Crises as a Catalyst for Development: Assessing The Toll of Covid-19 Pandemic-Related Policies on Private School Students in Kuwait

: The current study aims at exploring the educational policy in Kuwait and its consideration of the rights of education, emphasizing justice and equality for all learners during times of crisis. It concentrates on the Covid-19 pandemic and the challenges faced by parents in private schools. The study adopts quantitative statistical methods and employs a questionnaire that involved 294 parents. The findings show that parents of private school students in Kuwait encountered several difficulties, during the time of the pandemic, which lead to unequal educational opportunities. Consequently, this study supports the development of the educational policies to address similar crises stressing the need for a comprehensive educational plan that ensures equitable support and supply of resources during emergencies. This is crucial for promoting educational equality in private and public institutions in Kuwait


INTRODUCTION
The rapid global outbreak of COVID-19 has affected many important sectors of the government.However, education was one of the most significant sectors of the government that were

Sub question:
The first question: Has Covid-19 pandemic affected the level of family income?
The second question of the study: Have the educational policies during Covid-19 affected the level of children's education at private schools?
The third question of the study: What are the challenges encountered by families at private education schools during Covid-19 pandemic related to the policy of changing the style of education.
The fourth question of the study: Are there statistically significant differences in the policies applied by the government of the State of Kuwait during and after Covid-19 pandemic, according to the type of private school?
The fifth question of the study: Are there statistically significant differences in the policies applied by the government of the State of Kuwait during and after Covid-19 pandemic, according to the number of children in private schools?
The sixth question of the study: Are there statistically significant differences in the policies applied by of the government of the State of Kuwait during and after the Covid-19 pandemic, according to the level of family income?
The seventh question of the study: Is there a correlation between the educational policies applied by the Kuwaiti government in private education schools during Corona pandemic according to the following variables: the level of family income and the impact of the family's economic level during Corona pandemic?

Kuwait's Current Educational System
The governmental schools in Kuwait are currently governed by the Ministry of Education (MOE) in collaboration with six local councils.Al Asema, Hawalli, Al Farwaniyah, Al Ahmadi, Mubark Al Kabeer, and Al Jahra are the local administrations that share the same name as the district in which they are situated.Through the Administration of Private Education, The Ministry of Education (MOE) additionally supervises the private schools.Furthermore, their influence may be realized in the centralized policies that control and manage the development of education.However, the local government is responsible for supervising and assessing students' achievement, putting executive orders into practice at the schools, and providing funds.Education experts in Kuwait claim that while local authorities are supposed to have some latitude in making internal decisions, they frequently embrace a top-down, central government-inspired strategy that restricts the power of school administrators (Alshatti, 2009).
Four stages comprised the educational framework and levels in the governmental schools, as per Ministerial decision no.76.During these phases, kindergarten education was offered optionally at two different levels (KG1 and KG2), and thereafter primary and middle school were required.There were five levels in the primary stage (years 1-5) and four levels in the middle school stage (years 6-9).Then, three optional levels were provided in high school (years 10-12).
As previously mentioned, parent fees are the main source of funding for private schools located in Kuwait.The MOE provides some oversight and direction although these institutions are run in a decentralized manner.According to ministry regulations, private schools in Kuwait must abide by labor and insurance laws, and the owner of the school must be a legitimate organization able to pay all debts (Al-Duwaila, 2012).Private schools in Kuwait may offer educational levels based on the MOE's classifications or the classifications of the nation from which the curriculum was adopted.

Kuwait's Legislation on Educational Rights: Promoting Equity and Equality in Schooling.
It is crucial to comprehend the concepts of equality and education rights in order to assess Kuwait's government's educational strategy.The term "education rights" refers to each person's absolute right to an education tailored to their own needs and skills.One fundamental idea that underpins the rights to education is equality as it guarantees equal chances and access to education for any individual regardless of their gender, financial background, ethnicity, or any other characteristics.The 1948 Universal Declaration of Human Rights (Council of Europe, 2024) defined "education right" as a protection of every individual's right to receive and access education.It emphasizes the importance of granting equal opportunities and social justice to all while avoiding discrimination.United Nations and other international bodies declared the fundamental role of human rights in education is to foster individual and social development, promote equality, and contribute to social stability (Council of Europe, 2024;UNESCO, 2023;UNICEF, n.d;United Nation, n.d ).
The Education Act of 1962 in Kuwait guarantees citizens' fundamental right to receive an education in accordance with legal requirements, public system principles, and ethics.It emphasizes the value of fairness and excellence in education and learning; with a focus on granting every student equal access to opportunities.Provision no.40 of the Act states that "compulsory education is free-of-charge in the first stages according to the law."Furthermore, as MOE stated, law number 21, only Kuwaiti children, children of the MOE teachers, and children of expats who get residency prior to 1960 are permitted to attend state schools in Kuwait.Every other foreign-born child must attend a private school.
Kuwaiti law highlights that every child has a fundamental right to an education and recognizes the importance of ensuring that all children have fair access to equality education (Assaf, 2021).As stated in the Education Act and Ministry of Education recommendations, it is critical to understand how education policies relate to the principles of equity and equality rights.Implementing and defending these rights is mostly the responsibility of policymakers, especially in emergencies such as the current pandemic.

