Comparison of two countries

1. JOANA PAULA BACLAY-BINAS
PHD IN ED (EDUCATIONAL MANAGEMENT)
WEST VISAYAS STATE UNIVERSITY

3. Located just off the eastern
coastline of Saudi Arabia in
the Persian Gulf, Bahrain is a
small archipelago of 33
islands with the largest
island being Bahrain Island.
Long ruled by Arabs, the
ancient land of Bahrain was
an important trading center
dating all the way back to
Roman times.

4. New Zealand

5. Located just off the eastern
coastline of Saudi Arabia in
the Persian Gulf, Bahrain is
a small archipelago of 33
islands with the largest
island being Bahrain Island.
Long ruled by Arabs, the
ancient land of Bahrain was
an important trading center
dating all the way back to
Roman times.

6. BAHRAIN NEW ZEALAND
 Land Area 760
km2
 Population
1,378,904
 Population Density
1814.35/km2
 Land Area
268, 021 km2
 Population
4, 959, 800
 Density
18.2 /km2

7. BAHRAIN NEW ZEALAND
 The culture of
Bahrain is part of the
historical region of
Eastern Arabia
 The country is Islam,
it is tolerant towards
other religions
 Shias (pre-Islamic
Inhabitants)
 Sunnis
 South Asians
 Polynesian Culture
 Social Organisation
was largely communal
with families,
subtribes and tribes
were led by chiefs.
 Major Ethnic Groups
 European
 Maori (14.9%)
 Asian (11.8)
 Pacific People 7.4%

8. BAHRAIN NEW ZEALAND
 GDP 66.37 Billion
Dollars
 GDP per capita
50,300 dollars
 Currency Binar (BHD)
 Open Economy
 Population below
poverty line – 0
 GDP 199 Billion
US Dollars
 GDP per capita 40,
266 USD
 Currency New
Zealand Dollar NZD

9. BAHRAIN NEW ZEALAND
 Unitary
Constitutional
Monarchy
 King
 Crown Prince
 Prime Minister
Her Majesty’s
Government
 Collective
Ministry
 “the queen reigns,
the government
rules”

10. BAHRAIN NEW ZEALAND
The educational system in the
kingdom of Bahrain follows a ladder
of nine years of basic education
which includes both the primary
and intermediate stages and three
years of secondary education in its
various track.
In the kingdom of Bahrain, (the
nine-year-long) basic education is
compulsory for children whose ages
are between 6 & 14. All children
must be enrolled either in the
government schools or the private
ones.
The MoE has given great importance
to the development of all
educational stages in view of a
carefully studied plan and
programmed projects.
New Zealand has a world-leading
National Curriculum which applies
to all state schools and state
integrated schools. It covers all
the years of schooling and is
compulsory from Year 1 to the
end of Year 10.
The National Curriculum aims for
all young people to be confident,
connected, actively involved,
lifelong learners.
Eight learning areas:
English; the Arts; Health and
Physical Education; Languages;
Mathematics and Statistics;
Science; Social Sciences; and
Technology.

11.  The first public school for boys was established in
1919 “Alhedayah AlKhaleefeyyah School”. Following
in 1928 the first public school for girls “Khaddeejah
AlKobra School” was established. In a 2015/16 report
issued by the MoE shows that there are currently a
total of 208 government schools, 75 private schools
and 14 universities within the Kingdom.
 As a testament to the country’s rich diversity, the
MoE provides free education for both Bahraini and
non-Bahraini students in public schools. Education
has always been compulsory in Bahrain, and so as a
means of encouraging people to take advantage of
the public schools presented to them, the MoE has
also provided textbooks in all subjects free of charge
at the beginning of each academic year.

12.  The Kingdom boasts the oldest public education system in the Gulf
and literacy rates are cited to be among the highest in the Arab
world. As per the latest figures published by UNESCO, Bahrain’s
literacy rate was a staggering 99.77% in 2015. The basis of this high
literacy rate is that Bahrain’s laws make education compulsory
between ages 6 to 15, and parents who do not admit their eligible
children to school may be referred to the general prosecutor and
even face criminal punishment.
 The Ministry of Education (MoE) maintains four key tenets at the
core of its over-arching role in regulating and overseeing all
education-related activities in Bahrain. It lists these as “learning to
be, learning to know, learning to work and learning to live with
others”.
 Technology, in particular, is increasingly revolutionizing the
education system in a vast array of ways.

