Dissertations / Theses: 'Education – Kuwait'

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Alfaraj, Hamed Z. "Kuwait music educators' perspectives regarding the general goals for musiceducation in Kuwait." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491489220798265.

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Aljaidyah, Mohammad Aljaidyah. "Human Rights Education in Kuwait: Perceptions, Experiences, and Beliefs of Student-Teachers in Kuwait University College of Education." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1543892540278112.

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Alnufaishan, Sara. "Peace Education Reconstructed: How Peace Education Can Work in Kuwait." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1520615392239737.

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Alghannam, Ghannam Abdulaziz. "School effectiveness and the goals of education in Kuwait." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396532.

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Al-Rashoud, Talal. "Modern education and Arab nationalism in Kuwait, 1911-1961." Thesis, SOAS, University of London, 2017. http://eprints.soas.ac.uk/24384/.

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Bufarsan, Fawzi A. "Curriculum Analysis in Teacher Preparation Programs at the College of Basic Education in Kuwait." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2583/.

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Preparing quality teachers is a continuing issue and concern in discussions about the future of schools in many countries. This study described and compared the stated goals and perceived outcomes of teacher preparation programs at the College of Basic Education (CBE) in Kuwait. This information will assist educational decision makers in Kuwait to align teacher preparation at the CBE and decide what is needed to make the programs more effective. The study assessed the perceptions of knowledge, skills, and attitudes of student teachers, new teachers, and instructors toward the existing program at the CBE in Kuwait. The discussion of teacher preparation in Kuwait was used to set a cultural and historical context. The literature reviewed recommendations from the United States to develop a framework of five common standards for analyzing the teacher preparation curriculum: content knowledge, instruction, diversity, professional development, and field work. In addition, research and evaluation of teacher education programs were reviewed for perceptions of student teachers and new teachers about their preparation and for methodology. Document analysis techniques were used with current documents from four major teacher preparation programs in the CBE. Five standards from U.S. recommendations were also found in the CBE curriculum. However, the analysis suggested that the curriculum in Kuwait might increase attention to professional attitudes and use of new technologies to prepare teachers. A three-part questionnaire was developed based upon the questionnaires of Van Zandt, Smith, and Zelazek et al. The questionnaire was translated into the Arabic language, and 280 responses to the survey instrument were analyzed. Perceptions of pre-service teachers, new teachers, and instructors toward the existing curriculum at the CBE in Kuwait were positive (3.3 and higher on 5-point scale) toward preparation of teachers knowledge, skills, and attitudes. However, a significant contrast was found between groups in perceptions of knowledge and skills. Pre-service teachers were more positive than first-year teachers or college instructors in their perceptions. No significant differences were found in attitudes. Recommendations included a suggestion to the faculty at CBE for continuing the model of curriculum analysis from this study to evaluate and address possible improvements in the teacher preparation program, such as use of technology and more attention to professional attitudes. Replication of the study was also suggested for other colleges of education in the Middle East.

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Al, Kandari Mohammad Taleb M. "Parenting an autistic child in Kuwait Kuwaiti mothers' voice and experiences with children labeled autistic /." Related electronic resource:, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Boosalis, William. "Exporting Oil, Importing Education: The Politics of Education in the Arabian Peninsula." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104707.

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Thesis advisor: Kathleen Bailey
My thesis will be analyzing the politics of education in the Gulf in order to understand why education performance remains low. The problem extends beyond Islamic culture and rentierism. These are merely factors. The problem of education stems from the government itself in mismanaged bureaucracy and the ruling family that dominates politics. My thesis will be looking closely at Saudi Arabia, Kuwait, and Qatar. My approach is looking at how the Ministry of Education or other departments responsible for implementing and enforcing education policy and how they function within the state and impact education performance for students. My thesis will cover a number of themes, such as; rentierism, culture (political, traditional, etc.), and other factors that impede education and development. My conclusion is that bureaucratic mismanagement with emphasis on rentier and cultural factors are the cause of generating the mismatch of skills making students ill prepared for the globalized world. The problems of education has differed since the 1960s to the present due to how oil shape politics and development. In addition, rentierism has changed and developed and forcing the Gulf to address more societal needs than previously before. The government is the main cause and will be discussed is how this mismanagement and centralized control over education does not prepare students for the workforce in a technologically advanced world.!
Thesis (BA) — Boston College, 2015
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Islamic Civilization and Societies

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Aldaihani, Manal. "A comparative study of inclusive education in Kuwait and England." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1547/.

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This study is a comparative analysis of inclusive education for students with moderate learning difficulties (MLD) in Kuwait and England. A central tenet is that despite policies espousing the value of inclusion, implementation has been met with negativity in schools and communities in the Middle East, including Kuwait. The study aims to explore the factors necessary to successfully include such children in mainstream primary schools, with special reference to science classrooms. The present study is located in the fields of comparative education and special education. In order to explore understandings of inclusion in two different contexts, the study applies a comparative ecological framework. The study investigates current practice in Kuwait and England at different levels to reflect the perceptions of the various people involved, namely teachers, students, and parents, by applying an ‘ecological model’. It applies a variety of methods to explore school and classroom practice, trying to identify the influence of key factors at different levels in developing inclusiveness and the barriers hindering this. Inclusive education is considered to be part of a ‘global agenda’ to improve education for all, and is underpinned by United Nation’s policy guidelines. However, comparative research has also shown that this global agenda takes on a ‘local flavour’ in specific countries. In this study, 'comparing' is not the end itself but a dynamic way to understand inclusive education, its origins and application to the Kuwaiti context. This contextualisation is essential in linking the policy level to the factors from the school level within an ecological framework. The results suggest internal and external barriers at different levels to the development of inclusive education for children with MLD, particularly in Kuwait. The main implication of the study is that once these barriers are identified, holistic frameworks can be implemented using knowledge of the local context with international support, to successfully adopt more inclusive practice.