Governments' policies during the crises:
During crises like the COVID-19 pandemic, it is commanding to assess and adapt education policies to ensure that all learners can contitnue their education without barriers or discrimination.Moreover, policymakers have to ensure that education policies safeguard the rights of learners, regardless of their geographical location or local education authority, it is commanding for education policies to uphold equity and equality in education and schooling (Dube, 2020).According to Mag, Sinfield, and Burns (2017), inclusive education is not merely a privilege but a fundamental right of every child.
Equity and educational equality have been impacted by the major issues the education sector has encountered throughout the Covid-19 pandemic.It appears that some instructors were having difficulty ensuring that all children had equitable access to education, as seen by the abrupt switch to remote learning and the unprecedented closing of schools.In light of these conditions, stakeholders must review current procedures and develop plans that put fair learning outcomes first.The digital convert is one of the most significant challenges legislators must address because distance learning now requires access to technology and internet services.Students from lowincome homes and rural regions are disproportionately impacted by this gap because they might not have access to the resources they need at home to participate in online learning or to purchase educational materials.Some nations such as Uruguay have developed unique solutions, like offering free computers and internet connection to students in need.This has not only allowed for the continuation of studying during an outbreak but has also enhanced educational fairness in the future.(Quezada ,2022) (Ittaluga, & Deana, 2021).Similarly, World Bank (2021) stated that during Covid-19 25% of low-income countries fund the internet access at their countries compare to 68% of high-income countries.This involves internet subscriptions and free access to online, this implemented in countries like, Chile, Colombia, Thailand, and Saudi Arabia."Governments have also partnered with radio and TV broadcasters to reach students in remote areas".As was done in "Sierra Leone partnered with 12 community radio stations and Peru collaborated with over 1,100 broadcasters to retransmit the Ministry's radio learning program to reach students in remote areas" (p.26).
Attending to students' socio-emotional needs is a crucial component of equitable education during times of crisis, in addition to resource management.Students' lives have been severely disrupted by the pandemic, which may impact mental health and general wellbeing.Notably, this additional responsibility emphasizes the deficiencies between households with varied socioeconomic positions, hence mandating coordinated efforts to give critical assistance and resources to parents in need.Therefore, schools must provide proper support systems such as psychological counselling and peer support groups to help individuals navigate challenging circumstances.
Kuwait has set a number of measures to assist students during the COVID-19 pandemic in order to guarantee equitable schooling.Through video or voice conversations, people may now access mental health specialists for counselling services due to the introduction of the "Shlonik" smartphone app by the Kuwaiti government.Additionally, this app offers guidance on mental health and coping mechanisms during these difficult circumstances (Al-Sharq, 2021).In addition, the Ministry of Health set up a hotline named "Be Free" to provide free counselling and psychological assistance to individuals in need.(Gulf News, 2020).
The Ministry of Health launched the "Your Health is Your Responsibility" campaign to encourage mental and physical well-being using social media platforms.(Kuwait Times, 2020).Furthermore, Kuwaiti volunteers conducted online counselling sessions and support groups, and the Ministry of Education launched a program to offer instructors and students psychological help.
Other Gulf countries, such as the United Arab Emirates and Saudi Arabia, have also implemented measures like free counselling services and mobile apps to support the well-being of their citizens and residents during the pandemic, such as, "Estijaba" and "Tawakkalna" to provide emotional  2020)).This collective effort aims to ensure that everyone has equal access to education and schooling, prioritizing equity and fostering a positive learning environment.

