Attendance Reforms Still Needed in Schools & Universities of the Arab World, i.e. to ensure progress, development, jobs, and empowerment of populace
By Kevin Stoda
I have written previously on the issue of whether attendance is important at the tertiary level of education around the world.
As I have taught in the Middle East most of the past 13 years, I am particularly concerned about the relationship between poor attendance practices in schools and universities in Arab lands and the lack of achievement there academically due to lost time-on-task-spent practicing.
This morning, I came across a two year old article from
The article notes: "A two-year-old government scheme offering financial incentives to parents in the rural areas of two of the country's poorest governorates to send their daughters to school or to prevent them from dropping out is paying off as girls' enrollment rates have increased by around 9 percent in the targeted schools, according to education officials."
"According to a 2007 UN Development Programme report, 43 percent of girls and 67 percent of boys were enrolled in primary, secondary and tertiary education in the country. In addition, only 35 percent of girls were literate, compared with 73 percent of boys." In short, in order to overcome a huge gender gap in the country, the government decided that the issue of attendance warranted financial incentives for parents and students.
In a way, this is no different than what many governments
around the region, such as
The rate per student simply depends upon how far the student (or his or her family) lives from the university. Attendance is not really part of the allowance scheme.
Sadly, historically, the issue of truancy at universities
and colleges in
There are roughly three types of time-on-task experiences
that students (and their teachers or professors) are losing out on as
attendance slacks off to almost zero by the end of each semester in too many
university classes in
(1) Allocated time for tasks
(2) Engaged time on tasks