13.  The principle to learn to “live with others” is no longer merely
applicable to a person’s immediate surroundings. To ensure that
students in Bahrain’s public schools are familiar with electronic
education, public schools have been provided with computers
through projects like the 2004 “King Hamad Schools of the
Future”. The MoE has also implemented a large scale project to
train thousands of teachers, administrators and specialists on the
use of IT.
 Education in public schools is segregated: there are separated schools for
boys and girls with teaching and administrative staff of the same gender.
However, in some instances there are boys' public primary schools where
the teaching and administrative staffs are mixed. A choice of coeducation
or segregation is available in private schools, while state universities are
all coeducational.
In addition to British intermediate schools, the island is served by the
Bahrain School, a United States Department of Defence school that
provides a K-12 curriculum including the International Baccalaureate.
 The national action charter, passed in 2001, paved the way for the
formation of private universities. Over 13 private universities currently
operate in Bahrain.

14.  New Zealand’s education system is world-
class, modern and responsive.
It combines proven, traditional principles
with innovation, creativity and fresh
thinking to produce leaders and citizens
equipped for the 21st century.
 Education in New Zealand aims to be
student-centred. It is focused on
supporting students to problem-solve,
process information, work with others,
create and innovate.

15.  Each student is able to develop their
potential along a number of
possible pathways, academic and/or
vocational.
 Many aspects of education in New Zealand
have undergone transformation in the
past two decades, including the areas of
governance, curriculum, assessment,
qualifcations, and teaching and learning.
As a result, a range of new ideas and
methods have been adopted, based on
evidence and research.

16.  New Zealand has educational agencies,
providers, managers and teachers with
a good and growing understanding of what
works and why, and a commitment to
using that understanding to lift the
achievement levels of all students –
especially those groups who have lower
achievement rates.
 New Zealand has strong international
education connections and recognition.

17.  INTERNATIONAL COMPARISONS
• “New-Zealand is a top-performing country in
terms of the quality of its
educational system,” according to the 2013
Better Life index.
• First in the world for education and ffth most
prosperous country according
to London-based think tank, The Legatum
Institute.
• First for Best Country for Business by Forbes.

18.  • Ranked least corrupt nation in the
Transparency International Corruption
Perceptions Index (CPI).
• Third most at peace country according to the
Global Peace Index.
• Confrmed as one of the world’s most
innovative nations in the 2013
“Global Innovation Index”, ranking 17 out of 142
countries

20. BAHRAIN NEW ZEALAND
* Private pre-schools
are open in Bahrain
* There are
international schools
 Early Childhood
Education (ECE) in
New Zealand covers
the years from birth
to school entry age. It
is the frst level of
education and
recognises the young
childas a learner from
birth.

21. BAHRAIN NEW ZEALAND
 There are just over
4,000 licensed ECE
services available
from kindergartens,
centre or home based
education and care,
to playcentres and
over
800 playgroups.
ECE services have a
variety of different
operating structures,
philosophies and
affliations.

22. BAHRAIN NEW ZEALAND
Although the primary
language medium is English,
ECE is taught in many
different languages. Some
services provide language-
specifc and culturally
oriented programmes, such
as Kōhanga Reo (teaching in
Māori language and
culture) and A’oga Amata
(teaching in Samoan
language and culture).

23. BAHRAIN NEW ZEALAND
This level represents the
first rungs of the formal
educational ladder. It
covers the 6-11 years old
age group, and lasts for
six years. This level is
divided into two cycles:
the first cycle combines
the first three grades of
primary education. The
class-teacher system is
applied in all schools of
this cycle.
Children may start school at
age five and the majority do
so, although schooling
is not compulsory until age
six.
Primary education starts at
Year 1 and continues until
Year 8, with Years 7 and 8
mostly offered at either a
primary, or a separate
intermediate school.

24. BAHRAIN NEW ZEALAND
Under this system one
teacher teaches all
subjects with the
exception of English
Language, Design and
Technology, Music and
Physical Education.
The second cycle
combines the upper three
grades. A subject-teacher
system is applied in this
cycle with a specialised
teacher teaching each
subject.
Children may start school at
age five and the majority do
so, although schooling
is not compulsory until age
six.
Primary education starts at
Year 1 and continues until
Year 8, with Years 7 and 8
mostly offered at either a
primary, or a separate
intermediate school.

