Kurdishaspect.com - By Ruwayda Mustafah Rabar
The Ministry of Education welcomes changes made in the Kurdish education system. Mr Barham Salih has both welcomed, and stressed on the importance of changing the education system to reflect contemporary standards around the world. The Kurdish communities both applaud and welcome these changes, however it seems that while the “name” of the education has changed, the structure remains the same, but this should not undermine the important changes made to the current system in the Kurdish regions.
Scholarships are increasingly funded by the Government, this was almost non-founded prior to the Bath regime. They offer hope, and a route out of poverty for many students lacking the essential funds to go abroad in order to further their studies. While this is a major achievement for Kurds, there are several problems with the scholarship programmes. Namely, the wasta system. wasta is hard to translate into English because there is no English equivalent, but it means “who you know” to get something done. In Kurdistan wasta is necessary in order to gain scholarship(s), this necessarily eliminates the poor, and needy because they are unlikely to know someone with high status, or have the necessary finances to pay for wasta. Secondly, the criteria for scholarship is narrowed down – applicants are accepted with the highest grades in their chosen departments – guarantee for students return is necessary – and applicants must sign a contract to serve their country for a period of time.
The improvements made in the Kurdish regions is not limited to Scholarships, even teachers receive better pay. There is no guarantee that better pay will lead to better teaching, but it is a reasonable assumption to make. Other improvements, perhaps the most important improvement of all is the increase of funding for research institutions. Research institutions equip students to experiment with their curiosity, and thereby give them room for new findings – the greatest scholars such as Ibn al-Haytham, born in Iraq experimented – influencing scientists for over 500 years after his death.
Unfortunately, despite the increase in funding research institutions within universities, there are problems with the style of teaching. Students are not taught to experiment, and research from an early age. They are spoon-fed knowledge to pass examinations. Families hire expensive teachers only for the sake of helping their daughters/sons reach a highly accredited qualification.
Teachers in the Kurdish regions need to study the different methods of teaching which are utilized in the western countries. There are several theories on teaching; the constructivist teaching method is based on “engaging” the student, rather than passively teaching. In Kurdistan passive-teaching is widespread. Students are spoon-feed information, and not allowed enough room to ask – What is an atom – Why do atoms exist – where do atoms come from? This is important for the intellectual growth of students.
My mother was taught at Jumhuriye Kichan (Public school for girls) in Arbil, near Ankawa. She recalls her experience with the teachers, and often remarks on the prevailing attitude among the teachers of her time, which seem to have been passed on – the urge to impose their authority on the students, belittling and humiliating students in the process of teaching them. Teaching is an art, it is not an art of humiliation, but one of empowering students to follow their curiosity, and enrich their intellectual capacity. However, from my experience, and those of my predecessors in the Kurdish regions, as well as my interviews while in Arbil, it seems that teachers are “immune” from liability. It is necessary for students to not feel belittled, humiliated and mistreated by teachers. The only way for this to be possible is by enforcing guidelines which students can follow when mistreated by teachers without fearing them.
Kurdistan is a fertile soil, and has room for improvements. It can only improve with the establishment of justice, and not without it. The increase of misuse of power by powerful bodies, whether in a primary school, or University campus will hinder improvements in regard to education. It is necessary for both students and teachers to work together, alongside each other in order to improve education in Kurdistan. The government can pass laws, but those can only be effective if students choose to put them into use.
Ruwayda Mustafah Rabar is a second year Law student at Kingston University, having written several articles about gender and Islam, and travelled eastern countries throughout her youth, she has an interest for comparative religion, culture, and effects of globalisation. She blogs on www.ruwaydamustafah.com.
