stupid in America." ABC News, 20/20. January, 2006. http://www.ask.com/bar?q=are+international+students+smarter+than+american+students%3F&page=1&qsrc=0&ab=4&title=John+Stossel%27s+%27Stupid+in+America%27+-+ABC+News&u=http%3A%2F%2Fabcnews.go.com%2F2020%2FStossel%2Fstory%3Fid%3D1500338&sg=RR00qIS8uXF6UnvBBRNrZfJVz7N46hUqR9BYHUQQpzg%
3D&tsp=1256170322693
2. Yemen - Educational System—overview
Wednesday, October 21, 2009
Compared to the United States system of education, the Yemeni system is well up to par, in fact, surpassing that of the US. With a strict European-style system, the Yemeni education offers its students a rigorous study which enables many to come to American universities like MIT, RPI, Brown, etc.
Yemen wasn’t always a country that offered such an education. In fact, until 1960, the county’s infrastructure was incapable of allowing easy transportation, as Yemeni roads were few, and the ones that were, were unpaved. Through the 1970s and 80s, however, Yemen saw a rapid growth in secular development, and a ministry of education was developed. Although this was a definite advancement for Yemen, there were flaws in the implementation of the system, and the accessibility of it to its citizens was limited.
With the unification of the Republic of Yemen, however, education became a heavy importance. Both primary education and secondary grew, especially with the addition of standard texts and curricula. High school students, instead of taking a wide, broad array of subjects would take courses centered around their specific area of interest.
So the question now arises; which system is better? While we observe the United States curriculum, we notice that it doesn’t often change. Often what is required from students is minimal. Many can get by, simply by applying the least amount of effort necessary. However, the lives of the average American teen are much more rounded than that of the studious Yemeni. Is this wrong? Is this right? Should the tight control on Yemeni education be relaxed to allow students to participate in extra-curricular activities like soccer or drama? Or should the American system strengthen its clasp on education and focus on the importance of a strong, intellectual background?
Both systems seem to have their advantages and disadvantages. While Yemeni education equips its students with the knowledge needed to get into top-notch universities throughout the world, how many of those students return to Yemen to aid the government and sciences? In America, many students excel in their high-school careers at various sports like basketball and baseball, and are convinced that their futures hold for them positions in the major associations. The probability of this however is small, and those students are forced into jobs at larger corporation jobs, like a manager of Kmart, or a gym teacher.
With all of this said, what is it that we can do? Where is it that we’re failing as a country, to provide a strong education like that of the Yemeni? Can we still keep our extra-curricular activities available to our students?
Many will argue that the amount of money spent on schools is too little, and that we should be spending more. Well, the fact of the matter is that we have increased our spending 100% since 1971 without a single noticeable increase in education. This is mainly due to the fact that money is often spent on things like landscaping, cleaning, sports, etc. Is this necessary? Sure, however, what if instead of spending the money on, say, gardeners, and put students in charge of maintaining the appearance of their school’s grounds? Not only would this save money for the school district, allowing them to spend more on books and quality teachers, but it would also get the students involved in their community. (Stossel, 2006).
Perhaps with the addition of funds for classroom learning, students would be able to grasp a good portion of knowledge from their classes and could also continue to participate in clubs and activities. This would not only give them a stronger, more competitive education, but would also shape them into well-rounded people. Perhaps neither the Yemeni or American education system is the perfect example; maybe a mixture of the two is the paradox.
References:
1. Stossel, John. "Stupid in America." ABC News, 20/20. January, 2006. http://www.ask.com/bar?q=are+international+students+smarter+than+american+students%3F&page=1&qsrc=0&ab=4&title=John+Stossel%27s+%27Stupid+in+America%27+-+ABC+News&u=http%3A%2F%2Fabcnews.go.com%2F2020%2FStossel%2Fstory%3Fid%3D1500338&sg=RR00qIS8uXF6UnvBBRNrZfJVz7N46hUqR9BYHUQQpzg%3D&tsp=1256170322693
Yemen wasn’t always a country that offered such an education. In fact, until 1960, the county’s infrastructure was incapable of allowing easy transportation, as Yemeni roads were few, and the ones that were, were unpaved. Through the 1970s and 80s, however, Yemen saw a rapid growth in secular development, and a ministry of education was developed. Although this was a definite advancement for Yemen, there were flaws in the implementation of the system, and the accessibility of it to its citizens was limited.
With the unification of the Republic of Yemen, however, education became a heavy importance. Both primary education and secondary grew, especially with the addition of standard texts and curricula. High school students, instead of taking a wide, broad array of subjects would take courses centered around their specific area of interest.
So the question now arises; which system is better? While we observe the United States curriculum, we notice that it doesn’t often change. Often what is required from students is minimal. Many can get by, simply by applying the least amount of effort necessary. However, the lives of the average American teen are much more rounded than that of the studious Yemeni. Is this wrong? Is this right? Should the tight control on Yemeni education be relaxed to allow students to participate in extra-curricular activities like soccer or drama? Or should the American system strengthen its clasp on education and focus on the importance of a strong, intellectual background?
Both systems seem to have their advantages and disadvantages. While Yemeni education equips its students with the knowledge needed to get into top-notch universities throughout the world, how many of those students return to Yemen to aid the government and sciences? In America, many students excel in their high-school careers at various sports like basketball and baseball, and are convinced that their futures hold for them positions in the major associations. The probability of this however is small, and those students are forced into jobs at larger corporation jobs, like a manager of Kmart, or a gym teacher.
