hpblavatsky2000: Genetics account for the gap between rich and poor countries.
hpblavatsky2000: IQ of Ashkenazi Jews in Israel = 108; IQ of Sephardic Jews in Israel = 88. IQ of Arabs in Israel = 83.
hpblavatsky2000: Israeli IQ broken into three components: 40 percent Ashkenazim (European Jewish) with a mean IQ of 103; 40 percent Sephardim (Oriental Jewish) with a mean IQ of 91; and 20 percent Arab with a mean IQ of 86
rebuttal:heres the reality of why theres adisparity between iqs accoridng to nations...
The Mismeasure of Manhttp://www.iq-tests.eu/iq-test-The-Mismeasure-of-Man-1110.html
Some scientists dispute psychometrics entirely. In The Mismeasure of Man, Professor Stephen Jay Gould argues that intelligence tests are based on faulty assumptions and shows their history of being used as the basis for scientific racism. He writes:
…the abstraction of intelligence as a single entity, its location within the brain, its quantification as one number for each individual, and the use of these numbers to rank people in a single series of worthiness, invariably to find that oppressed and disadvantaged groups—races, classes, or sexes—are innately inferior and deserve their status. (pp. 24–25)
A Snapshot of the Arab Education System in Israelhttp://www.adalah.org/newsletter/eng/sep05/comi2.pdf
While Thousands of Classrooms are Needed, the State Builds Only Dozens Each Year
The Facts:
• The accumulated shortage of classrooms in the Arab education system is estimated at
5,000:
o 2,000 classrooms are needed in schools (the Ministry of Education recognizes only
1,650);
o 2,000 classrooms are needed for kindergartens; and
o 900 classrooms are needed in the unrecognized villages in the Naqab (Negev).
• Rented classrooms: hundreds of millions of shekels (NIS) are spent each year on renting
classrooms. Although the cost of each hired classroom is NIS 30,000 per year, the Ministry
of Education allocates only NIS 8,600 per classroom per year. As a result, every hired
classroom creates a deficit of over NIS 20,000 in the education budget of each Arab local
authority (many of which are on the verge of financial collapse).
• In 2005, the Ministry of Education and the state lottery built only 180 classrooms in Arab
towns and villages.
• Since 2000, fewer than 200 classrooms on average were built per year in the Arab
education system. This pace of construction even fails to meet the natural rate of population
growth.
• According to the Ministry of Education, 40% of its building budget will be allocated to Arab
municipalities in 2006. However, the Ministry neglected to disclose that this budget supports
the building of merely a few dozen classrooms, thereby once more disregarding the needs
of the Arab education system.
• A significant number of Arab schools are operating under sub-standard physical conditions,
including safety and health-related hazards, which cause accidents and pose a real threat to
pupils' lives. In our estimation, there are currently around 2,000 hired classrooms and
regular classrooms which are not suitable for learning in the Arab education system.
1 Central Bureau of Statistics (CBS), New Survey – Investment in Education 2000/1, Press Release 3
August 2004 (Hebrew).
The current Five-Year Plan for the Arab education system is about to come to an end.
• Schools in the Arab education system lack curricula, laboratories and computers for the
teaching of science and technology.
• In the Arab education system, there is a lack of funding for “integration hours” (teaching
hours for pupils with special needs who are being educated in the regular education
system), for paramedical professionals, for classes for pupils with learning disabilities, and
other necessary educational frameworks
comment-mind you this is just the indifference between israeli jews and israeli arabs living in israel, now lets see how israel as the occupying body stiffles palestinian arabs education in occupied territories...
Students in Palestine Education under Occupation and Apartheidhttp://www.stopthewall.org/downloads/pdf/youth_fs.pdf
PALESTINIAN EDUCATION UNDER ISRAELI OCCUPATIONhttp://asp.alhaq.org/zalhaq/site/eDocs/txtDocs/Presentations/Palestinian%20Education%20under%20Israeli%20Occupation%20-%20final.pdf
Palestinian education in the occupied territories.http://ir.canterbury.ac.nz/bitstream/10092/2482/1/Thesis_fulltext.pdf
This thesis provides an analysis of the nature of Palestinian education under Israeli military occupation. Confidential interviews, currently available field research, and a theoretical background form the basis from which the author has constructed a picture of the nature of Palestinian education under occupation. The major topics covered include a political history of the Arab-Israeli conflict including the adoption of the internal colonialism theoretical perspective; an analysis of the relationship between colonialism and education; the special significance of education to the Palestinians and the Israelis; an outline of Palestinian education under occupation with particular reference to the post-1967 era; an account of Palestinian life under military occupation which details the inhumane treatment of Palestinian residents of the Occupied Territories by the Israeli military authorities and settlers; the revolutionary nature of the intifada; the targeting of Palestinian university staff and students by Israelis for especially harsh treatment; the massive Israeli crack-down on Palestinian formal and informal education and the implications for the Palestinians of the widespread and prolonged closures of Palestinian schools and universities. The author concludes that the Israeli authorities have specifically targeted Palestinian education as an area which they want to maintain close control over. The Israelis desire the Palestinian population (particularly in the occupied Territories) to have only limited, token educational opportunities, in order to keep them ignorant, and passive. During the intifada then, the Israelis have severely disrupted all levels of Palestinian education. Widespread school and university closures have been used by the Israelis to collectively punish the Palestinian community and hinder their chances of developing a strong independent Palestinian infrastructure which could become the foundation of a Palestinian state.
Publisher: University of Canterbury. School of Educational Studies and Human Development
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