Globalization, Curriculum Reform and Teacher Professional Development in Syria

• Author / Creator

  Wattar, Dania

• Syria has witnessed major changes in the twenty-first century. Educational reform and change in
  curricula were part of this wave of changes. Globalization processes have affected the direction
  of many of the changes that took place in the country. In this dissertation, I started by exploring
  the educational system in Syria and the changes that took place in the last decade. Educators’
  perspectives were provided to shed the light on educational change in Syria such as changes in
  the science and math curricula as well as professional development practices in Syria. Topics
  such as assessment, languages in the curricula and technology were also explored. A critical
  interpretive study of the changes, informed by post-colonial theoretical perspectives, guided the
  study of changes and trends that are taking place in the educational system in Syria. Globalization
  processes and the political context in Syria have affected many of the changes that took place in the
  last decade. Tutoring and shadow education were explored as an increasing phenomenon in
  education with a great impact on public education.
  The study showed the need to support teachers and give them a greater role in educational
  change and curriculum reform. It emphasized on the bottom up approach to change and the
  importance of understanding context and valuing indigenous knowledge. Furthermore, the study
  provided a critique of the rush to copy what is perceived as best practices without careful
  consideration of the context and consequences of such changes. In addition, recent changes in the
  Syrian situation were highlighted and the new emerging needs of Syrian students were explored.
  Reform in educational practices as well as professional development should be done with teachers as
  initiator of such reform. Furthermore, curriculum should be responsive to the needs and traditions of
  Syrian students. Assessment practices and further changes in the way teachers are assessed should
  complement any change in curricula. Furthermore, problems in the educational system should be
  addressed to reduce inequalities and decrease dependence on tutoring and shadow education. The
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  quality of education in the public system should be sufficient for students to learn without the need to
  look for alternative modes of delivery. This also comes with improving the status of teachers and
  treating them as partners in education. An awareness of globalization processes and awareness of the
  increased presence of NGOs and foreign involvement in Syrian education is needed before any
  change is brought about. The history, tradition and knowledge of Syrian people should be celebrated,
  encouraged, and considered when planning any reform. Despite the current desperate situation for
  Syrians inside and outside Syria, education can provide hope for the future of Syrian children.
  Planning such education with the involvement of community members and educators will provide
  better chances for the Syrian people who suffered a lot and deserve a better future.

• Subjects / Keywords

  • Arab States
  • Syria
  • Globalziation
  • Education
  • Teachers
  • Professional Development
  • Curriculum Reform

• Graduation date

  Fall 2014

• Type of Item

  Thesis

• Degree

  Doctor of Philosophy

• DOI

  https://doi.org/10.7939/R3Z31NV8W

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.