The educational system in our country has spanned over seven decades, distributed across twelve years of primary, intermediate, and secondary education. However, the fundamental question remains: how many of these years genuinely add value to a student's path, and how many are merely mandatory steps over grades that were not designed for today's world?
This educational system was established in a completely different social and economic context, where the state was in its formative stages and the job market offered limited options. Today, however, standards have changed, and achievement is the true measure of value, not the number of years a student spends in school.
Details of the Current Educational System
Studies show that years of education do not represent a linear progression; rather, they are an extended period during which much of what is perceived as advancement is merely repetition. Many educational curricula reintroduce the same knowledge, causing students to circulate in an educational loop rather than ascend a clearly defined ladder. This lengthy structure makes education as much a time-consuming journey as it is a knowledge-building process.
The most prominent manifestations of this repetition are evident in the distribution of curricula across all academic years without any real differentiation in their functions. Some knowledge should be established during the foundational stage, while other subjects lack significance if introduced too early, before the student has matured and is ready. Additionally, there are areas of study that only become necessary in the final stages when students begin to shape their orientations.
Context and Background
The intermediate stage, considered part of this educational system, has lost its meaning, as it does not lead to a clear outcome nor does it provide students with a true educational identity. Three years are consumed without a significant impact, prompting serious consideration for reorganizing this educational ladder. Each stage should be based on a clear function measured by its value, not by the number of years it spans.
The secondary stage is also treated as a single phase, while it carries two contradictory functions: preparation for university and readiness for life and work. The result is a lack of proficiency in either function. Therefore, the purpose of this stage should be redefined, and early guidance should be provided to students.
Consequences and Impact
Delaying the moment of choice until the end of this long journey does not seem logical in a world where opportunities are accelerating. Students should be given spaces for experimentation, and their choices should gradually form, allowing them to reach decisions with awareness and experience.
Thus, it becomes essential to transition from the idea of a rigid "ladder" to a more flexible and realistic model. One can envision an extended foundational stage starting from kindergarten until the end of sixth grade, where essential skills are built deeply, focusing on human development before the accumulation of information.
Impact on the Arab Region
Restructuring the educational system in our country could serve as a model for the Arab region. With the rapid changes in the job market, it is crucial for educational systems to align with these changes and provide students with the opportunity to access their career paths in a timely manner.
In conclusion, the real challenge lies not in maintaining what we are accustomed to, but in having the courage to reshape it in accordance with the transformations of society and the job market. We must grant our children the opportunity to reach their futures without the need for a long journey that may not be fruitful.