Development plans aimed at advancing the educational system continue to unfold in many countries worldwide. These plans cover various aspects, such as curricula, teaching methods, evaluation standards, reducing the years of study, and shortening the overall duration of the educational process from kindergarten to obtaining academic degrees at the end of higher education.
There are pressing questions on the table for those concerned with the educational system in the Arab region, including officials, experts, teaching staff, parents, and students. Foremost among these questions is: Is it truly necessary to spend nearly 20 years in the educational system (2 years in kindergarten + 6 years in primary school + 3 years in preparatory school + 3 years in secondary school + 4 to 6 years in university), considering that some scientific colleges require 5 or 6 years of study?
The reality is that the average Arab student completes all educational stages by the age of 22 or 24. This period can extend further if compulsory military service is required in some countries, without having yet entered the job market or the broader social sphere, including employment, marriage, family, and other life aspirations. So, have our countries genuinely benefited from these systems? Is this a real investment in our youth and minds? What is the return on this investment for our children?
Is there an actual necessity for our students to spend nearly 20 years in the educational system?!
Answering these questions requires more realism, frankness, and assessment regarding the outputs of the educational process, the quality of the final product concerning labor market requirements, and the ability to innovate and achieve, in a way that serves the country's developmental plans and keeps pace with major global economic transformations.
According to a study by the American Pew Research Center, some global universities are considering reducing the duration of education to only 3 years by adopting advanced programs that award bachelor's degrees in 3 years instead of 4, in an attempt to save time, money, and effort for students, and to invest human energy in a faster track to enter the labor market.
This trend meets the needs of European and Western countries suffering from an aging population structure and a severe shortage of young labor. Additionally, their capabilities in education and advanced resources in terms of tools, curricula, and staff qualify them to pursue this path. In contrast, it may not be suitable for other countries struggling with high illiteracy rates, a lack of classrooms, deteriorating infrastructure, and declining quality of education indicators.
When discussing the issue at hand, other criteria must be considered, such as the economic situation, the differences between theoretical and scientific specializations, and the efficiency of the educational system components, including the teacher, the learner, the curriculum, and the learning environment. These elements must interact with the labor market requirements to achieve the desired outcomes that keep pace with the significant technological advancements of the 21st century.
Rigorous Standards
A study from Harvard University confirms the possibility of reducing years of study through curriculum development, improved teaching methods, and the use of modern tools, ultimately leading to the development of educational inputs and outputs while shortening the educational process's duration.
Educational experts say that reducing years of study has positive aspects, such as eliminating unnecessary content and repetition from curricula, reducing classroom overcrowding, allowing the implementation of a full-day system, saving costs, and redirecting the financial savings from reducing a year towards developing educational tools.
Study: The possibility of reducing the years of education through curriculum development, improved teaching methods, and the use of modern tools.
A study by the UNESCO Regional Bureau for Education in Arab Countries indicates that an 8-year basic education is better than the current 9-year system, provided certain standards are met. These include increasing daily study time by 30%, extending the study period from 32 weeks to 40 weeks, and developing study programs.
This approach could bring several benefits to poor countries burdened with significant economic challenges and budget deficits, in addition to high classroom densities and multiple study periods. It requires innovative solutions to address these imbalances without compromising the core educational process or content. The focus should be on the quality of the academic year rather than the number of years.
In this context, various forms of shortening and reducing the educational process can be seen, characterized by diversity and flexibility, and differing according to the educational system in each country. These can range from early admission for first-grade students starting at 5 years old instead of the current 6 years, merging study subjects, or accelerating the transition from one grade to a higher one, taking into account individual differences and each student's specific abilities. This system would not apply universally but would be based on strict standards meeting the scientific needs of outstanding students.
Programs for academic acceleration in higher education include offering high-achieving high school students some university courses simultaneously with their high school studies, as is the case at Jeddah University, or dividing studies into four levels. Consequently, a student can complete their studies in 4 years or 3 years, depending on their ability to finish these levels, similar to the engineering faculty at Cairo University.
The credit hour system measures a student's eligibility to graduate from college upon completing the courses and hours required by the college's regulations. Therefore, it is not mandatory to stay in college for 4 years. This system seems more suitable for theoretical faculties, as it is not logical for a student in the Faculty of Arts, for example, to spend 4 years studying theoretical curricula that can be absorbed in only 3 years. They would be evaluated through multiple tests throughout the semester, rather than relying solely on a final exam.
Reducing the years of education while maintaining the efficiency of the educational system is a challenge that requires successful management and mindful policies.
It is possible to reschedule the academic year, with studies lasting 8 months, followed by a 2-month break, and then the new academic year would begin. This way, we can stop educational waste, save approximately 3 years of the student's educational life, and avoid disrupting the educational process. Effective use of distance learning technologies and modern communication methods can improve the overall educational system.
Reducing the years of education while maintaining the efficiency of the educational system is a significant challenge that requires strong will, successful management, and informed policies. We can draw wisdom from our Prophet Muhammad (peace be upon him) who appointed Usama bin Zaid (may Allah be pleased with him) as the leader of an army that included senior companions such as Umar ibn al-Khattab (may Allah be pleased with him) when Usama was only 18 years old, or according to some accounts, 17 years old. This indicates that at this age, he was not just a student but a leader.
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