Approval of a new curriculum system for the secondary stage, effective from the current academic year

Alaa Khalifa: Education Minister Eng. Sayed Jalal Al-Tabatabai has approved a new curriculum system (tracks) for the secondary stage, representing a developmental step toward building more diverse educational systems aligned with university studies, development needs, and the labor market.

The minister issued a ministerial decision mandating the implementation of the curriculum system (tracks) in Kuwaiti government secondary schools starting from the 2026/2027 academic year, applying to students enrolled in the tenth grade at schools designated for this purpose. Article One of the decision stipulates the implementation of the curriculum system (tracks) in Kuwaiti secondary schools from the 2026/2027 academic year for tenth-grade students in schools selected for the system’s rollout.

The decision further stipulates that the Deputy Minister of Education shall oversee the preparatory measures for launching the curriculum system (tracks), take necessary executive actions regarding its implementation, and submit matters requiring the Minister’s approval. This will be achieved through coordination among the ministry’s sectors, educational zones, and relevant authorities, ensuring the readiness of the educational and administrative systems for implementation based on clear and well-considered foundations.

The decision emphasized that its provisions apply only to students wishing to enroll in the curriculum system (tracks). The existing secondary education system will continue to apply to students not covered by the new system, ensuring that the decision does not alter their current study arrangements. The decision also stipulated that it takes effect from the date of its issuance, requiring relevant authorities to comply with it, and abrogating all previous decisions conflicting with its provisions.

In this regard, the Ministry of Education clarified that the “tracks” system, previously known as the curriculum system, will initially be implemented starting from the 2026/2027 academic year in 12 schools distributed across all educational zones—one boys’ school and one girls’ school per zone. This pilot phase aims to practically test the new model and assess its effectiveness before transitioning to gradual expansion stages.

The ministry stated that adopting the system aligns with its strategy to develop secondary education by creating a more flexible model that places the learner at the center of the educational process, providing them with a genuine opportunity to discover their abilities and interests at an early stage before deciding on the academic track that best suits their potential and future aspirations.

It noted that the curriculum system (tracks) spans three academic years divided into six semesters, totaling 54 credit units. The tenth grade serves as a common foundational year for all students, during which they study a set of general courses alongside participating in “Exploration 1” and “Exploration 2” experiences. These experiences help students gain a deeper understanding of their interests, abilities, and academic inclinations.

The Ministry of Education further indicated that the system offers students eight educational tracks: Languages, Law, Social Sciences, Commercial, Mathematics, Sciences, Industrial, and Technology and Artificial Intelligence. This provides diverse educational options that accommodate students’ varied abilities and interests while supporting their future career directions.

The ministry emphasized that the choice of track is not based solely on academic grades, but rather on a comprehensive system of criteria that includes academic achievement, aptitudes, interests, and results from exploration courses. This approach enhances the accuracy of track selection and provides learners with the opportunity to enroll in the pathway best suited to their capabilities and aspirations. It added that the system combines common courses taken by all students with specialized courses linked to the track the learner joins, thereby achieving a balance between building foundational knowledge and skills on one hand, and specialization and the development of abilities related to the chosen field on the other.

Regarding the first phase of implementation, the Ministry of Education clarified that the admissions process will ensure equitable representation across different academic levels. This will enable the formation of a balanced student sample, allowing for an objective evaluation of the system, measurement of its outcomes and outputs, and utilization of the implementation results to refine the model before expanding its rollout.

The ministry also noted that the system includes a set of educational components designed to strengthen the practical aspects of learning. These include a flexible course, a graduation project, community service, and field training totaling 120 hours. These elements contribute to developing students’ skills and linking their learning to practical realities, society, and the work environment.

The Ministry of Education stated that the system allows students to benefit from the summer semester and register for up to nine credit units, in accordance with approved regulations and available capacity. Additionally, it provides the option for early graduation after five semesters for students who fulfill all prescribed academic requirements. The ministry further highlighted that the “Masar” platform will offer integrated electronic services for students, including registration, academic monitoring, and official transcript documentation. These services aim to enhance digital transformation in the management of educational pathways and provide learners and educational institutions with more effective tools for tracking academic progress.

The Ministry of Education affirmed that the implementation of the track system will be subject to continuous monitoring, evaluation, and outcome measurement. The goal is to identify strengths and areas for improvement, and to leverage feedback and data generated by the pilot to refine the system before transitioning to a gradual expansion in secondary schools.