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Al-Rasheedi, Ghazi. "Evaluating the effectiveness of primary teachers in Kuwait." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364126.

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The aim of this research is to evaluate the effectiveness of primary teachers in Kuwait and to identify the factors which could hinder this effectiveness. To do this, the author chose to use the process-product criterion. The research begins by identifying the different teaching styles among primary teachers (process) and then relating them to pupil achievement (product) in order to discover which of the identified styles was more effective than the others. The study focused on teachers of Arabic Language, Science and Mathematics in Grades three and four. Several research methods were used, the main one being the questionnaire. Four hundred and ten questionnaires were distributed on a proportional, clustered, yet random basis. The data so gathered was then analysed using the cluster analysis technique. The results show that Kuwaiti primary teachers can be classified into four teaching styles, and the characteristics and the differences between the styles are discussed in detail. Furthermore, twenty respondent teachers were observed, five from each style, in order to identify the interaction between pupils and teachers, and also to validate some of the information gathered by the questionnaire. The data relating to the results achieved by pupils taught by 84 of the teachers in the four different styles was collected in two different periods (January and May). These results were analysed using the residual change score. The analysis showed that there were differences in pupil progress in the four teacher styles in that pupils who were taught by teachers in Style 2 achieved better results in Arabic Language and Science, and those who were taught by teachers in Style 4 obtained better results in Mathematics. The behaviours of the most successful teachers in the three subjects are discussed in detail and it was found that those teaching Arabic Language and Science presented behaviours, such as clearer lesson presentation, paying more attention to the entire class and being less inclined to use punishment and the threat of punishment to maintain control, while Style 4 teachers used class teaching more and were more inclined to use punishment and the threat of punishment in maintaining class control. Forty-eight teachers selected randomly were interviewed in an attempt to establish those factors which influence and hinder the effectiveness of primary teachers in the classroom. The main factors were considered. The direct factors were class size, teaching load, lack of modem teaching aids, and scarcity of in-service courses. The indirect factors were the low social status of teachers in the community, low salary, the school administration's maltreatment of teachers, lack of moral and material incentives, lack of parental co-operation, inaccurate assessment of teachers by their superiors, and the indifferent attitude of some teachers towards improving their teaching standards.

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Ali, Yoosuf Gh Abbass. "Political participation in a developing nation : the case of Kuwait /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487599963592696.

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Alajmi, Mohammed. "Faculty Members' Readiness for E-learning in the College of Basic Education in Kuwait." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31523/.

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E-learning exposes students and instructors to different learning models such as constructivism rather than the traditional learning. E-learning as a part of today's technology has proven that it is appropriate for most students' mentalities and is a mind tool which promotes different learning models, such as problem solving strategy, collaborative learning, and critical thinking. The Public Authority for Applied Education and Training (PAAET) in Kuwait consists of more than 10 academic colleges with a total number of 120 faculty members. The College of Basic Education (CBE) is one of them. The implementation of e-learning at the College of Basic Education requires that all the learning community members, instructors and students, understand that an e-learning course is like a learning community with the privilege of sharing knowledge, opinions, experiences related to class subject, and productive outcomes that are beneficial to this learning community. This study indentified the statistically significant differences in demographic characteristics of e-learning adopters and non-adopters among faculty members at CBE, examining faculty members' attitudes and skills toward e-learning readiness. The study will explore perceived barriers that face e-learning at CBE. Applying the Rogers diffusion of innovation theory, the influence of 4 factors was examined regarding faculty readiness for e-learning at CBE. Chi-square techniques, t-tests, and factor analysis were conducted to analyze the data and answer research questions. Statistically significant differences were identified among e-learning adopters and non-adopters regarding age difference and department discipline, both technical and non-technical.

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Al-Nakib, Rania. "Dialogic universalism and human rights education : a case study from Kuwait." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020669/.

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Human rights are often described as the underpinning framework for citizenship education. However, literature on the subject focuses on justifications for this perception more than on the substantive content or actual enactments of human rights education {HRE). This study explores the human rights approach espoused by Kuwait's Constitution and Human Rights {CHR) module, introduced to the secondary school curriculum as a three-year programme in 2006 but then reduced to one year by 2010. In order to analyse its substantive content and contextualised enactment as well as its rollback, a case study was conducted, involving data collection in the form of documents, observations, interviews and student research workshops over three phases (2009-2011). 'Fatima School' was selected as a critical case for its potential to provide viable alternatives. While the analysis reveals gaps in Kuwait's approach to human rights education (HRE), it also identifies expansions to this approach in Fatima School's enactment of CHR as well as in its ties to UNESCO. In conference with the theoretical field and the empirical data, particularly the perspectives of the student participants, a more maximal interpretation of HRE is offered in a Continuum of Human Rights Education. Three dimensions are identified for the substantive content of HRE: a curriculum that promotes criticality through purposive engagement with tensions between competing rights frameworks; participation that promotes the right to take what is termed 'unsanctioned action'; and recognition of individuals' humanity, which fosters solidarity and helps trigger transformative changes. This, it is argued, is best realized within an educational context characterised by free rather than enclosed and controlled spaces; diverse rather than homogenous school populations; and humanistic rather than authoritarian ethos. Within this continuum, HRE is conceptualised as a potential space for 'reclaiming dialogic universalism' through the types of mediations between the ideal and the real advocated by Benhabib {2008, p. 20).