25. BAHRAIN NEW ZEALAND
 This is the third cycle of
basic education, covers
students of 12-14 years
old, and lasts for three
years. The student is
admitted to this level
upon completion of the
sixth grade of primary
education. A subject-
teacher system is
applied at this level
with educationally
qualified teachers
teaching each subject.

26. BAHRAIN NEW ZEALAND
- new phase for the student as
it prepares him/her for higher
education or labour market.
It lasts for three years divided
into six semesters of three
levels.
The credit-hours system is
applied in this level that
provide broad choices of
subjects and courses. It
permits students to tailor
programs that suit their future
goals.
Secondary education covers
Years 9 to 13 (ages 13 to
18/19). * the timetable is
arranged around subjects,
and although
students continue to
experience a broad and
balanced curriculum, some
specialisation is possible
especially in Years 11 to 13.
Students are provided with
professional career
information and guidance.

27. BAHRAIN NEW ZEALAND
Under this system, the
student is free to choose to
study in one of the following
categories: Science and
Mathematics, Languages and
Human Sciences, Business,
Industry or Professional
Education. The study plan, at
the Secondary level - the
unification of tracks system –
relies on the total credit
hours required to obtain the
Secondary School Certificate.
Secondary students may begin
courses of a more vocational
nature while at school but
there is no direct
separation of programmes into
academic and vocational
streams. Entry to work
or further study (eg.
university) is not limited by the
type of secondary school a
student attend

28. BAHRAIN NEW ZEALAND
The ‘Bahrainisation’ drive
by the government has
translated into greater
importance for vocational
training. The initiatives
taken by the government
include:
Tertiary education providers
offer courses which range from
transition (school
to work) programmes, through
to postgraduate study and
research. There are no
fixed divisions between the
types of courses offered by
providers. The focus is on
their ability to offer education
to the required quality
standards, rather than based
on their type.

29. BAHRAIN NEW ZEALAND
A monthly charge levied on
employers of BD10 per
expatriate worker, which goes to
fund training for Bahrainis.
• Tamkeen, the government
training fund, works with
employers to place Bahrainis
into inhouse or on-the-job
training schemes, leading to full-
time employment. In 2014,
Tamkeen
spent over BD 14mn to support
nearly 10,000 individuals, and
provided BD 39mn to support
business
The academic year for most
tertiary providers starts in
February and finishes in
November. It is most often divided
into two semesters but a third,
‘summer’,semester is becoming
increasingly popular.
Government partly funds state
tertiary providers. Students need
to contribute about 30 per cent of
the cost of their courses.

30. BAHRAIN NEW ZEALAND
There are over 130 vocational
training and professional
development institutes in
Bahrain offering
courses in diverse areas geared
towards providing employment
in specifc sectors. • Basic skills
training for Bahrainis, who are
not enrolled in formal
education
• Professional certifcation and
career progression program
support
• SME support and funding
The Government states its
priorities for tertiary
education in its Tertiary
Education Strategy. which sets
out the Government’s long-
term strategic direction for
tertiary education. It
highlights the need to build
international relationships
that contribute to improved
competitiveness, support
business and innovation
through development of
relevant skills and research
and improve outcomes for
all.

31. BAHRAIN NEW ZEALAND
New Zealand has eight
public state-funded
universities. All are
well-recognised
internationally, have
strong international
connections and
collaborate with
universities in other
countries on a range of
research
and teaching programme

32. NEW
ZEALAND

33. BAHRAIN

34. PHILIPPINES

35. BAHRAIN
–
NEW
ZEALAND
. Bahrain does not spend
much on education relative
to other countries.
Approximately 2.6 percent
of the country’s GDP goes
toward education costs,
meaning Bahrain ranks 153
out of 173 countries on
education spending
New Zealand invests 5%
of its GDP in education
– the fourth highest in
the OECD, and
22% of all public
expenditure in
education – the highest
percentage in the
OECD in 2011

36. BAHRAIN
–
NEW
ZEALAND

37. BAHRAIN
–
NEW
ZEALAND

38. BAHRAIN
–
NEW
ZEALAND

39. BAHRAIN
–
NEW
ZEALAND

40. PHILIPPINES

41. PHILIPPINES
 Philippine Educational
System

42. BAHRAIN
–
NEW
ZEALAND