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

— 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 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.


INTRODUCTION
Education is regarded as an effective tool for changing students' behavior based on their desires and societal expectations (Abdullah & Othman, 2019). In Kurdistan, the educational policy system is regarded as an important factor for all students. Students must attend class and sustain their daily activities in order to effectively respond to their academic demands ). Kurdistan's educational policy structure is plagued by several well-known issues. According to the standard of meeting Kurdistan's broad development challenges of achieving universal kindergarten education by 2016, both access and student achievement are decreasing at the kindergarten level ). The primary goal of this research is to look at the Kurdistan Region's educational policy structure, teacher planning, and kindergarten attendance ). There are numerous issues in the educational system, such as a lack of resources, low student engagement, poor kindergarten content, a lack of research, a lack of spaces, a lack of trained teachers, and an outdated curriculum . As a result, the vast majority of Kurdish kindergarten graduates lack the technical and social skills needed to be productive members of society in the future. School reform education is even more neglected in Kurdistan (Sultan et al. 2020). Few people in the population have ever obtained technical education or vocational training; as a result , the area has a shortage of trained teachers. Performance has been inconsistent for those who have (Abdullah & Othman,2015). More than 75% of teachers have some fundamental skills but no marketable skills for jobs. Poor governance, a lack of cooperation with industry, and outof-date public-sector infrastructure have all been blamed . These issues, as well as those that plague other levels of education , clarify why trained teachers are in short supply. Some of the most troublesome reasons for teaching in kindergarten in Kurdistan are indicators such as "bad work ethic" and "inadequate education (Ismael et al. 2021).

II. LITERATURE REVIEW
This research contributes to the teaching infrastructure of the education system's growth at different levels (Anwar & Abd Zebari, 2015). The current research is both theoretical and realistic in nature. The theoretical aspects would be useful in understanding the policy that was is being used to solve problems (Anwar & Surarchith, 2015). Particularly important is a thorough understanding of educational policy planning ). On the one hand, it is an imperial study in developing education system in order to contribute to the development of education and sociolinguistics , and the reason for collecting both quantitative and qualitative data was to bring out a comparison of the development of the education system in Iraq-Kurdistan in various stages such as schooling system, teachers, buildings, and student numbers were sampled . The findings of this study indicate that the educational policy in the Iraqi-Kurdistan region was similar to that of Iraq. Which was introduced the scheme has been continuously changed by Iraqi regimes in order to serve Arabization and their interests . The study has ramifications in that the private sector is encouraged to participate in the educational process in Kurdistan and to help improve education levels (Anwar, 2016). Finally, researcher education in Kurdistan needs significant help and discovery (Abdulla et al. 2017). Many structures are still missing in cities and districts. As a result, classrooms and classes are overcrowded. ((policyeducation policy)) are main words (Anwar & Balcioglu, 2016). Throughout the study, the author will identify problems in the Kurdish education system and attempt to provide solutions using the Finnish education system . After the problems have been identified and solutions proposed, the product will be launched with all of the desired solutionsthereby satisfying the demand (Andavar et al. 2020). The thesis will conclude with a discussion of the project and how it will be applied in reality. The project goal of this thesis is to investigate which educational practices should be introduced into the Kurdistan Region and how educational services are imported from Finland into Kurdistan (including both the service and the product) (Hameed & Anwar, 2018 (Abdullah & Afshar, 2019). The academic review of education policy is known as education policy research. It aims to provide answers to questions about the nature of education , the goals (social and personal) that it is intended to achieve, the strategies for achieving them, and the tools for evaluating success or failure ). Research to educate education policy is conducted in a broad range of institutions and across a wide range of academic disciplines (Abdullah, 2018). Is high on the agenda of policymakers worldwide, as global stresses concentrate growing attention on the outcomes of education policy and the consequences for economic growth and social citizenship ). However, there is frequently a lack of understanding of how education policy is made , what motivates it, and how it affects schools and colleges. Method , Themes, and Impact of Education Policy allows these connections and connects them to the broader challenges of educational leadership in a modern context Les Bell and Howard Stevenson's Education Policy: Method, Themes, and Effects (Abdullah & Othman, 2021).

he principles of education policy
Education policy refers to the values and government policy-making in the educational sphere, as well as the set of laws and rules that regulate how educational systems operate . Education takes several forms and is provided by a variety of organizations for a variety of purposes. Early childhood education , kindergarten through 12th grade, two and four year colleges or universities, graduate and vocational education, adult education, and career training are some examples . As a result, education reform may have a significant impact on the education people receive at all ages (Anwar & Abd Zebari, 2015). School size, class size, school choice, school privatization, tracking, teacher preparation and certification, teacher compensation, teaching practices, curricular content, graduation standards, school infrastructure investment, and the principles that schools are required to follow and model are examples of areas subject to debate in education policy (Anwar & Surarchith, 2015). Problems in higher education are also addressed by issues in education policy . The Pell Institute investigates the obstacles that teachers and students face in community colleges and  , 2015), but not in others. In the absence of clear goals, one must examine the system's behavior and perceive it in terms of the interests of the insiders who wield the most power over it .