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Hasan, Maryam Mohammad. "Political socialization in Kuwait : a study of school textbooks." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276532.

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Alenezi, Hanadi. "Evaluation of faculty perceptions of online dental education in the Kuwait University Faculty of Dentistry." Thesis, University of the Pacific, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588024.

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In recent years, online learning has become a recognized method for delivering educational content in numerous institutions of higher education. Despite the prevalence of this new method of education and training, few studies have been performed regarding online learning in the field of dental education. This research describes and analyzes faculty perceptions in the Kuwait University-Faculty of Dentistry regarding online dental education. Out of sixty-six full-time faculty members thirty-three of them have responded to questionnaires regarding their perceptions. The data were analyzed for themes and patterns. There was a general positive perception toward online learning as a good tool to enhance dental education. When replying to questions about the challenges and obstructions of online learning, faculty members’ answers indicated that a lack of time and administrative support created barriers to teaching online learning courses.

Viewpoints of the faculty members were further analyzed by age, gender, education level, and teaching experiences. The results showed some variation in the levels of agreement toward online learning based on various components of identity. Females were slightly more positive about online teaching and learning. However, there were no noticeable differences between faculty members of different ages. The academic positions did correlate with perceptions: those who hold the highest academic position (professors) had the least favorable perceptions of online teaching. Further, participants who had 6 to 10 teaching experience years had a stronger positive attitude than those who had been teaching for fewer than 5 years or more than 16 years.

Keywords: online education, dental education, web-based learning, distance learning, e-learning, faculty perception.

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Al, Gharibah Awad M. D. F. "The influence of anxiety on students' academic performance during test-taking at Kuwait University." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288792.

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The objective of this study was to examine the relationship between test anxiety (low, moderate, and high) and student performance on three dependent variables: GPA, midterm score, and final exam score. Four hundred forty-six full-time undergraduates from Kuwait University participated in this study during the spring semester of 1997. The Test Anxiety Inventory (TAI) scale was used to assess anxiety level in general and in both cognitive (worry) and emotional components, specifically. There were a number of major findings attributable to this study. The most important and unexpected finding was that there was no difference that can be accounted for by either cognitive (worry) or emotional components on the TAI for student test performance on the final exam. Other results show that overall, both female and male low anxious students rank higher in their GPA than moderate and high anxious students. However, low anxious female students' GPA ranks higher than low anxious male students' GPA. The findings also demonstrate that male sophomore students performed better on the final exam than all other students at all levels. In comparing the difference between the colleges, students in other colleges performed better than the College of Education students on the final exam. This may be due to unequal sample size for other colleges compared to the College of Education. Although not significant, another interesting pattern emerged when a covariate analysis was used to control for past performance as indicated by the GPA. When analyzing female and male students separately, the results indicate that higher anxious male and moderate anxious female students perform better than low and moderate anxious males and low and high anxious females in the final test exam. Without controlling for the GPA, there is no difference between test anxiety and midterm and final exam score. Finally, the results also show that the TAI scale is a reliable measure for assessing student anxiety level.

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Alsuhail, Saffa Z. A. J. Zaid. "The Use of Technology in Early Childhood Schools and Homes and Its Impact on the Social and Language Development of Children: Perspectives of Parents and Teachers in Kuwait." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248415/.

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This study was aimed at understanding the use of technology in early childhood school and home settings as well as its impact on students' social and language development, specifically with children aged four to seven from two schools (Kindergarten and elementary) in Kuwait. The study followed a qualitative design in which the interpretative approach was applied. Non-participant observations were conducted to gather data concerning the actual use of technology in the classrooms, they were followed by interviews with teachers and a group of parents from each classroom. The study used Vygotsky's social development theory as a framework for the analysis of data. The analysis showed limitations in the use of technology in the classroom; teachers identified a need for training to increase their knowledge about how to integrate technology into instruction. Also, the limited availability of up-to-date technology was viewed as a challenge. Teachers and parents agreed that the use of technology may foster social and language development for most students, on the condition that their use is supervised and guided by an adult. However, they also perceived that technology could have a negative impact on the development of students' social development, an area that requires further investigation.

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Al, Azemi Fahad Khalaf al-lamia. "The Islamic education curriculum in Kuwaiti secondary schools." Thesis, University of Sheffield, 2000. http://etheses.whiterose.ac.uk/4204/.