Challenges due to Educational Policies
Families in the COVID-19 crisis are dealing with difficulties placed by educational policies promoting remote learning which has resulted in challenges such as academic obstacles, fewer educational opportunities for households with lower incomes, and insufficient support for children's social and emotional needs.Numerous studies show that this pandemic has negatively impacted the academic performance of many pupils globally, especially those from disadvantaged groups.
Students in low socio-economic status households are at heightened risk [(UNESCO (2020); UNESCO (2021); OECD (2020); Pier, et al. (2021);Carvalho et al. (2020)].The COVID-19 pandemic has exacerbated already-existing inequalities in digital access, making it more difficult for many students-particularly those from underprivileged backgrounds -to use the internet and other technologies.Around 826 million pupils worldwide suffered as a result of school closures during the outbreak, according to a 2020 UNESCO assessment.The inability of these pupils to access the internet, acquire the required equipment, and develop their digital literacy continue to be major barriers to their academic success.
Several studies have demonstrated the impact of internet access on distance learning.The viability of online learning was shown to be significantly influenced by the accessibility of devices and the availability of the internet, according to a study done in Australia (2020) by Kennedy et al.Pupils originating from poor households, isolated locations, and marginalized communities have more challenges when it comes to gaining access to the internet, which can result in uneven educational opportunities and lower academic achievement.
Related research conducted in the United States by Hartshorne et al. (2020) found that pupils from lower-income homes had greater difficulty using the internet, which led to significant reductions in academic success when compared to their wealthier peers.In order to guarantee fairness and excellence in education, legislators should support digital leadership and technology in schools, argues a report by Al Ajmi (2022, page 1).This entails creating a legal framework that allocates enough funds for these projects, updating current laws to improve how well they are implemented, including all interested parties in the policy-making process, and investigating how to modify current school leadership techniques to fit the needs of digital leadership.
When it comes to resolving educational gaps, especially in times of catastrophe, the involvement of the government is crucial.No matter what the situation, it is the government's duty to make sure that the equity principles are followed in the educational system.This entails formulating rules that provide equal opportunity for learning and development while attending to the various needs of students.The government may guarantee that all students have access to the essential technology tools for online learning, minimizing the digital divide that has been worsened by the pandemic.Provisions may include subsidized or free internet access, distribution of laptops or tablets, and technical support services for those who require them.Moreover, the government can establish partnerships with community organizations to create safe, conducive learning spaces for students who do not have such an environment at home.In essence, the government's role in upholding educational equality lies in its, capacity to finance and enact inclusive policies, and strategies (Al-Samarrai, et, al, 2020) and allocate adequate resources to ensure no student is left behind during a crisis.
When it comes to making sure that rights to education are maintained in emergencies, the equality principle is essential.It advances justice and fairness while also advancing a society's general prosperity and progress.In the long run, the government may aid in bridging economic and social inequities by ensuring that all children, regardless of background or circumstances, have equitable access to high-quality education.Promoting educational equality can also result in increased economic growth, less poverty, and strengthened social cohesion.However, as witnessed during the Covid-19 pandemic, disasters can increase existing disparities in schooling.This underscores the significance of aggressively adopting and supporting the ideals of equality in educational programs to prevent any further marginalization of vulnerable populations.It also emphasizes the necessity of ongoing assessment and modification of these policies in order to meet new issues and obstacles that students encounter.

Related studies
Many researchers investigated the circumstances during COVID-19 while other studies discovered the level of education during the crisis.Dashti (2021) carried out a descriptive research to find out what Kuwaiti parents of children enrolled in private primary schools thought about their children participating in remote learning during the COVID-19 epidemic and the potential benefits of online learning.An open-ended question was included in the online questionnaire that the researcher used.After 304 samples were gathered, the data underwent quantitative analysis.The learners' gender, grade level, and amount of time spent online were the variables that were addressed.The study inquired about parents' opinions on the suitability of remote learning for elementary school pupils as well as whether or not they would advise their kids to use it in the future.The overall mean of the results, which was M = 2.2, SD = 0.627, showed that parents had a neutral opinion on whether or not remote learning was acceptable for young children.While some parents voiced unfavorable opinions, others stated good ones.Parents reported that their children had received training from the school on school program and had gotten accustomed to completing their homework, exercises, and extracurricular activities online.Furthermore, parents were questioned about whether they assisted their children when studying remotely at home.The answers indicated that having an excellent Internet connection was crucial since the schools used webcams to conduct online classes for the students.While 49% of parents stated they needed to add more network access points, 52.3% of parents said they had upgraded their internet at home.According to 70.4% of parents, an appropriate home atmosphere is necessary for each child to use online learning resources effectively.
In order to investigate the elements that affected Saudi Arabian primary school parents' satisfaction with online learning during the COVID-19 epidemic, Algaraady, and Alrahaili, (2022) carried out a descriptive research.It also makes an effort to gauge how well online instruction may replace inperson instruction.A combination of qualitative and quantitative methodologies was employed in the investigation.A statistical analysis was conducted on 99 parent questionnaires that were gathered.According to the study's findings, parents determine online learning to be stressful because it primarily depends on their assistance.Additionally, the majority of parents (n = 69) voiced their displeasure with online learning, citing negative effects on their children's privacy, social and emotional dependencies, and relationships.Nonetheless, the research indicates that a subset of parents held favorable opinions of remote learning and considered it a useful teaching strategy that could be maintained even after the epidemic.Additionally, they advise policymakers in the Ministry of Education to encourage online learning, offer teacher preparation programs, and develop an appropriate curriculum.
Additionally, Lase et al. (2020) conducted a qualitative study in rural Indonesia to examine parents' attitudes toward distance learning in the context of the Covid-19 pandemic.The study also addresses the difficulties parents face in relation to stress, increased parental spending, and feelings of isolation.To this end, 24 semi-structured interview techniques were used to examine the parents of elementary school children; the samples were collected using purposive techniques, and the data were analyzed using thematic evaluation techniques.
According to the study's findings, online and offline learning are both possible options for remote learning in rural Indonesia.Because of this, parents now bear a greater financial, psychological, and social strain.The survey highlights a hard problem encountered by parents when it comes to managing financial expenditures and monitoring their children during online education.With online learning, the economic strain has risen as parents now have to acquire internet packages or mobile phones to ensure their children can access educational resources and follow school programs.
The report also emphasizes how some parents have had to compromise their own financial productivity due to the additional burden of raising their children while working from home.Yet, many parents believe that their involvement in their children's schooling has a beneficial effect on their academic performance.The study makes several recommendations to assist parents and children in making the switch to at-home distance learning, such as offering internet packages, assisting pupils in learning the material, and fostering social interactions between parents and children as well as between parents and teachers.
According to the study, the government should provide Internet packages and place supportive measures for households that cannot afford them.It draws attention to how urgently the government and all interested parties must work together to establish a solid technical infrastructure and reliable communication channel.These initiatives are essential to guaranteeing that all societal strata have equitable access to ICT-based education.
AFA (2022).carried out a comparative study A comparative study between Egypt, Lebanon, and Tunisia was conducted on the challenges faced by distance education in light of the crisis resulting from the Covid-19 epidemic, and how the current policies can protect the rights of all students and achieve the principle of equality and justice for all learners.The study showed that there are various educational differences among the countries of the study sample indicting that Egypt requires an appropriate infrastructure in the remote areas, and this constitutes an obstacle to the existence of a communication network that provides distant education.While in Lebanon, refugee children face a severe shortage of educational and teaching resources and a deficiency of highly qualified and reliable teachers.Some students in Tunisia also face difficulty in accessing the basic curriculum because the curriculum is incompatible with the challenges that existed in the local environment.Moreover, the research states that the economic crisis resulting from the Covid-19 pandemic has exacerbated many economic problems for low-income families, as they faced great challenges in providing their necessary needs and distance education needs.Thus in Tunisia, financial support was allocated from Tunisian banks to provide aid to the needy.(P.36) The results of the research displayed that distant education can cause an increase in social and economic disparities among students, and can increase the occurrence of dropping out of school, especially for students from low-income families and those with special needs.Moreover, distant education can provide new opportunities for students with health or social problems.(P 43-44) The research believes that countries must pay attention for equality in education in general, and governments and civil society must collaborate together to provide sufficient infrastructure and technology for students and schools to provide distant education and to reduce the digital gap, not only during crises, but also to sustain education and improve educational quality.The research recommends working to enhance educational justice by providing adequate funding and trained and qualified human resources that can reduce the gap between students to achieve equal opportunities and educational empowerment.

