We will have another round on education
I was pleased by the numerous calls and comments I received regarding my article “Talent Development or an Integrated System,” published in this space in the esteemed Al-Qabas newspaper last week. These contributions have greatly enriched the discussion and opinions of my fellow writers on the recently announced education reform efforts, given their profound importance in shaping the lives and futures of coming generations, and in formulating the requirements for development across various aspects of life and national advancement.
I paused to reflect on several ideas raised by my colleagues, which I believe warrant emphasis so that they come to the attention of officials in this vital sector. Among these was the question posed by my colleague Suad Al-Muajjal: “Why do we teach?” and what is the philosophy behind “education reform”? I found this question also present in the valuable article by my esteemed colleague Dr. Khaled Al-Jaber from Qatar, published in the Qatari newspaper Al-Arabi, where he asked: “What do we teach?” and “Why do we teach?” These questions highlight the importance of defining the targeted educational philosophy and its direction. This definition should not be limited to the ministry level, nor should it be based on rapid, momentary intuition. Rather, it must be determined at the state level first, after which the executive body can define the required steps and mechanisms for reform and modernization.
At this time, schools and universities no longer monopolize knowledge. Today, information sources are produced by technology companies, artificial intelligence laboratories, open platforms, and others. Amidst this development, the gap between scientific and knowledge advancement in classrooms and cognitive development on technological platforms is widening. Therefore, information, its enrichment, and the methods of delivering it to students must evolve to create a questioning generation characterized by critical and creative thinking.
Perhaps what recent studies have shown, with results announced earlier this week regarding the 2025 PISA tests issued by the OECD*, which are held every three years for mathematics, science, and reading, is significant. The test involved 760,000 students from 91 countries, representing 33 million 15-year-old students worldwide. The results indicated the success of countries that clearly defined the direction and objectives of their educational systems at the highest state level. China ranked first, surpassing advanced European countries collectively. Furthermore, the results of students in Turkey, the United Arab Emirates, and Colombia have improved over the years, and Britain succeeded in advancing its students’ skills in mathematics and reading. All of this demonstrates the importance of deliberation in the direction of reform efforts, ensuring that enthusiasm or political influence does not dictate this technical decision, so as not to waste resources, squander efforts, or delay desired outcomes.
In this regard, an esteemed colleague, an educator and former minister, commented on the importance of studying the outcomes of academic tracking and the future of its graduates, as we previously noted. He also emphasized the importance of choosing appropriate timing, calculating real needs, and preparing and empowering national cadres before announcing the replacement of teaching staff in certain fields.
Moreover, other experiences in using technology highlight the importance of reengineering educational institutions, reviewing and redesigning curricula by integrating artificial intelligence into scientific fields, and linking these efforts to the national project for future development and labor market needs. The future no longer belongs to those who possess degrees, but to those who prove their ability to learn continuously and acquire new skills.
Finally, we must not forget what some esteemed colleagues pointed out regarding the necessity of subjecting the results of development and modernization efforts to standardized measurement tools, subject to governance, accountability, and broad societal discussion; for what cannot be measured cannot be held accountable or judged as successful.
We pray to God for success for all sincere efforts in this national field.
Dr. Moudi Abdulaziz Al-Humoud
