one does not need to be an education expert to see the poor outcomes in public sector schools, and in some private sector schools as well. inefficient education is the root cause of many of our problems.
modern education requires a strong curriculum and well-qualified teachers. successive governments have failed to provide either. the problem began in the mid-1960s when it was decided to nationalize education.
at that time, there were no clear criteria for appointing teachers to undertake the noblest and most dangerous profession, including individuals whom i would not even trust to herd sheep.
one of the foundations of developing any curriculum is that it must encompass all educational stages within a clear p h i l o s o p h y and a defined plan. manufacturing a car tire, for example, cannot be done without considering all its specifications.
last summer, just three months before the start of the academic year, the ministry of education announced the development of a new curriculum for the primary stage, stating that it would be finalized, reviewed, printed, and distributed before the beginning of the academic year.
the improvisation was evident, and the promise was not fulfilled. two weeks ago, the minister of education announced that work was underway to develop the grade 10 curriculum. what about the preparatory stage curriculum? why was it ignored? if this is true, we are facing a disaster, meaning that improvisation may be repeated again due to the absence of a clear philosophy and a comprehensive plan.
the ministry of education stated that 13 specialized committees, comprising a number of national educational experts, will prepare and develop the high school curriculum according to the latest educational standards. this will reflect the identity of kuwaiti society and its national values, meet its needs, and contribute to preparing a generation capable of creativity, competition, and active participation. the ministry stressed that the curriculum will aim to keep pace with educational developments and contemporary standards.
however, most of those assigned to carry out these tasks may lack sufficient training, competence, and understanding of the nature of the new material and its underlying philosophy. i doubt their understanding of whether the new curriculum aligns with approved assessment plans and programs that contribute to improving the educational environment and facilitating the teacher’s role.
the ministry’s statement also indicated that textbooks in the new curriculum will be divided into two independent semesters to achieve flexibility in presenting and organizing content, thereby contributing to the development of a conscious and responsible personality.
i don’t understand how dividing the curriculum into two semesters is directly linked to building a conscious and responsible personality.
according to the ministry of education, the new curriculum aims to develop students capable of adopting positive behaviors that enhance community security and stability. the development will primarily focus on improving core subjects such as english, mathematics, and science in line with modern scientific standards, thereby contributing to higher learning outcomes and strengthening students’ scientific and analytical capabilities.
the statement also indicated that the revised curricula will be free of traditional rote memorization and passive learning methods. instead, they will focus on developing higher-order thinking skills, enhancing analytical, deductive, problem-solving, research, and inquiry skills, connecting knowledge to practical, real-life applications, and building digital skills and understanding of artificial intelligence concepts and their modern applications, as well as promoting awareness of the safe and ethical use of technology.
it is easy to say but difficult to act. how can a sixteen-year old student, who has not been prepared for these developments and has had little or no exposure to them, suddenly be expected to adapt? how can we expect students to apply critical thinking and inquiry skills when they have spent at least eight years in a system focused on listening, memorization, and traditional learning?
what does it mean to prepare high school students for the workforce when the job market is already oversupplied with graduates and facing a severe shortage of skilled technicians?