METHODS
The research employed a quantitative technique to examine the perspectives of parents in Kuwait throughout the COVID-19 pandemic.
Questionnaires are used in the study as a research method to corroborate the data provided in the literature and to clarify the main research question.Utilizing a questionnaire is an effective approach to collecting quantitative and structured data (Cohen et al., 2011) from parents as it provides the researchers with the required research information.

Population
The parent samples were gathered from several private schools in Kuwait, as these institutions integrated Kuwaiti and non-Kuwaiti parents.The objective is to evaluate the resources provided by the Kuwaiti government amid challenging periods to assist in creating an improved future policies if similar circumstances arise.Since e-learning was the sole option available to all families during COVID-19, regardless of their school or sector, the purpose of the surveys was to determine the government's support for the provision of alternate options in addition to e-learning (Kuwait News Agency KUNA, 2020).Considering that the parents of the students attending those schools represented a variety of economic backgrounds.Some may have been non-Kuwaiti families employed in the private sector who lost their jobs during the financial crisis, or entrepreneurs who were unable to afford devices for their homes or pay for their children's internet access.

Sample
The questionnaire was created for families with children enrolled in Kuwaiti private schools between the ages of seven and seventeen.Parents were asked 16 structured questions revolving around the research question.
Purposive sampling was used to choose the private schools in Kuwait, and a collection of parents from various countries was considered.All parents of students enrolled in private schools received the surveys electronically over the Internet, this included parents with children ranging from kindergarten to year 12.
The collected sample consisted of 294 questionnaires.The questionnaires were written in a structured style, to avoid confusion and allow parents to understand and complete the questions.To eliminate any potential bias when answering or misunderstandings, Bryman (2012, p. 250).mentioned the structured questionnaires should include "a possible response category of 'other' to allow respondents to indicate what they mean to further elaborate".

Structure of Study •
This study focuses on the obstacles faced by parents specifically at private schools during the Corona pandemic.

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The study was conducted during the second semester of the 2020-2021 academic year.

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The research includes private schools in Kuwait that follow various Arabic, English, and bilingual systems.

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The participants of this study are parents, either mothers or fathers, who have children enrolled at these private schools at the primary and middle levels.

Study limitations
When performing the study, the researchers encountered some obstacles.While it was thought that it was applicable to use a range of sources (by using the interview method, focus groups) to collect rich and detailed data, and subsequently gain a comprehensive understanding of the opinions of parents and head teachers, the researchers discovered that it was extremely challenging to meet health and safety requirements because of the lockdown policies that were implemented nationwide during the Covid-19 pandemic.
Also, the researchers thought that it would be interesting to interview the teachers as they are part of the educational process.However, gathering the information required time and health risk, and it was not feasible.Another obvious hindrance was the challenge of getting the expected number of returned questionnaires, because parents who were participating in the study showed less interest in doing so.This required distributing the questionnaires again in a second attempt in order to get a satisfactory number of returned questionnaires.Furthermore, the potential inaccuracy of some parents' responses when questioned about economic circumstances represented another problem.

