Throughout his forty-year career, Mansour has established himself as an internationally recognized artist dedicated to giving visual expression to Palestinian identity.
The children in this parallel school system are Israeli citizens of Palestinian Arab origin. Their schools are a world apart in quality from the public schools serving Israel's majority Jewish population.
Often overcrowded and understaffed, poorly built, badly maintained, or simply unavailable, schools for Palestinian Arab children offer fewer facilities and educational opportunities than are offered other Israeli children.
This report is about Israel's discrimination against its Palestinian Arab children in guaranteeing the right to education. The Israeli government operates two separate school systems, one for Jewish children and one for Palestinian Arab children.
Discrimination against Palestinian Arab children colors every aspect of the two systems. Education Ministry authorities have acknowledged that the ministry spends less per student in the Arab system than in the Jewish school system.
The majority's schools also receive additional state and state-sponsored private funding for school construction and special programs through other government agencies. The gap is enormous—on every criterion measured by Israeli authorities. The disparities between the two systems examined in this report are identified in part through a review of official statistics.
These findings are tested and complemented by the findings of Human Rights Watch's on-site visits to twenty-six schools in the two systems and our interviews with students, parents, teachers, administrators, and national education authorities.
Palestinian Arab children attend schools with larger classes and fewer teachers than do those in the Jewish school system, with some children having to travel long distances to reach the nearest school. Arab schools also contrast dramatically with the larger system in their frequent lack of basic learning facilities like libraries, computers, science laboratories, and even recreation space.
In no Arab school did we see specialized facilities, such as film editing studios or theater rooms that we saw as a sign of excellence in some of the Jewish schools we visited.
Palestinian Arab children with disabilities are particularly marginalized, with special education teachers and facilities often unavailable in the system, despite the highly developed special education programs of the Jewish school system.
The unavailability of schools for three and four-year-old children in many communities, despite legislation making such schools—and attendance—obligatory, is matched by inadequate kindergarten construction for Palestinian Arab children throughout much of the country, particularly in the Negev.
A Bedouin man in a recognized Bedouin town told us, "I have a daughter five years old. I thought last year with [former Education Minister] Yosi Sarid's promise she would go to [a government] preschool, but there were none there. Poor school facilities and schools requiring travel over long distances result in children dropping out of the education system altogether at a very high rate.
The educational system has given a low priority to teacher training for the Arab school system and provides less "in-service" training to Palestinian Arab teachers already within the system than is routine within the majority system. Palestinian Arab teachers on average have lower qualifications and receive lower salaries than non-Palestinian Arab teachers.
Financial incentives for teachers assigned in particularly deprived areas like parts of the Negev are lower than those made available to teachers in Jewish schools identified as hardship postings. Training in special education for teachers in the Arab school system has been largely insufficient. Despite higher rates of disability among Palestinian Arabs, in the area of special education the Ministry of Education spends less proportionately on integration "mainstreaming"special education services, and special schools for Palestinian Arab children than it does for Jewish children.
Palestinian Arab children who cannot attend a regular school have only a tiny handful of schools to choose from, and there is often only one Arab school in the country for children with a particular disability. Many of these children must travel long distances daily or attend a Jewish school if one happens to be available.
But Jewish special education schools are not designed for Palestinian Arab pupils. For example, speech therapists in some schools with both Jewish and Palestinian Arab hearing impaired students do not speak Arabic.
For some families, the only option is keep their disabled children at home. Palestinian Arab students study from a government-prescribed Arabic curriculum that is adapted second hand from the Hebrew curriculum: The government devotes inadequate resources to developing the subjects unique to Arab education.
No curricula in Arabic for special education existed untiland it was not available in any of the Arab special education schools that Human Rights Watch visited. The curricula's content often alienates students and teachers alike. For example, in Hebrew language class, Palestinian Arab students are required to study Jewish religious texts including Tanach Jewish bible and Jewish Talmudic scholars.
This material is included in the mandatory subjects in the matriculation exams bagrut taken at the end of high school. A Hebrew language teacher in an Arab high school described her pupils' reaction: It makes it hard for the teacher to motivate students to study.plombier-nemours.com And Other Stories is a grassroots social enterprise that works with writers and translators to handpick the best international books for its subscribers and all lovers of fine writing.
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Suleiman Mansour is active/lives in Palestinian Territory, Occupied. Suleiman Mansour is known for painting. Ancient Man and His First Civilizations Egypt So now in Persia, a new Persian dynasty, the "Sassanians" have ascended. Thus begins a series of great wars against the Romans, because these two great empires were of equal strength, it was not possible for either side to gain decisive victory.
tonight on "newswatch," what went wrong? investigators digging for.
answers from that terrifying. deadly plane crash in san. francisco. plus, islamic agenda. Khan As’ad Pasha, Damascus, Syria. Khan As'ad Pasha is the largest khan (public building) in the Old City of Damascus, covering an area of 27, sq ft.
Situated along Al-Buzuriyah Souq, it was built and named after As'ad Pasha al-Azm, the governor of Damascus, in Alnasser, Suliman Mohammed Nasser – Advances in Language and Literary Studies, In Saudi Arabia, staff members in higher educational English departments communicate with one another and with students outside the domain of the classroom on a daily basis using English (L2) and/or Arabic (L1) languages in different departmental encounters.