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This investigation was designed to research the Islamic education curriculum (I. E. C.) for secondary schools in Kuwait. The investigation covered the major elements of the Islamic education curriculum, namely the aims, the textbooks, teaching methods, aids and activities and the styles of assessment. The methods which were used to collect the data for this research were the questionnaire and the interview. The research population included: teachers of the I. E. C., supervisors, students of the 10th grade secondary schools. The findings indicated that in theory the I. E. C.’s aims seem to be comprehensive, covering all the aspects of student development. But, unfortunately, there were no real applications for all those aims in the practical teaching of the I. E. C., whether one examined the textbook, teaching methods, or styles of assessment. The topics of the textbook generally focused on the theoretical aspects of the I. E. C. and some of those topics were repetitive. Teaching methods were traditional and focused on telling by the teacher, with a lack of modern teaching methods to encourage the student to take an active role in the learning process. In addition, there was a clear lack of modern educational aids like audio visual equipment. Finally, the style of assessment was traditional aimed at measuring the students' knowledge, without paying attention to measuring other aspects of student achievement. This thesis is divided into eight chapters. Chapter One, outlines the general approach for studying problems related to the Islamic education curriculum in Kuwaiti secondary schools. There are clear weaknesses in the Islamic education curriculum in secondary schools. One of the most important is the absence of any explanation of the way in which the I. E. C. deals with the negative changes that are taken place in Kuwaiti society after the Iraqi aggression in 1990 and this is the main focus of the chapter. In Chapter Two, the educational system in Kuwait is discussed in detail from Al-katatib to the modern schools. The aims of each stage of the Kuwaiti educational system are also discussed. Chapter Three examines the background of the Islamic education in general and its sources, examining in particular what is the general aim of Islamic education and how this relates to the Kuwaiti context. Chapter Four, identifies previous studies of the curriculum in general. It examines definitions of the curriculum in general, the aims and their classification, the content of the textbook, the types of teaching methods and their importance in the learning teaching process and finally the style of assessments and their role in the learning process. This material is then related to the learning process in Kuwait and particularly its connections to the I. E. C. In the second section of this chapter previous studies which evaluated the Islamic education curriculum in Kuwaiti schools (especially the I. E. C.’s role in confronting the negative changes taken place in the Kuwait society) are examined. Chapter Five critically discusses the methodology, which was used in this research. Chapter Six examines the statistical result of the research. Chapter Seven then discusses and analyses the research findings. Chapter Eight ends the thesis with make a series of recommendations and conclusions based on the research findings.

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Al, Musailim Muhammad Yousef. "Current problems of educational administration in the state of Kuwait." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6664/.

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This research is an inquiry into the current problems and difficulties of educational administration in Kuwait. The study comprises eight chapters. The introduction defines the scope and purpose of the study and the methodology employed. Chapter Two examines the past and present development of education in the country. Chapter three describes the stages of development of the organisation of the Ministry of Education and its current problems. Chapter Four analyses the trends towards decentralization in the educational system of Kuwait. Chapter Five deals specifically with the individual schools, their administrative structure and function in the Kuwaiti educational system. Chapter Six examines particularly the administrative difficulties in post-secondary education. Chapter Seven discusses the recent academic and administrative problems of university education in Kuwait. The conclusion summarises the current problems of educational administration in Kuwait and Includes suggestions for strategies for change and improvement.

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Buouyan, Salem Mohammed. "Evaluation of the Islamic education teacher preparation programme in the College of Basic Education in Kuwait." Thesis, University of Manchester, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488251.

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Al-Obaid, Mashail. "The status of teachers in Kuwait, and its relationship with teacher education." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10006673/.

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This thesis is an investigation into teachers' status in Kuwait, what it is and the reasons for it. The question was posed and systematically investigated as to the standing of teachers, an issue of great significance for Kuwait and its education system. The thesis also explores the connections between teacher status and teacher education and the possibility of using improvements in teacher education to raise the status of teachers. The study is heavily based on empirical work, specifically: three substantial surveys and a case study that includes a fourth smaller survey. The collection of data is predominantly, though not exclusively, quantitative. A short questionnaire on teachers' status was administered to, 5200 citizens, 0.65% of the popUlation, using a network or 'snowball' technique. A longer questionnaire was administered to 320 final-year students in a cross-section of Kuwaiti secondary schools. A third questionnaire was administered to 1200 teachers (4% of the teacher population). The response rates for all three surveys exceeded 95%. The hypothetically significant variables considered in these surveys variously included gender, socio-cultural group, age, family status, academic ability, professional experience, subject specialism and nationality. In addition, an extended case study was carried out in the College of Basic Education, the training institution for primary teachers in Kuwait. The findings of these surveys and of the case-study are compared with each other and, to a lesser extent, with previous research that has been conducted in regard to teacher status in other educational systems. At an early stage of the analysis, some findings were presented to two members of the 'educational elite' in Kuwait for their interpretation and comment. The following are some examples of the findings of the study. Kuwaiti society sees the relative status of teachers as middle-order. The public have higher views of teachers than either teachers or trainee teachers have of themselves. The standing of the College of Basic Education is perceived as low by all sectors, including trainees at the college. Up to 28% of school-Ieavers were conSidering teaching as a career option, but almost none of these are academically able students. Kuwaitis choose teaching very much more for pragmatic than for 'vocational' reasons. Sociocultural group is the variable with the widest influence on the matters investigated. Gender is less significant than expected in some areas.

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Al-Gharaballi, Amal. "An evaluation of kindergarten curriculum in the State of Kuwait." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294438.

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Alenezi, Nouf. "Teachers' and parents' perspectives towards including 'slow learners' in mainstream schools in Kuwait." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24053.