Questionnaire Validity:
The External validity (Arbitrators validity The questionnaire underwent a thorough verification process, which involved presenting it to five arbitrators.They carefully reviewed, revised, and removed any unnecessary additions.Furthermore, each arbitrator provided a statement affirming the accuracy and truthfulness of the questionnaire's content.This meticulous validation ensures the reliability and credibility of the questionnaire. Prior to distributing the questionnaires for the study, ethical considerations were taken into account.To ensure comprehension, a sample of 10 parents was selected and provided with the questions.Their valuable feedback was incorporated, leading to modifications aimed at obtaining more valid and reliable results.It is obvious from Table No. (1) that the correlation coefficient between the item and the total score shows the existence of a positive correlation at the level of moral significance (α ≥ 0.05) for most of the questionnaire items and the educational policies presented by the government of the State of Kuwait during the Covid-19 crisis.At private schools; Except for paragraphs (a5 -a14), there is no correlation between them.Also, there is no correlation between children's schools stopping teaching during the Covid-19 crisis, and also what parents believe that all students at private schools enjoy equal educational opportunities and the educational policies that are presented by the government of the State of Kuwait during the Covid-19 crisis regarding the educational process.The correlation coefficients indicate a high degree of stability and reliability for most of the items of the study tool, with the exception of only two items related to probability and they show fluctuation in response according to changing circumstances and social status.All the arbitrators of the questionnaire decided to keep them because of their necessity to achieve the objectives of the study.

ANALYSIS AND DISCUSSION
Demographic variables: While the table also shows that the study sample has children at various educational stages at those private schools from grades 1-12, it was found that (35.4%) of the study sample has two children at the private schools, and (30.3%) of the study sample has one child at those schools, and (19.7%) of the study sample has three children at the private schools, and (9.5%) of the study sample has four children at private schools.The table also indicates that a percentage of (5.1%) of the sample have five children at various educational stages at these schools.This reveals that parents prefer private education for their children even after the Corona pandemic crisis.This can be attributed to their satisfaction with the educational programs as well as their desire to continue studying at those schools characterized by the quality of specialized and qualitative learning.
The table above also displays parents' income rate, where a percentage of (24.1%) had an income ranging between 2,000 to 3,000 KD, a percentage of (17.0) had an average income ranging from 1,500 to 2,000 KD, and a percentage of (16.0%) had an average income ranging from 1000 to 1500 KD.A percentage of (12.2%) had an average income higher than or equal to 3000 KD.A percentage of (11.6%) had an income ranging from 200 to 300 KD , (5.1%) had an income ranging from 900 to 1000 KD, (3.4%) had an average income ranging from 800 to 900 KD, (3.1%) had an average income ranging from 700 to 800 KD, (2.0%) had an average income ranging from 500 to 600 KD, (1.7%) had an average income ranging from 300 to 400 and 400 to 500 KWD, and a percentage of (1.0%) have an average income ranging from 600 to 700 or 100 KD.
Based on the above table, it is notable that the study variables represent all members of the sample and that their distribution is similar, and that all the members of the sample belong to private education schools, most notably bilingual schools, then private American schools, then British private schools, then came the rest of the private schools, and that most of them have children at various educational stages at those private schools.From grades 1-12, most of them have two, one, three, four, or five children at private education schools.This indicates the degree of parents' preference that their children continue their education at private schools even during the Corona pandemic crisis.This can be attributed to their satisfaction with the learning programs that their children have in addition to their desire that their children continue studying at those schools even after the pandemic because those schools are characterized by specialized and qualitative learning.Despite the different rates of parents' incomes which range between high and low income, they are keen that their children continue their education at those private schools at the various educational stages from grades 1-12.

