Ministry of Education and Change

There is no doubt that change is a hallmark of work, aimed at improving services and outputs across all sectors. The changes implemented by the Ministry of Education, which began before the end of the previous academic year and continued into the new academic year in several areas, are, in principle, positive. The Ministry has undergone changes in its administrative structure, in the curricula for students, and in the foundations of teachers’ work. What matters most to parents is that the curricula align with students’ cognitive levels, a goal achieved by assessing student levels and introducing the track system for secondary school students, which has already been implemented. For teachers, the primary requirement is providing a suitable working environment. The Ministry has changed the transfer mechanism, specifying staffing needs and referring those who have reached the legal retirement age to retirement, thereby creating job opportunities for new teachers and keeping pace with developments in the educational process. The outcomes of change—whether positive or negative—can only be assessed after studying the experience during implementation; thus, definitive conclusions can only be drawn after the effects have manifested. To ensure the correctness of these measures, the Ministry needs to establish a committee to continuously monitor the impact of the changes, addressing and resolving any obstacles that arise. Finally, the divergence of opinions among Ministry specialists and parents is a natural phenomenon. The Ministry should be more transparent in implementing the changes, explaining the objectives through its official spokesperson, and soliciting views from all relevant stakeholders. * * * Agriculture alleviates hunger, and industry provides necessities, but education builds and shapes a nation. Jalal Amer