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This qualitative research inquiry explores the perspectives of a diverse range of participants, namely head teachers, teachers and mothers, towards inclusion of "slow learners" in two primary mainstream schools in the State of Kuwait. The concept of inclusion, through a review of major issues and limitations in the current practice of inclusion is highlighted by this case study. A multi-method data collection approach, using semi-structured interviews and critical discourse analysis of the policy document for inclusion in Kuwait, has led to identifying what has been done, so far in practice, for inclusion, as well as identifying the potential changes that need to be made. Kuwait is a signatory to the UNESCO Salamanca Statement, set out in 1994, which requires states to move towards systems "enabling schools to serve all children". However, to date, "inclusion" in Kuwaiti mainstream schools is limited to two groups of children: those with Down's Syndrome and those referred to as "slow learners", a term used to describe certain children with low IQ. All other children with special educational needs are educated in segregated settings. This study examines policy and explores participants' perspectives towards the inclusion of children identified as "slow learners" in primary mainstream schools in Kuwait, in order to arrive at insights which might further the policy and practice of supporting inclusion of children with special educational needs. This study found that the dominant conceptual model underpinning policy and practice in Kuwait is the "medical model" of disability, as the current understanding and practice of inclusion, teachers' and mothers' perspectives towards inclusion and articulation of the inclusion policy in Kuwait is informed, conceptualized and affected by this model. This understanding lends itself to practices of integration rather than inclusion, However, "the term 'inclusion' replaced 'integration' and is often contrasted with 'exclusion' " (Topping & Maloney, 2005, p.42). Inclusion means equal access and increasing the participation of students with special needs in mainstream school as promoted by the Salamanca Statement (UNESCO,1994), while integration means limited access and less participation of students with special needs in mainstream school, thus integration is "largely a 'disability' or SEN issue" (Topping & Maloney, 2005, p.42). This study also found that perspectives of inclusion are influenced by the social, cultural and religious context of the country. Finally, this study concludes that in the context of Kuwait, there is a clear effect of the cultural understanding of disability on the way that the current policy of inclusive education is represented. Such cultural influence not only affects the policymakers of the region and the way inclusion is implemented, but also it effects "slow learners" in the light of how disability and inclusion are constructed by the head teachers, teachers and mothers in this study. Such cultural and social values and beliefs of Kuwaiti culture pose obstacles to the existence of inclusion in Kuwait, as promoted by the Salamanca Statement. As a signatory to the Salamanca Statement, this study suggests that in order to adequately accommodate "slow learners" and other students with disability in mainstream schools in Kuwait, policy needs to be reconceptualised.

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Letsa, Adelaide. "Islamists Concerned at ”Americanisation of Education” in Kuwait : Background, Argument and Possible Reasons." Thesis, University of Gävle, Ämnesavdelningen för religionsvetenskap, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4382.

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Why was there a strong reaction from Islamist MPs about the Americanisation of education in Kuwaiti schools?
Which parts of the textbooks were being questioned and which arguments were used?
Could there be any reasons to delete particular phrases in textbooks, which may seem to offend people of certain religious denominations?

Kuwait as a state has been in earlier conflicts with Iraq, which has led to some Islamists not being in favour of Kuwait, getting support from the USA. The Islamists in these Arab states imply that the war between Kuwait and Iraq was a direct punishment from Allah as Kuwaitis were in close contacts with USA. That USA supported the Kuwaitis in the battle against Iraq is still an irritation subject for some Arab states.

At this juncture, I would like the reader to put into consideration that the books in question are written in Arabic hence, the difficulty in translation without an Arabic translator, has made it impossible to use them for this study.

Both the verses and the books that are in question were difficult to get hold of. It is therefore difficult to give a vivid description of what it contained for this thesis. My try to get hold of them has been to no results. However, I will continue trying and hopefully get hold of a translated version of them.

To summarise the whole issue in a nutshell one can say that the ministry of education said that USA were not pressuring them to make any changes in textbooks which could for that reason be a so-called Americanisation of Education.

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Aldhafairi, Fahad. "Evaluating the Islamic education curriculum in elementary schools in the State of Kuwait." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285043.

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Al-Ajmi, Maddi S. A. S. "Islamic education in Kuwait : an evaluation of the new curriculum for intermediate schools." Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343342.

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Alabduljaleel, T. B. "The development of education in Kuwait with reference to social and economic change." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370149.

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Hasan, Dalal. "Personality characteristics of dental students in Kuwait University associated with preferred teaching methods." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3671.

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This study examined personality characteristics of dental students at Faculty of Dentistry at Kuwait University and investigated the relationships between personality characteristics of these students and their preferred teaching methods. In order to assess personality characteristics, The Myers-Briggs Type Inventory (MBTI) was used. For teaching method categorization Grasha’s (2002) classification was used. This research builds knowledge about personality traits as measured by the Myers-Briggs Type Inventory® of dental students in Kuwait. Further, it adds knowledge about teaching methods preferred by dental students. Two surveys, the Myers- Briggs Type Indicator® Form M and a brief learning preference for teaching methodology survey, served as data collection instruments. Twenty-seven out of 43 dental students were interested in participation. Twenty-three (53.4%) students completed both surveys. After the data were analyzed, no dominant personality types among the dental students surveyed was uncovered. There were, however, four types slightly more represented than others. This study did find some correlations between certain subgroups and preferences for teaching methods. The study also found that students perceived Hybrid and Demonstrator methods as both the most preferred and most beneficial. Overall, the findings support that there is association between personality and preferences of teaching method and there is a preference of a teaching method over the other in dental education in general.

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Aldhaen, Mohammad. "INSET programmes in Kuwait : a national survey of stakeholder perception." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/345956/.