The main question of the study: What is the effect of the educational policies adopted by the government of the State of Kuwait on private education students and their families during and after Corona pandemic?
In order to answer the study's main question, the seven sub-questions of the study must be analyzed and discussed, the first question: Has the level of family income been affected during the Covid-19 pandemic?3) indicates that a percentage (55.4%) of the study sample reported that their economic level was not affected after Corona crisis and remained the same as before the crisis, while a great percentage of the study sample (31.6%) reported that their economic level was severely affected and became worse than before.It is noted, here, that the educational policies presented by the State of Kuwait during and after the crisis did not take measures and procedures to support this group, especially non-Kuwaitis, and did not provide support for them.This finding is consistent with the study conducted by Lase et al (2020), Dashti (2021) which emphasized the economic difficulties and financial costs encountered by low-income families to provide internet or mobile phone subscriptions to ensure an access to the educational resources for their children to follow school programs during the pandemic.The study recommended the need for collective cooperation by the government and all the concerned parties to support families.
On the other hand, some countries in the world took measures and procedures that included this group with the aim of alleviating their suffering, providing them with technical, financial, technical support and computer equipment.As shown in the study by (Quezada, 2022), (Ittaluga, & Deana, 2021), (World Bank, 2021).A response rate of (12.9%) believed that their economic level become better than before the crisis.This indicates that the economic level of the families who have children enrolled in private education was greatly affected by the education policies followed by the State of Kuwait during and after Corona pandemic.5) indicates the extent to which children's education has been affected during Corona pandemic.The table points out that the majority of the study sample (68.7%) confirms that children's education has been affected during COVID-19, that a percentage of (15.0%) declared that their children's education was not affected by the pandemic, and that the rest of the sample (16.3) indicated that their children's education may have been affected by Corona pandemic.This displayed that children's education was greatly affected during the Corona crisis.6) illustrates that the study sample agreed that education was not suspended at the schools of their children during the Covid-19 crisis, with a percentage of (59.9), compared to a percentage of (40.1) that mentioned that education was suspended at their children's schools during corona crisis.This indicates that the greatest percentage agreed that children continued studying during Covid-19 crisis, while in some families, children's education has been affected and interrupted as a result of the pandemic.This is considered a gap in their children's education and the fluctuation of the educational policies followed by private schools during Covid-19 pandemic.7) indicates that a large percentage (78.2) of parents indicated that their children's schools provided e-learning during the pandemic, while a percentage (13.9) of the study sample reported that their children's schools did not provide e-learning during Covid-19 period, while some Private schools provided it at a lower rate of (7.8).This indicates that their children's education was affected by the lack of providing e-learning at schools during and after Corona pandemic, which exposed them to the risks of low academic standards and thus resorting to inperson education, which may expose them to health risks or non-attendance and absence from school.This reflects the lack of monitoring and firmness regarding the pattern of education followed at the private schools and the fluctuation and multiplicity of education policies during crises such as the crisis of Corona pandemic.8) shows that a percentage of (57.8%) of the study sample believes that their children will continue at the same private school after the Covid-19 pandemic, while a percentage of (25.9%) of the study sample supported the possibility of their children continuing there, and the percentage of (16.3%) believe that their children will not continue at the same private school after the pandemic.This confirms that education policies adopted as a result of Corona pandemic have an effect on families and the continuation of their level of education at those private schools.
This inclination implies a level of satisfaction with private education, even regardless of the crisisrelated challenges.However, the hesitation expressed by 25.9% respondents indicates an effect educational decision-making.The preference to continue at the private schools suggests that, despite challenges, families find value in the private educational system.It is crucial for policymakers to understanding this, as it reflects not only satisfaction but also areas that may   10) indicates that a great percentage of the study sample agreed to support their children's continuation of e-learning during Covid-19 pandemic, with a high percentage of (83.3%), compared to a percentage of (16.7%) that did not support children's continuation of the e-learning approach.This is a challenge according to the educational policies followed during Corona pandemic.This result is consistent with the study by Algaraady and Alrahaili. (2022) which showed the extent of parents' satisfaction at the primary schools in Saudi Arabia with the educational policies implemented during Covid-19 pandemic, the most prominent of which was converting education to e-learning.The majority of the study sample showed dissatisfaction pointing to the negative effects on their children's privacy, social and emotional relationships.11) shows that a percentage of (65.6%) of the study sample believed that e-learning is the best solution for educating children in the current situation, while a percentage of (31.0%) did not support this, and that only a percentage of (3.4) supported this with some conservation among the responses of the study sample.Thus, most of the study sample, with a high percentage, supported e-learning for their children.This is a challenge in changing the quality of education for families during Corona pandemic, and this contradicts what was stated in Dashti's (2021) study on parents of Kuwaiti children enrolled at private primary schools and who showed a neutral opinion about whether distance e-learning is acceptable or not.
The importance of adaptability and resilience was an important and positive factor that arose from the pandemic.For example, the sudden transition to e-learning highlights the dominant need for educational institutions and families to embrace adaptability and flexibility.Future policies should not only recognize these qualities but also actively promote a culture that stimulates flexibility, enabling institutions to switch between in-person and online learning seamlessly.12) indicates that most of the study sample (61.6%) believes that all students at the same private schools do not enjoy equal educational opportunities, while a percentage of (38.4%) is satisfied with equality in this regard and support unequal educational opportunities among all students.This illustrates that there is inequality and unfairness in the application of the governmental educational policies to private education related to children at private schools during and after Corona pandemic.This result is consistent with AFA's (2022) study which confirmed the policy of inequality in the governmental educational approach in a number of Arab countries.13) also indicates that a percentage of (77.9%) of the study sample believes that the educational policies during Coronavirus pandemic are unjust to their children, while a percentage of (1.0%) believes that they may be unfair to their children, while a percentage of (21.1%) of the study sample rejects this and supports the absence of injustice of the educational policies directed to their children enrolled in private schools during Corona pandemic.This confirms that the largest percentage of the study sample supports the existence of injustice regarding the education of their children at the private schools and which resulted from the national educational policies implemented during Coronavirus pandemic.
The fourth question of the study: Are there statistically significant differences in the policies applied by the government of the State of Kuwait during Covid-19 pandemic according to the type of the private school?14) indicates that there is a statistical significance of the differences between the averages depending on the type of schools in which the child studies and the averages of the educational policies applied by the government in Kuwait regarding the principles of equality and fairness in education at all schools during Covid-19 pandemic.By conducting the LSD post-test to find out the source of the variance, the table showed that there are differences between American, bilateral, and Pakistani private schools and other schools that represent the source of the variance.This reflects the extent to which the educational policy fluctuates among private schools in times of crisis.
The fifth question of the study: Are there statistically significant differences in the policies applied by the government of the State of Kuwait during Covid-19 pandemic, according to the number of children at the private schools?16) indicates that there is a variation and difference between the level of income among the sample members whose children are enrolled at private education.By conducting the LSD post-test to find out the source of the discrepancy, the table shows that the differences between the rates of small income versus the rates of greater income represent the source of the variation.The level of income affects the type of the private school that parents choose to enroll their children in.This emphasizes the urgent need for policy reforms to mitigate inequality and provide fair access to education for all students, irrespective of their socio-economic background.Addressing educational inequality requires a purposeful policy approach.More Prominently the government in Kuwait should treat all students equally and provide a good education plan for everyone, whether they attend government or private schools and are Kuwaiti or non-Kuwaiti, especially during times of crisis like COVID-19 pandemic.Policymakers should view this as a foundational element in creating an education system that is inclusive and provides equal opportunities for all.
The seventh question of the study: Is there a correlation between the educational policies adopted by the Kuwaiti government at the private schools during Corona pandemic according to the following variables: the level of family income, and the impact of Corona pandemic on family's economic level?18) indicates that there is a significant positive correlation between the effect of corona pandemic on level of parents' income and on the education of their children during COVID-19 as well as on parents' concern about their education in the future and the total score of all items in the questionnaire.This indicates that the level of income affects the level of education provided for children, and that the economic factor affects the parents' choice of the quality of education, and that the pandemic has an economic and psychological effect.This is reflected in the correlation between the positive impact of family income and parents' concern for the future of their children and their feeling of the instability of the future.This is confirmed by the reverse negative correlation between the impact of parents' income levels during the Corona pandemic and what they believe regarding whether their children will continue at the same private school after the Covid-19 pandemic or not.This reveals that the greater the economic impact, the less the idea that children will continue at the same school.This led to the possibility that parents may feel that the educational opportunities provided for their children are not equal.This is demonstrated by the positive correlation (0.05) between the impact of parents' level of income during Corona pandemic and what they believe about the equal educational opportunities that all students have at the private schools.
The table also shows that there is no correlation between the existence of unjust educational policies during Corona pandemic and parents' level of income, and also between schools stopping teaching during Covid-19 crisis and e-learning provided by schools for their children during the crisis of COVID-19 pandemic and between their agreement that their children would continue elearning during Covid-19 pandemic, and their belief that e-learning is the best solution for educating their children in the current situation.*.Correlation is significant at the 0.05 level (2-tailed).
Table No. (19) shows that there is no correlation between the level of parents' monthly income and the following variables: children's education being affected during the pandemic, continuing children's education at the same school after the pandemic, the equal educational opportunities at school, and parents' concern about their children's future education and what they believe about e-learning as a better solution for educating their children during Covid-19 pandemic.Furthermore, there is no correlation between the types of schools their children go to.

