By: Dr. Abdulqawi Al-Qadasi
Is the car we drive today the same as the one from a century ago? Is the telephone the same? Was the internet, with its astonishing services, even conceivable a hundred years ago?
The world has fundamentally transformed beyond recognition, defying all past expectations. Yet, when we examine our classrooms and educational systems, we must ask: have they truly evolved? While school buildings may have been modernized and the educational system given a cosmetic facelift, this is merely putting a fresh coat of paint on an archaic structure. The dilapidated framework remains intact. One day, people will realize that had they known better, they wouldn't have subjected themselves to this mandatory confinement for all these years!
The traditional classroom is, in every sense of the word, a prison. While the degree of confinement varies globally—ranging from "five-star" facilities in wealthy nations to far less accommodating ones in poorer countries—a prison remains a prison, regardless of its decor or the quality of its amenities. We cannot expect a prisoner to be creative. It is as foolish as placing a fish in a small bowl and expecting it to navigate the vast oceans.
Why does it take at least twenty years to earn a doctorate? Why must students be herded into a single classroom, only allowed to advance to the next level after a full year has passed? Why do we demand that a student spend twelve years in general education before choosing a specialization?
If we look at high schools in the developing world as a sample and examine the correlation between the mandatory subjects and students' future university majors, what is the actual overlap? I conducted this experiment with several students, and the results were shocking. There is not even a 5% correlation between what a student learns in high school and their university specialization. I previously addressed this in an article titled "Isolated Knowledge." Despite this massive disconnect, students have no choice but to endure three or four miserable years of high school, studying eight disjointed subjects just to enter university. Why all of this?
Day by day, student dissatisfaction with school grows, accompanied by the increasing frustration of parents. Teachers complain about learners, learners resent the education system, and parents are left bewildered. Student motivation is steadily plummeting while academic cheating is on the rise. Despite various new models and stricter disciplinary measures, nothing has succeeded in curbing this trend. What is the root cause?
An educational system based on merely regurgitating outdated information must come to an end, to be replaced by one that aligns with the modern era. The obsolete structures of traditional education belong in national museums, where we can take souvenir photos next to them!
Before discussing the modern school, I must ask: doesn't a student spend six to twelve years learning English in traditional schools, only to yield dismal results? Conversely, doesn't that same student master the language in a single year at a specialized institute? Look at Arabic, our mother tongue—what is the actual proficiency level of our children after twelve years of studying it? This same question can be applied to all other subjects, likely with the exact same conclusion.
The modern school that must replace the traditional one should be part of a dynamic educational system driven by the ever-evolving needs of society. The state should establish the overarching strategic goals and define the desired learning outcomes based on a rigorous analysis of current realities, future variables, and labor market demands. Subsequently, it should implement standardized, benchmarked assessments that serve as the sole criteria for students to transition from one level to the next.
In this new paradigm, the school's role shifts from a credentialing authority to an institution dedicated to equipping students with targeted skills and achieving specific learning outcomes. Schools would transform into support and enrichment centers, competing to develop the best teaching methods. The educational journey could be streamlined into two main phases:
The university then serves as the final, advanced stage, directly building upon the student's prior specialization. Here, a Bachelor's degree could be earned in a year, paving the way for Master's and Doctoral studies.
Under this envisioned system, a student could earn a PhD at the age of 15—or 90—armed with genuine, market-ready skills and full professional competence. Learning can happen anywhere: at home, at school, in an institute, or online.
In this new landscape, education shifts from being the state's absolute monopoly to a shared societal responsibility. The roles would be distributed as follows:
The Role of the State:
The Role of Society:
This new system empowers learners to choose their teachers, institutions, and educational paths, fostering profound skill development and widespread innovation. The state will save massive expenditures, redirecting them toward continuous improvement. Schools will open their doors day and night for learners of all ages. Students will learn online, in schools, in training centers, at teachers' homes, or anywhere else. Ultimately, the entire earth will become a school, an institute, and a university. Degrees will be awarded based on the absolute mastery of skills, not the mere accumulation of consecutive years.