With all of this said, what is it that we can do? Where is it that we’re failing as a country, to provide a strong education like that of the Yemeni? Can we still keep our extra-curricular activities available to our students?
Many will argue that the amount of money spent on schools is too little, and that we should be spending more. Well, the fact of the matter is that we have increased our spending 100% since 1971 without a single noticeable increase in education. This is mainly due to the fact that money is often spent on things like landscaping, cleaning, sports, etc. Is this necessary? Sure, however, what if instead of spending the money on, say, gardeners, and put students in charge of maintaining the appearance of their school’s grounds? Not only would this save money for the school district, allowing them to spend more on books and quality teachers, but it would also get the students involved in their community. (Stossel, 2006).
Perhaps with the addition of funds for classroom learning, students would be able to grasp a good portion of knowledge from their classes and could also continue to participate in clubs and activities. This would not only give them a stronger, more competitive education, but would also shape them into well-rounded people. Perhaps neither the Yemeni or American education system is the perfect example; maybe a mixture of the two is the paradox.
References:
1. Stossel, John. "Stupid in America." ABC News, 20/20. January, 2006. http://www.ask.com/bar?q=are+international+students+smarter+than+american+students%3F&page=1&qsrc=0&ab=4&title=John+Stossel%27s+%27Stupid+in+America%27+-+ABC+News&u=http%3A%2F%2Fabcnews.go.com%2F2020%2FStossel%2Fstory%3Fid%3D1500338&sg=RR00qIS8uXF6UnvBBRNrZfJVz7N46hUqR9BYHUQQpzg%3D&tsp=1256170322693
Sunday, October 18, 2009
Education: Yemen V. United States
Compared to the United States system of education, the Yemeni system is well up to par, in fact, surpassing that of the US. With a strict European-style system, the Yemeni education offers its students a rigorous study which enables many to come to American universities like MIT, RPI, Brown, etc.
Yemen wasn’t always a country that offered such an education. In fact, until 1960, the county’s infrastructure was incapable of allowing easy transportation, as Yemeni roads were few, and the ones that were, were unpaved. Through the 1970s and 80s, however, Yemen saw a rapid growth in secular development, and a ministry of education was developed. Although this was a definite advancement for Yemen, there were flaws in the implementation of the system, and the accessibility of it to its citizens was limited.
With the unification of the Republic of Yemen, however, education became a heavy importance. Both primary education and secondary grew, especially with the addition of standard texts and curricula. High school students, instead of taking a wide, broad array of subjects would take courses centered around their specific area of interest.
So the question now arises; which system is better? While we observe the United States curriculum, we notice that it doesn’t often change. Often what is required from students is minimal. Many can get by, simply by applying the least amount of effort necessary. However, the lives of the average American teen are much more rounded than that of the studious Yemeni. Is this wrong? Is this right? Should the tight control on Yemeni education be relaxed to allow students to participate in extra-curricular activities like soccer or drama? Or should the American system strengthen its clasp on education and focus on the importance of a strong, intellectual background?
Both systems seem to have their advantages and disadvantages. While Yemeni education equips its students with the knowledge needed to get into top-notch universities throughout the world, how many of those students return to Yemen to aid the government and sciences? In America, many students excel in their high-school careers at various sports like basketball and baseball, and are convinced that their futures hold for them positions in the major associations. The probability of this is small, and those students are forced into low-wage careers.
Perhaps neither of these systems are ideal; maybe, a healthy combination of both the American and the Yemeni systems of education are the paragon.
Yemen - Educational System—overview
Yemen wasn’t always a country that offered such an education. In fact, until 1960, the county’s infrastructure was incapable of allowing easy transportation, as Yemeni roads were few, and the ones that were, were unpaved. Through the 1970s and 80s, however, Yemen saw a rapid growth in secular development, and a ministry of education was developed. Although this was a definite advancement for Yemen, there were flaws in the implementation of the system, and the accessibility of it to its citizens was limited.
With the unification of the Republic of Yemen, however, education became a heavy importance. Both primary education and secondary grew, especially with the addition of standard texts and curricula. High school students, instead of taking a wide, broad array of subjects would take courses centered around their specific area of interest.
So the question now arises; which system is better? While we observe the United States curriculum, we notice that it doesn’t often change. Often what is required from students is minimal. Many can get by, simply by applying the least amount of effort necessary. However, the lives of the average American teen are much more rounded than that of the studious Yemeni. Is this wrong? Is this right? Should the tight control on Yemeni education be relaxed to allow students to participate in extra-curricular activities like soccer or drama? Or should the American system strengthen its clasp on education and focus on the importance of a strong, intellectual background?
Both systems seem to have their advantages and disadvantages. While Yemeni education equips its students with the knowledge needed to get into top-notch universities throughout the world, how many of those students return to Yemen to aid the government and sciences? In America, many students excel in their high-school careers at various sports like basketball and baseball, and are convinced that their futures hold for them positions in the major associations. The probability of this is small, and those students are forced into low-wage careers.
Perhaps neither of these systems are ideal; maybe, a healthy combination of both the American and the Yemeni systems of education are the paragon.
Yemen - Educational System—overview
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