An Input- Process- Output Analysis of the Department of English in the Colleges of

Education in Iraq

Summary:
This study examines the Department of English (DE) of the Iraqi Colleges of Education
(CsE), focusing on the scientific backgrounds of faculty, alumni, materials, and students. The DE
is unique in terms of courses and educational credentials, with students with diverging histories
from secondary schools and poor English language instruction admitted. The Ministry of Higher
Education's approach and the college's location determine acceptance processes. The DE offers
courses in general linguistics, comparative literature, and English literature, which are often
unbalanced.
The Arab Department of Education (DsE) lacks a fourth level of language courses, with
17.14% of the courses being literary and 28.75% being taught in Arabic. Learner-centered
techniques are essential to achieving objectives, as textbooks and instructors are the main sources
of information for students. Employees at DsE Iraq specialize in pure literature, Arabic
linguistics, and language pedagogy, often teaching courses outside their areas of expertise.
The DE faces difficulties in secondary education due to antiquated teaching techniques,
institutional problems, and textbooks. Formal admission requirements are only sometimes used
to admit students and entrance requirements receive little consideration due to the CsE's
acceptance capacity and the need for scientific specialties. Learner-centered techniques are
essential to achieving goals, as students rely heavily on textbooks and lectures.

Input:
Students from various secondary schools enroll in the Department of English (DE)
frequently as a result of lacking education in the English language. They are not organized based
on their qualifications and criteria. The Department of Secondary Education (DsE) has several
acceptance procedures depending on the location of the institution and the plan of the Ministry of
Higher Education. Certain DsE employ admission examinations, whereas other DsE apply both.

Output:
Based on the basic aims of the CsE, graduates are officially appointed as secondary
school teachers in Iraq. Though they should be employed as researchers, some College of Arts
graduates are assigned as educators despite failing to fulfill the requirements. To achieve this
goal, graduates of the DsE program have to get ELT training.