Table (13) staff members for Kindergartens and the need through the years of years of the plan 1997/1998 – 2005/2006.

Table (14) –The population of (6 years) age, the number of entrants of (6 years) age, and their percentage of the same age population throughout the years of the plan 1997/1998 – 2005/2006.

Table (15)Number enrolled pupils and leavers in the Primary level:

Table (16) Number of divisions, schools and teachers, and the needed teachers during the years of the plan 97/98-2005/2006.

Table (17) Numbers of enrolled pupils (Total &6-11 years group) and their ratio to population of age-group (6-11 years) through the years of the plan 97/98- 2005/2006.

Table (18) Expected percentages of repetition in primary stage (both genders) for the period 97/98-2005/2006.

B-

(1) Many of the surveys carried out in the field of dropout from education, study of the impacts on the behavioral trends of the students and educational staffs, and the studies in the field of motivity towards education and learning showed the following:

- Worsening of the problem of dropout in general education and vocational training due to the economical impacts of the blockade on the family income, and the social effects resulting from the weakness of conviction in education and its output.

- Appearance of some undesired behavioural problems in the field of education, such as theft, cheating and abuse of the properties, debility in adhering to moral values, and bribe.

- Weakness of the student’s motivity to study.

- Weakness of the educational staff motitivity to wards the profession.

- Weakness of the parents of the students in keeping pace in study with their children.

- Weakness of the relationship between the local society and school due to the indulgence of most parents in every day life problem.

(2) The blockade influenced the educational and cultural communications with the outside world negatively, and inactivated most cultural agreements establish between Iraq and the countries of the world.

(3) The effects of malnutrition and anemia acted upon the children, pupils and students on their health conditions, from which arose the indications of weakness, fatigue and laziness… and the incapability of some to practice their educational activities and pursue their lessons, and the weakness of concentration, which doubled the efforts of the teachers… Many of those dropped out of classes under the pressure of sikness and inability to accommodate with the learning atmosphere.

(4) Several Iraqi schools outside the country were classed, their number was (16), primary and secondary and the number of (11) school and (520) students.

(5) The inability to supply the schools with the requirements for heating and cooling lead to the infection of many pupils by diseases, as are result their exposure to cold and humidity and the outbreak of disease such as influenza, tonsilities, severe bronchitis, typhoid, asthma and parotitis, gout, measles, and diarrhea… which lead to their many many visits to health centers especially in winter. Consequently the increase in the rate of absence and sick-reports and what results in influencing the educational standard negatively, and what multiplied this influence was the scantiness in doctors and big shortage in medicine and medical necessities, and the hampering of medical care in schools.

1- The number of the damaged school buildings in the countries provinces, aside of the self-governing area, was (4,157).

2- The number of impaired school trips: (323,850).

3- The number of spoiled books in school libraries: (1,343,438).

4- The number of computers and its operating apparatus damaged: (488) sets.

5- Damaged equipments of (107) vocational training center.

6- The number of damaged educational media devices (898,181).

The cost of these damages was (214,626,319) two hundred and fourteen million six hundred twenty six thousand three hundred and nineteen dinars, which is (645) six hundred forty five million dollars… and to June, 1997 these damages are estimated at (450) four hundred and fifty billion dinars.

Starting from the national responsibility which the institutions of the state, especially the Ministry of Education, and the popular and professional organizations perceive towards the student and the necessity to secure their education and sound raising after the fact of the inconvenience of the comprehension memorandum to fulfill the country’s needs from cultural and education necessities except by (20%) approximately appeared, it was natural and inevitable that their procession stops, even to encounter the crucial challenges, and tending the students to be the focus where the educational, social utmost ends of the state meat, as the students because the focus of attention of all, and the effort continued to think of then on strategic level and convert it into sponsoring programmes acquainting the Irag management method, the use of the various alternatives setout this tendance because eminent features in the life of the people the Irag called for by the nature of the future responsibilities imposed on the shoulders of the youth in construction and progress. There fore the government assumed the following measures in maintaining the soundness of education and raising the children.

1. Resumption of education and its stability in all education levels, audits constancy in its defined dates.
2. Completion of the programmes and carrying out the general and school examinations according to its appropriate official procedures had compensated for the interruption period in educating the children.
3. Molidization of all systems and technical capabilities in cooperation with the local administrations in the provinces to persue an exceptional plan, resulted in repairing and reconstructing (3111)school in 1991 formed the rate of (76%)of the damaged schools.
4. Reembursing the impaired schools by the requirements, as trips black boards, records, educational media, laboratory apparatus and school library books by means of central distribution, interexchange among the schools, offers, and contributions.
5. Recovering the educational books from the children at the end scholastic year and redistribute the proper to children in the next year.
6. Achieving funds to reprint some of the school books and benefiting from some agreements in this field.
7. Allocating the seems within the comprehension memorandum to provide the impaired schools needs from class room seats, blackboards, laboratory materials, sports and artistic equipment and paper.
8. Providing stationary, pencils and copybooks in nominal prices for the children.
9. Undertaking emergency plan to fill in the vacancies in the popular, far, and distant areas through decreeing legislations that guarantee in crease in teachers salaries and dividents, increase in their financial incentives, and insuring lodge for them.
10. Initiating prompt qualifying educational courses for employees and University and institutes graduates in various specializations to work as fill in teachers and instructors.
11. Rendering attendance in schools in distant rural areas for five days a week.
12. Impartation of students parents in transporting the teachers (males and females)in the rural, far and distant areas in addition to what allow ances the government provides to cover transport expenses.
13. Increasing the teachers shares of teaching hours to (30) instead of (26) weekly to fill in the vacancies.
14. Utilizing local material in manufacturing the studying benches from wood and palm branches to meet some of the needs of the schools in it.
15. Manufacturing children’s toys and games and educational media locally.
16. Performing inter-exchanges among the schools to ensure the needs of some of them from the surplus educational requirements in others.
17. Opening the parallel formal education charnel through evening education popular schools and youth schools (males and females) to intake those who missed the learning opportunity, the dropouts, or the precipitants.
18. Opening several evening training centers and fine arts institutes for the females teachers to provide female teachers to fill in the vacancies.
19. Coordinating between the educational authorities, the family and the local administrative authorities responsible of executing the law of obligatory education to pursue the dropouts and bring then back to the study seats in addition to acknowledgement of the dangers of with drawal.
20. Increasing the salaries, allotments, and rates of the teachers and instructors lectures, to raise their living standard and block up the escapes of dropout of education profession.
21. Opening of in service refreshing training courses to raise the teachers and instructors efficiency and pace up with newest outcomes in the field of educating and tending the youth and the adults.
22. Adopting the results of the recent researches and studies and applying it in schools to benefit from it in breaking the cultural blockade.
23. Propounding the coordination with the human and international organizations particularly UNICEF and UNESCO in the field of qualifying the schools and supplying some basic necessities to provide medical care for primary schools infants.