Educational system: The policy of Educational system in Kurdistan Region in public Kindergarten

Abstract

The main aim of this study is to examine the educational policy system of Kurdistan Region, teacher planning and attendance at kindergarten are inadequate. The problems in educational system are many for instance; lack of funding, low student motivation, low quality of kindergarten, lack of research, lack of rooms, lack of number of qualified teachers, out-dated curriculum. As a consequence, a large majority of Kurdistan graduates from emerge from kindergarten without the technical or social skills needed for them to be strong contributors in the future life. Education policy is principles and government arrangement making in instructive circle, and in addition the gathering of laws and tenets that administer the operation of instruction frameworks. Instruction happens in numerous structures for some reasons through numerous foundations. A quantitative method used to gather relevant information regarding the policy of educational system in kindergartens in Kurdistan region. Methods comprise the procedures used for generating, collecting and evaluating data. The researchers gathered data for the study through distributing questionnaires as primary data. The study was carried out in kindergartens in Erbil. The participants of the present study were 128 staff from different kindergartens in Erbil. The sampling technique will be random sampling method, where all employees from the kindergartens had equal chances of being selected for the sample. The population of the experimental study is all kindergartens in Erbil and the sample size is 128 units. Many different Kindergarten policies have been shown to produce positive effects on children’s learning and development, but those effects vary in size and persistence by type of program. Well-designed Kindergarten education policies produce long-term improvements in Kindergarten success, including higher achievement test scores, lower rates of grade repetition and special education, and higher educational attainment. Some Kindergarten policies are also associated with reduced delinquency and crime in childhood and adulthood. The strongest evidence suggests that economically disadvantaged children reap long-term benefits from Kindergarten. However, children from all other socioeconomic backgrounds have been found to benefit as well. Current public policies for child care, Children from middle-income families have least access, but many children in poverty also lack preschool experiences. Increasing Kindergarten subsidies under current federal and state policies is particularly unlikely to produce any meaningful improvements in children’s learning and development. Given the poor quality of much child care, it might instead produce mild negative consequences.