Kindergarten
Before we can specify kindergarten policy, we must first define kindergarten terminology. According to Anwar, (2016), conceptualized it as a traditional approach based on playing and a transitional phase from home to school; he coined the term in the metaphorical sense of the 'place where children can develop in a natural way'; this terminology is used by many countries and has influenced a variety of educational (Abdulla et al. 2017).
Kindergarten was identified as a fundamental cell in the establishment of a logical and productive element of our society. We will be able to gather and learn from global experiences (Anwar & Balcioglu, 2016), and through their specifications, we will be able to conceptualize our own process. Our city is growing and will need human resources in socioeconomic issues (Hameed & Anwar, 2018). Creating a modern and prosperous community necessitates the development of our children's ability in order to advance the potential prosperity that crystallizes in our children's future (Anwar & Ghafoor, 2017

Research design
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. Questionnaire was prepared and distributed to employees in different kindergartens located in Erbil. Secondary data was needed for conducting research work collected from recent academic articles, books and previous studies related to the policy of educational system.

The Population and the Sample of the Questionnaire
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.

Validity of the Questionnaire
According to Holden (2010:637-638) face-validity is the degree to which test respondents view the content of a test and its items as relevant to the context in which the test is being managed. To obtain face validity, the questionnaire is given to three teachers of college of Basic Education/ Salahaddin University, to check the items of the questionnaire whether the items are misunderstanding or having any mistakes and problem, at the end they make the items as brief and clear as possible, they select item that are essential for the study, then they modify any items that needed to be changed, thus face -validity was achieved.

Reliability of the questionnaire
Brown (1988; 98) defines Reliability as "the extent to which the results can be considered and stable" To achieve teach reliability of the questionnaire, some questions are repeated that have.

The Population and the Sample of the checklist
The population of this study consist of twelve English language teachers who teach at Kindergarten in Erbil city during the academic. Several teachers are selected to observe their teaching in different kindergarten of Erbil city.

Validity of the checklist
This study has used face -validity to achieve the validity of the checklist. The checklist is given to two teachers of the college in order to identify the accuracy and acceptability of its items Through some modifications of the items of the items of the checklist by teachers, facevalidity was obtained.

Reliability of the checklist
To achieve the reliability of the checklist, the observation of the researches' records can be correlated with those of another observer.

Demographic Analysis
As shown in table (1), the frequency and percentage of employee's gender participated in this study; 72 male employees participated and 56 female employees participated. As for years of experience, it was found that the percentage and frequency of employees' years of experiences participated in this study; 61 employees had 1-3 years of experiences, 37 employees had 3-5 years of experiences and 30 employees had 5-10 years of experiences. Analysis we found out that the majority of respondents reported that the fairness is applicable in the Kindergarten institutions in Erbil. The majority of respondents reported that the numbers of teachers in Kindergartens in Erbil are not enough to perform effectively. According to the respondents, we found that the majority of participants reported that the children have equal opportunity in kindergarten. We found that the majority of respodnents believed in terms of the comparison between private 2021, 6(3), (ISSN: 2456-7620) https://dx.doi.org/10.22161/ijels.63.10 67 education sectors and goverments education sectors that private education sector is better and preffeble than govemenet's education sector. Also, we found that respondents believed and agreed that new whether new technologies of teaching should be used in kindergarten. The majority of participants reported that pace opportunity can be estimated for activities and expression. We found that Kindergartens' teachers are not qualified enough to teach and provide education to children in Kindergarten in Erbil particularly and Kurdistan as general. We found that individual differences are taken into consideration at Kindergartens administration and education in Erbil. As we found that it is necessary that culture varieties should be kept and maintained while managing and running kindergartens. The majority of participants reported that the visions and missions are applicable and understandable for children. The greater parts of respondents believed that Ministry of education should conduct seminars about education system. Most of participants believed that Teachers should receive their training as a part of their pre service training. We found that New technologies should be developed to teach in education system. In terms of Kindergartens' suppliers, we found that most of students need could be supplied with education materials and stationaries. Almost all participants proffered that free education should be adopted in kindergarten.

V. CONCLUSIONS
The Kindergarten activities occurred as a private activity, which was incoherent and marginal. Structural changes in society led to urbanisation and increasing employment of women away from the home. This created pressure to develop municipal day care. Kindergarten became part of the integrated whole of early childhood education and care, in which services and financial support formed alternative elements based on the choice of the family. The Finnish system of early childhood education and care policy may be described with the concept of Kindergarten, where care, education and instruction have been combined to form an integrated whole and where play is a central tool of pedagogical activities.
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 longterm 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. • Increasing public investment in effective preschool education programs for all children can produce substantial educational, social, and economic benefits.

Recommendations
According to the research findings, we recommended the following improvement at all Kindergartens in Erbil particularly and Kurdistan as general: • Recruiting Well qualified and certified teachers for kindergartens in Erbil • Increasing the quality and the outcome of public Kindergartens in Erbil, as a results parents will prefer public kindergartens and there will not be any difference between private kindergartens and public kindergartens • All kindergartens should adopt new technologies to educate and provide education to children. • Teachers and administration staff should not take any individual differences into their consideration.
• All teachers and administration staff should be able to manage and adapt different culture among children and their parents. • The Ministry of education should conduct seminars about education system to clarify the education policy to teachers and administrations staff as a result they will be aware about all policies and requirements to improve the current situation's quality and outcome.
• All teachers and administration staffs should be provided with effective training either annually or semi-annual during academic year.