In light of the rapid global transformations, traditional education is no longer sufficient to meet the needs of future generations, especially in the secondary stage which serves as a stepping stone towards university and professional life.
In Kuwait, there is a pressing need to reform the secondary stage curriculum, as the old curricula, which are limited to two tracks (scientific and literary), are not adequate to prepare students for the evolving world today. Therefore, the education system must evolve to keep up with this change, providing students with greater opportunities to specialize in multiple fields and enabling them to develop their abilities starting from the secondary stage.
The current system forces students to choose between only two tracks: scientific or literary, a system that does not reflect the wide diversity in students' interests and capabilities. Limiting choices to only two tracks can restrict students' opportunities to discover their true interests. Therefore, it is proposed to introduce a wider range of specializations starting from the tenth grade, allowing students to choose from multiple tracks, such as technical, vocational, and artistic specializations, in addition to the scientific and literary tracks.
For example, a student interested in technology and programming can choose a technical track, while a student who prefers arts or humanities can specialize in fields more suited to their skills. This diversity aims not only to expand the available choices for students but also to better prepare them for university and practical life.
In the scientific specialization, the dispersion of studying multiple scientific subjects at once can burden students and prevent them from delving deeper into understanding each subject. Thus, a new system is proposed focusing on teaching only one scientific subject throughout the academic year, imagine a tenth-grade student studying only chemistry, with intensive focus, covering the full curriculum that was previously spread over three years. This system allows students to delve deeper into the subject and understand it better, enabling them to excel in it.
Then in the eleventh grade, the student shifts to studying physics in the same concentrated manner, then biology in the twelfth grade. This way, students avoid dispersion among multiple concepts at once, enhancing their understanding and readiness for university, where they will need to study specific subjects in greater depth.
Similarly, geology is considered one of the subjects that can be challenging for students if taught separately, but instead of presenting it as an independent subject, geology concepts can be integrated into other scientific subjects. For example, geological chemistry concepts can be included in the chemistry subject, such as studying rock and mineral reactions, in physics, studying the movement of the earth and earthquakes can be included, while in biology, students can learn about the impact of geological changes on ecosystems.
This integration not only reduces the pressure of subjects on students, but also helps them see the interconnected relationship between different sciences; enhancing their ability to connect scientific concepts to each other.
In addition to fundamental scientific specializations, students should be allowed to choose additional subjects related to their specialties and interests. These optional subjects may include programming, photography, graphic design, or even arts and theater. The goal here is to give students more space to express their passions and develop new skills outside the traditional curriculum.
Furthermore, applied projects can be included in the curricula, where students execute practical scientific projects, such as an innovative chemical experiment or a physics project based on renewable energy technology. Education should not be theoretical only, but should be practical and applied so that students can see the impact of what they learn in their daily lives.
Instead of relying solely on final exams to evaluate students, there should be a graded assessment system that includes continuous evaluation. Students can be assessed based on their performance in scientific and research projects, in addition to periodic tests throughout the year. This method provides a more comprehensive picture of the student's level and allows them the opportunity to improve their performance throughout the academic year.
Assessment can also include group projects, where students are evaluated based on teamwork and collaboration. These skills have become essential in the work life, where employees need to work within teams and effectively communicate with others.
The ultimate goal of these modifications is to better prepare students for university life and the job market. Diversifying specializations and introducing applied and optional subjects, along with a continuous assessment system, will give students the tools they need to succeed in academic and professional life.
Therefore, when a student graduates from secondary school with a range of theoretical and practical skills, they will be more prepared to face the challenges ahead. These modifications aim not only to improve academic performance, but also to develop students' critical and creative thinking skills; opening new doors of opportunities for them in Kuwait or beyond.
In the end, reforming the secondary school curriculum in Kuwait is not just an academic issue, but a step towards preparing a generation of young people capable of facing the future with confidence and innovation.