CONCLUSION
In conclusion, we conclude from the previous discussion the most prominent political effects that influenced the educational process during Corona pandemic crisis.Thus we form the answer to the basic research question which is about the impact of the educational policies applied by the government of the State of Kuwait on private education students and their families during and after Corona pandemic.
The study showed that the educational policies followed by the government of the State of Kuwait during Covid-19 regarding private education students and their families, whether Kuwaitis or non-Kuwaitis, had an impact on many matters related to children's education.A number of parents were affected by the fluctuation of educational policies and the failure of a number of private education schools to commit to providing electronic education at the beginning of the crisis due to the absence of clarity of the laws applied on private schools by the government.The instability of policies has increased parents' concerns about their children's education and their educational future, especially after the absence of an economic support plan and the financial damage they suffered with the crisis.
The study sample confirmed that their children were exposed to educational policies that are not equal or fair, and that a great number of the study samples felt the injustice that their children were exposed to during Corona pandemic.This is because they did not enjoy equal educational opportunities with their peers.The study found that there are statistically significant differences in government policies during Covid-19 pandemic, according to the type of private school and also found a correlation of the educational policies followed by the Kuwaiti government in private education schools during Corona pandemic according to the variable of income level and the economic level of the family.The family community at private education schools encountered challenges during Corona-19 pandemic due to the education policies followed by the government of the State of Kuwait towards private education and to confront the crisis.These challenges were: 1-Their children's continuity in e-learning, even though they believe that it is the best solution in light of crises.2-Children's education has been affected during COVID-19 virus.3-Some private schools suspended their studies as a result of the pandemic.4-Some private schools did not provide e-learning during Covid-19 period, which led to a gap in students' completion of their learning.
5-During the crisis, many families experienced financial difficulties, and the government lacked a clear plan for providing them with support.

