Subjects:
In 1994 the PA took this bad situation and tried to handle it with care, it began with a crisis management policy that was called THE FIVE YEAR DEVELOPMENT PLAN, this plan aimed to maintaining the high access rates to basic education and to increasing secondary education enrolment rates.
The plan foresees important well focused and cost effectively managed efforts in the areas of curriculum development, textbook development and production in service as well as pre-service teacher training.
Approximately $100 million in donor assistance was spent on education infrastructures between 1994 and 1999, and the FIVE-YEAR PLAN envisages donor commitments of a further $45 million per annum, for a total of US$ 225 million for the 2001-2005 periods.
According to the FIVE-YEAR PLAN there are 1800 schools that needed developing in
. . .
The effects is felt first and foremost in the difficulties teachers face in getting to schools located outside their home communities.
Table 1: NON- SALARY OPERATING COSTS FOR SCHOOLS, 2001
Budget Category Actual Expenditures 2000 Original 2001 Budget Allocation Spending Plan Allocation (6 months) Funds Received from MOF as of August 31, 2001
Operating costs
(Official travel, rents, water, electricity, stationary, maintenance)
US$ 7.
In conclusion, the Education system is deeply impaired at this point and the Ministry of Education is trying hopelessly to slow the process of getting too damaged beyond repair.
We see how it is difficult to have a successful plan to keep education going for the Palestinians who lost there homes, their lives and their future.
When Israel Occupied Palestine, Israel destroyed the existing Palestinian Economy that was land based and made the Palestinian Economy a sub Economy dependent on the Israeli Economy.
The damage ranges from broken windows to the total destruction of a vocational school in Tulkarem (at the estimated replacement cost of some US1 million dollars). the West Bank and Gaza, the PA had access to 1400 schools.
The Ministry of Education was forced to work without any provision for operating costs, and this has required the suspension of many (Non-Essential) programs such as Teacher and Management training.
The Palestinian Ministry of Education attempts to overcome this problem by assigning such teachers to schools closer to where they live, but that is not working either. As a result, many classroom hours are lost because the teachers are absent.
Another obstacle was the curfews that the Israeli Army enforce on the Palestinians which impairs the ability to move, there for students and teachers can not go to schools or any where for that fact.
Teachers and students have been redistributed across districts, volunteers and supervisors have stood in for absent teachers and other ministries have been approached for transportation.
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