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In-service teacher training programmes, which is mentioned as INSET in this thesis, is considered by the different educational policies around the world as one of the most important and sensitive factors which has the potential to support and improve schools performance in a visible scale (Almazkoor, 2009; Alwan, 2000; Bayracki, 2009; Burns, 2005; Rakumako & LaugKsch, 2010; and Yigit, 2010). However, there is a need of designing and producing sustainable INSET programmes which are practical to the demands of specific contexts. The purpose of this research is to explore current INSET programmes provided to teachers in the public schools in the State of Kuwait and understand the perceptions of the respective teachers, heads of departments and head teachers. The nature of this research can be fallen under the pragmatic paradigm because it tries to connect the perceptions and reflections of teachers and school members to perceive a holistic picture of the targeted educational practice. Mixed methods approaches were used in this descriptive study, and one questionnaire and forty-five semi-structured interviews were conducted to explore the research participants’ perceptions on the quality, contributions and suggestions on present INSET programmes in Kuwait. Thirty sets of questionnaire were delivered to the teachers of the fifty primary, intermediate and secondary public schools of all six districts of Kuwait namely Alasema, Alfarwanya, Aljahra, Alahmadi, Hawalli and Mubarak Alkabeer. Teachers responded to the questionnaire and shared their opinions using both the Likert scale statements and open ended questions. Interviews were conducted with teachers, head of departments and head teachers to examine their perception in more elaborately about current INSET programmes in order to understand and explore their wider views and opinions. The sample was selected as a randomly selection in order to obtain a representative sampling and the reason for that was to gather a representative findings that can describe the population fairly. The data analysis procedure was completed through three phases. Firstly, quantitative data were collected via questionnaires from participants and questionnaires were then revised and treated by the SPSS system. The quantitative data were divided in a thematic way based on the research questions, and each theme has its own items that were set to answer that theme. The quantitative findings were then presented in tables as counts and percentages for each theme and its items. Secondly, qualitative data were collected from interviewees who were given coded in order to illustrate each one is voice. Data were then transcribed and categorized in a thematic way based on the research questions and literature review. Finally, each of the two methods was presented in a thematic manner with its findings and results and supported by each method. The aim is to combine and match the two methods as one theme and that support each other. The responses of the interviewees were allocated to the six major themes namely programme design PD, trainer competency TC, identifying and meeting needs IMN, impact I, feedback F and teacher willingness and rewards TWR. Analysis of the words, views and ideas from teachers, head of departments and head teachers were given full consideration based on the six themes. The interviewees showed deep and wider picture for current INSET programmes that support and enrich the questionnaire responses along the overall study. All the data from teachers, head of departments and head teachers indicated that there is a need to improve and reconstruct INSET programmes and the way they are designed and delivered. The findings of this research study showed agreement across all data collection tools concerning teachers and schools strong willingness to contribute and participate in plan and design INSET programmes. In addition, the findings also showed clear indications to the deficiencies and weakness of the current INSET programmes policy and practice in Kuwait and to provide teachers and schools with the authority to plan and design their own INSET programmes. It is also discovered that INSET programmes do not have a systematic follow up and evaluation by those who deliver it in Kuwait. Furthermore, there was no systematic rewards and incentives system for INSET programmes in Kuwait. This study reflects that in order to plan and design effective INSET programmes there is a need to allow teachers and their schools to contribute and participate in plan and design such programmes and to provide them with power.

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Darweesh, Ali Hussain. "The Enameling Arts in Kuwaiti Pre-service Art Teacher Education." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28410/.

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The purpose of this study was twofold: (1) to examine the knowledge, skills, and experiences in the enameling arts and the attitudes and perceptions of in-service (n = 12) and pre-service Kuwaiti art teachers (n = 170), art supervisors at the Ministry of Education (MOE) (n = 3) and art education faculty members at the College of Basic Education (CBE) and Kuwait University (KU) (n = 8) about what they believed pre-service art teachers should know and be able to do in order to teach the enameling arts, and (2) to use this information to inform and guide the development of a content outline for an enameling course for pre-service Kuwaiti art teachers that is educationally (how to perform enameling arts skills and how to teach what they know), practically (safety issues, workshop management, etc), and culturally (its relation to Islamic culture) suitable. Both quantitative and qualitative approaches were used. Most of the respondents revealed limited knowledge and skills and modest experiences in the enameling arts. All interviewees in the study expressed positive perceptions and attitudes about the enameling arts. Most agreed that a revision to the current art education curriculum at the CBE was needed and made suggestions about how the curriculum should be revised. It was clear that there is a disconnection and miscommunication between the MOE and the CBE with regards to the information about enameling that should be covered and taught in the art education classes. All respondents expressed support for the inclusion of a course in enameling in the art education curriculum at the CBE. Because of the limited knowledge of the participants in the study, they were not able to provide guidance in shaping the content for a course in the enameling arts. The researcher had to rely on the literature review and his expertise as an enameling artist to develop a content outline that was educationally, practically, and culturally suitable for the pre-service Kuwaiti art teachers. Further study was recommended in regard to curriculum issues, especially those related to the inclusion of Islamic culture, and methods of delivering instruction in the enameling arts.

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Alhatlani, Mohammad S. M. B. "Exploring the perceptions of informed individuals about the education provisions of Bidoun in Kuwait." Thesis, University of Hull, 2018. http://hydra.hull.ac.uk/resources/hull:16877.

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This thesis explores issues of educational provision for people regarded by some as stateless, specifically the Bidoun in Kuwait, and how the Kuwaiti Government and others view this. The main research question is what can be learned from the situation in Kuwait about the interpretation of Human Rights Conventions regarding the provision of education for the children of Bidoun (stateless people)? The principal research methods applied in this study are a comprehensive literature review on statelessness and related issues and interviews with informed personnel in Kuwait. The findings are divided into two parts: the first illustrates a lack of knowledge among Kuwaiti officials concerning the International Conventions on rights for free education for every child. It considers how this lack of knowledge is intertwined with support for the primacy of domestic law and for the Government's educational policies in respect to the Bidoun, even when these violated these Conventions. Activists demonstrate more knowledge about these conventions and promote a policy of tolerance in respect to educating this group, specifically in state schools. The second part focuses on lessons for Kuwait from similar situations in comparable countries. Economic concerns lie behind marginalising this group since granting them citizenship would increase financial costs, especially in a Rentier state like Kuwait, Saudi Arabia or the UAE. Xenophobia may belie the unwillingness to grant stateless people citizenship, especially if they originate from a minority religious denomination or a hostile country.