STUDY RECOMMENDATIONS
This research is a significant contribution to the ongoing discussion on educational policy, providing a comprehensive roadmap for transforming education in Kuwait's education system.
Preparing for potential future crises necessitates a multifaceted approach.To effectively manage potential future emergencies, the Kuwaiti Ministry of Education must commence a comprehensive assessment and renewal of educational policies.This requires the establishment of precise protocols for crisis management, fostering adaptability to uncertain circumstances, and engaging stakeholders in the policy-making process.Through this wide-ranging approach, education policies can become more versatile and robust, capable of responding to the ever-changing challenges presented by unpredictable circumstances.
The study on navigating the complexities of educational equity during the COVID-19 crisis in Kuwait, through the use of the survey, provided useful results, which will help serve as a guide for policymakers.The extensive interplay between economic factors, educational policies, and adaptive strategies employed by families and schools emphasizes the need for a robust and fair education system., government initiatives to guarantee that the right to an education is maintained in emergencies should continue to be based on equity principles.Its implementation is essential in forming a more equal and prosperous future since it is a critical component of fostering inclusive and equitable education for everyone.Therefore, especially in times of crisis, governments must give laws and programmes that support educational equality top priority and funding.As the Ministry of Education sets the agenda for the forthcoming policies, the key to success lies in finding a harmonious balance between technological readiness, financial considerations, and an unvarying commitment to equity despite it being Government or Private schools.
://www.eajournals.org/Publication of the European Centre for Research Training and Development-UK 53 ://www.eajournals.org/Publication of the European Centre for Research Training and Development-UK 54 ://www.eajournals.org/Publication of the European Centre for Research Training and Development-UK 55 support, mental health and guidance to those affected by the pandemic, (Gulf News, 2020); Government of Dubai, (2021); Saudi Gazette, ( ://www.eajournals.org/Publication of the European Centre for Research Training and Development-UK 57 ://www.eajournals.org/Publication of the European Centre for Research Training and Development-UK 58

The
Internal consistency and validity   Table No. (1)  shows the stability of the study tool according to the correlation coefficients between each item and the total score of the questionnaire Sigis significant at the 0.01 level (2-tailed).* Correlation is significant at the 0.05 level (2-tailed).
://www.eajournals.org/Publication of the European Centre for Research Training and Development-UK 67 require to be improved.Balancing private school satisfaction with uncertainties reveals the complexity of the educational decision-making during crises.

Table No .
(2) shows the distribution of sample individuals according to study variables (type of school -number of children in school -economic level -income level)

Table No .
(2) indicates the study's demographic variables and the percentages they represent of the total study sample, where (32.7%) of the sample belongs to bilingual schools, (25.9%) belongs to private American schools, and (17.7%) belongs to British private schools, and (11.9%) belong to other private schools, (9.2%) belong to Arab private schools, and (2.7%) belong to Indian and Pakistani private schools, out of the total number of the study sample individuals.This indicates that the study sample represents all types of private schools in the State of Kuwait.

Table No .
(4)shows the extent to which the level of family income was affected by the economic condition during Covid-19 pandemic TableNo.(4)shows that a great percentage of the study sample (42.5%) agreed that their financial income was not affected during Covid-19 crisis.Also, a percentage of (30.6%) indicated that their

Table No .
(6): Private schools closed for children of the study sample during the pandemic

Table No .
(7)shows the extent to which the course of education changed to e-learning during Covid-19 at the schools of the study sample.

Table No .
(8)shows the impact of education policies during Covid-19 on parents' decision to continue educating their children at the private schools in which they are enrolled.

Table No .
(9)shows that parents have concerns about the future level of their children's education, as most of the study sample (87.4%) agreed that they are worried about their children's education in the future, while only (12.6%) are not worried about that.This indicates that parents have been affected by the educational policies applied on private education by the government of the State of Kuwait and which resulted in parents' increasing concern about their children's education in the future, especially in light of what they have experienced during and after Corona pandemic.

Table No .
(13)shows what parents believe regarding the fairness and justice of the education policies provided for their children during and after Corona pandemic.

Table No .
(14)shows the level of variation and difference in the policies applied by the government of the State of Kuwait during Covid-19 pandemic, according to the type of the private school.

Table No .
(15)shows the level of variation and difference at the level of the policies applied by the government of the State of Kuwait during and after Covid-19 pandemic according to the number of children at the private school.

Table No .
(15)indicates that there is no statistical significance according to the number of children of the study sample who are enrolled at private schools and the educational policies applied based on the financial support provided by the government for specific periods in order to achieve the principles of equality and fairness in education during Covid-19 pandemic.The

sixth question of the study: Are there statistically significant differences in the policies applied by the government of the State of Kuwait during Covid-19 pandemic according to the level of family income?
Table No. (16) shows the level of variation and difference at level of the policies applied by the government of the State of Kuwait during Covid-19 pandemic according to family's level of income.

Table No .
(17)shows the level of variation and difference at level of the policies applied by the government of the State of Kuwait during Covid-19 pandemic according to the change in family's income level.

Table No .
(17)indicates the existence of statistical significance of the differences between the extent of impact of Covid-19 pandemic on the economic level of the study sample members whose children are enrolled in the private schools after Corona pandemic.By conducting the LSD posttest, the differences between the categories: Worse Than Before, The Same, and the Better Than Before" represent the source of variance.

Table No .
(18)shows the correlation between the educational policies adopted by the Kuwaiti government at the private schools during Corona pandemic according to the variable level of family income affected.

Table No .
(19)shows the correlation between the educational policies implemented by the Kuwaiti government at private schools during Corona pandemic according to the variable of family's level of monthly income.