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Alshammari, Obaid. "Teachers' perceptions of the goals of secondary schools physical education in state of Kuwait." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3430.

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Thesis (Ed. D.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains x, 182 p. Vita. Includes abstract. Includes bibliographical references (p. 153-164).

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Abdullah, Yagoub Y. "Consanguineous marriage and its affect on spousal concordance among the "Al-Kandari" in Kuwait /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488186329502417.

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Al-Khamees, Nedaa A. "The development and evaluation of a nutrition - education programme in primary schools in Kuwait." Thesis, University of Southampton, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241041.

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35

Al-Marri, Saleh Salem. "An investigation of the relationship between higher education and the labour market in Kuwait." Thesis, Abertay University, 2006. https://rke.abertay.ac.uk/en/studentTheses/57d91007-048d-4ed8-9992-dec8f630e768.

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There is a general perception in Kuwait that the education system has not contributed to the socio-economic development of the country as effectively as expected. This perception is generated by the apparent limitations in meeting the needs of the labour market and hence that of the economy. The State of Kuwait depends heavily on its hydrocarbon resources, mainly crude oil, and a large proportion of its economic activities are dependent on foreign labour. There is a need for the development of a national workforce to meet the increasing demand for an economy that is sustainable beyond the current dependence on oil revenues. The government has invested heavily in the education sector at all levels in order to meet this need, but so far, as this study will confirm, there has been a very limited progress. This study examines the relationship between higher education and the labour market in Kuwait. In particular, it attempts to identify factors that might have contributed to the weak link between the higher education system and the labour market. Therefore, in order to understand the thinking of the different stakeholders involved in education and the labour market, the study relies on qualitative research methodology based on primary data collected through semi-structured interviews and secondary data from a review of various documents and government of publications. The discussion of the findings led to the suggestion of a set of recommendations for improving the higher education system and strengthening the relationship between higher education and the labour market in Kuwait.

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Al-Mamoun, Muhammad Ali Muhammad. "Counselling within a Muslim context : counselling role of teachers of religious education in secondary schools in Kuwait." Thesis, University of Wales Trinity Saint David, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683105.

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Al-Rubaie, Reem. "Future teachers, future perspectives : the story of English in Kuwait." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/119730.

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In Kuwait, the English language is increasingly gaining importance signifying globalisation and internationalisation of the local culture and linguistic environment. Alongside the positive effects of the wide-spread usage of English there are negative tendencies which emerge onto the scene. This thesis is concerned with the educational aspects of such influences where it explored trainee teachers’ conceptualisations of English as an international / global language, and examined the implications of current views of English for teacher preparation in light of the most recent methodological trends such as global English delivery, expansion of teacher knowledge base, the introduction of linguistic rights and instructional policies to educational stakeholders, and the merging of language and culture in English language teaching. Through questionnaires and in-depth interviews the study found that the relationship between the local and global in Kuwait is a complex issue with social, educational and political implications. Multiple functions for English and its status within the local context were voiced and consequently alternative futures for Standard Arabic as the main source and medium of local literacy and language of academia against the background of rapid Anglicisation emerged. The results may attract the attention of Kuwait’s educational theorists and practitioners, and the hopeful outcome would be to inspire teachers to engage in critical thinking and challenge their realities; and encourage Kuwait’s educational policy makers to find a balance between the source and target languages/cultures, as well as bring to the foreground local expertise and knowledge.

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Alrasheedi, Hamed. "Information and communication technology (ICT) effects of gender training among Kuwait teachers /." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1251445284.

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Al-Husaini, Meshari. "An Investigation Into Factors That May Contribute to School Violence in Male High Schools in Kuwait." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27367.

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This study examined the relationship between social affiliation and school violence among male public high school students in Kuwait. Specifically, this study investigated the violent behavior characteristics of tribal and non-tribal male public high school students in Kuwait and the relationship between family structure, family type, and student age of those students and school violence. A one-way ANOVA was conducted to test the first null hypothesis: there are no significant differences in mean subscale scores between the four characteristics of violent behavior and the social affiliation of male public high school students in Kuwait. Multiple linear regression was used to develop a predictive linear model for the relationship between violence and household size, family structure, and student age among tribal and non-tribal male public high school students in Kuwait. Six hundred male public high school students were given the Aggression Questionnaire which consisted of four subscales: physical aggression, verbal aggression, anger, and hostility. Tribal participants reported more violent behavior characteristics than non-tribal participants. These results supported previous research regarding a relationship between culture and school violence. The results supported those studies that had previously found a significant relationship between student age and the prediction of school violence as indicated by the Aggression Questionnaire (Al Dokhy's;2003). However, the findings indicated that family structure and family size were not significant predictors of violent behavior for the study sample. A linear regression model for predicting scores for violent behaviors of male public high school students in Kuwait was proposed.
Ph. D.

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Alzoubi, Fawaz. "EVALUATION OF FACULTY PERCEPTION OF CASE-BASED LEARNING SEMINARS IN KUWAIT UNIVERSITY-FACULTY OF DENTISTRY." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/3538.

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The objective of this study was to evaluate the faculty perception of case-based learning weekly seminars held in Kuwait University-Faculty of Dentistry. Case-based learning (CBL) has been described in the dental literature as an important method for distilling the basic knowledge learned in texts and lectures and applying it to a patient's circumstances. To enhance the integration between disciplines and minimize isolated learning, the Faculty of Dentistry-Kuwait University created comprehensive dental care 3 (CDC) seminars. Those weekly seminars include real cases presented by fifth, sixth, and seventh-year clinical year students, facilitated by a case-based teaching and learning approach. Literature suggests that a shift to a more problem-based learning curriculum can represent a substantial challenge for many faculty members who may be unfamiliar with the process. This research investigated the experiences and perceptions about CBL of faculty in one dental school. Subjects were invited to volunteer to answer a questionnaire. The survey included 25 "forced choice" questions and three open-ended optional questions. Most participants believed that faculty members do not understand the difference between problem-based learning and case-based learning. In addition, results showed that casebased learning was found to be beneficial not only for students, but also for faculty. Although the majority of the participants agreed that case-based learning was not a useful method for preparing students for written assessments, the majority agreed that case-based learning improves the integration between theory and clinical application. It was noted that case-based learning can be time consuming for both faculty and students. In general, faculty members agreed that case-based learning improves clinical skills, treatment planning skills for comprehensive dental patients, and clinical problem-solving as students progress from their fifth to seventh years.

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Alhaem, Eid Saqer. "The development of the religious system of education in the State of Kuwait (1947-2001)." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269774.

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Abdel-Motey, Yaser Yousef. "Education for school library media specialists in the State of Kuwait : a competency-based approach." Thesis, Loughborough University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385534.

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Abdulrahim, Ali H. "Principals' attitudes toward the inclusion of handicapped students in regular schools in the state of Kuwait." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82613.

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The purpose of this study was to investigate the attitudes of principals toward educating handicapped students in the regular schools of Kuwait. The sample for this survey was composed of regular school principals in the State of Kuwait for the 1986-1987 school year. Of the 400 Principals, 229 principals were randomly selected. A 79.5% response was received. The survey instrument consisted of 40 statements to measure attitudes of individuals regarding acceptance of special education programs in regular school. A Likert-type scale was used to rate the perceived influence of each statement. Frequency, mean, standard deviation, t-test, analysis of variance, and chi-square were used to answer the study questions. The findings of the study indicated that 100 of the 182 principals identified positive attitudes toward serving handicapped students in the regular schools, there were no significant differences between male and female principals, but there were significant differences among principals at the three levels (elementary, intermediate, and secondary).
Ed. D.

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Abdel-Naby, Mahmoud Ahmed. "Communicative language testing in an ESP context : a case study of Kuwait Business Institute." Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284463.

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45

Alnaser, Fatimah Abdulameer. "Youth transitions and social change in Kuwait : tensions between tradition and modernity." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30774/.

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Within the social sciences, there is extensive literature on youth transitions as a key context for understanding how social changes and complex contemporary life have an impact on young people’s lives, focusing generally on the ‘global north’. However, far too little attention has been paid to exploring youth transitions in the ‘global south’. Even if it is acknowledged that youth research in the global south has grown in recent years, and has discovered different youth experiences from those in northern contexts, these studies have still been narrow and mostly based on theoretical rather than new empirical work. This research addresses the research gap by investigating young people’s transition from education to the labour market, and exploring the impact of social changes on their lives beyond the global north, in Kuwaiti society. It provides insight into how contemporary young people are constructing and negotiating their pathways to work within a complex reality in which traditional norms and cultural restrictions come into conflict with modernity. It highlights the role of certain variables that continue to mould their transition, including family, gender, religion, education, and government policies. It demonstrates that the rapid change and the compressed manner of modernity in Kuwait have made young people live in a state of tension and contradiction between modernity and tradition, agency and structure, and individual and collective ways of life. It shows how the unique nature of modernity and its consequences in Kuwaiti society have made the young people’s experience distinct from that described in other contexts. This study draws on data generated through questionnaires and interviews. It involves a sample of 1,120 secondary school students, and 24 young adults who had recently entered the labour market. The thesis, which reports the results, challenges existing models in the youth studies literature and critically assesses general sociological theories which tend to be northern-centric. In considering the ideas of the German sociologist Ulrich Beck on modernisation and individualisation, it is difficult to apply his western ideas to the Kuwaiti context. This thesis therefore calls for a cosmopolitan sociology, claiming the need to re-define the concepts within social sciences in such a way that can be easily and flexibly used in a variety of global contexts.

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Ahmad, Abdulaziz al. "An evaluation of the primary school teacher preparation in the college of education at Kuwait University." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344065.

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Alyoser, Abdulaziz Z. "SELF-REPORTED ATTITUDES AND PRACTICES OF MUSIC INSTRUCTORS IN KUWAIT REGARDING ADULT MUSIC LEARNERS." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1467218380.

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Bu-Maryoum, Nayef Y. "Diabetes awareness among children : a comparison study of diabetes knowledge in school-age children between U.S. and Kuwait /." View online, 2006. http://repository.eiu.edu/theses/docs/32211131326320.pdf.

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Al-Ansari, Eissa. "Facilitating adult learning through continuing education : a case study of the Centre for Community Service and Continuing Education at Kuwait University." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320420.

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Afifi, Shaaban El-Afifi Abdel-Aziz. "Teaching English at the College of Business Studies in Kuwait : implications for ESP teacher training." Thesis, Cardiff University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332476.

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Dissertations / Theses on the topic 'Education – Kuwait'

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