We recommend, taking into account the principles of experimentation and scientific research, establishing the “vision of” Learning and Building the Future “in school education” in two stages, the duration of which may reach 1-3 years to complete the program requirements and begin purposeful work with learners.
1- The experimental foundational stage: Where learning is provided to all students by providing sufficient numbers of teachers, auxiliary services, curricula and classroom environments, then assessing the adequacy of the results and recording the strengths and weaknesses that affected the factors and processes of learning and achievement and the extent of their impact on building the future of students.
2- The stage of standardization and quality enhancement: In this stage, the data of learning factors and processes are audited in comparison with advanced local and international standards and specifications, which guarantee learners the quality of learning and the start of their confident steps in building the individual future. This stage results in:
• Appointing highly qualified teachers in classrooms according to objective standards and procedures.
• Improving the performance of auxiliary educational services.
• Developing effective teaching materials and methods for learning.
• Continuous professional development for teachers in any new developments in their fields.
• Increasing the participation of families in learning and teaching activities and responsibilities, voluntarily or for a well-studied financial reward.
Disseminating the vision of “Learning and Building the Future” in school education.
The “vision” can be briefly applied as an educational reform strategy across the stages of school education, as follows:
* Elementary school stage:
1- Adopting the reference of unified achievement standards in learning, teaching and educational assessment Criterion Referenced for achievement..
2- Immediate cancellation of the policy of promotion or automatic transfer of students from one grade to another until the sixth grade of primary school, and limiting success according to objective methodological standards at a rate or completion of two specific years.
3- Focusing primarily during primary school on teaching curricula and skills of reading, writing, conversation, arithmetic, languages and information technology in general, without promoting students to a higher grade level until they have achieved the current curricula and basic skills.
4- Introducing computer and information curricula for learning officially in the “Vision” plan starting from the first primary, with the intensification of the use of these contemporary technologies in learning and teaching other curricula.
5- Starting to apply the values, skills and methods: self-learning, joint independence, human communication, cooperation and contribution to responsibility, critical thinking, and creativity in the situations of learning and teaching primary curricula.
* Preparatory school stage:
1- Managing curricula in formats that can be learned by 90% of students with different academic abilities and with very good to excellent grades.
2- Managing the systematic achievement of students in a multi-level learning style: for educators, professionals and creatives.
3- Expanding the teaching and learning of computer and information curricula, with the continued intensification of the use of computers and information in learning and teaching other curricula.
4- Intensifying the application of values, skills and methods of self-learning, joint independence, human communication, cooperation and contribution to responsibility, critical thinking, and creativity.. in the situations of learning and teaching curricula of the current stage.
5- Introducing new curricula as elective courses such as: business administration, vocational education, service work, projects, marketing and e-commerce, planning, and others that respond to students’ scientific and professional orientations in the future.
* Secondary school stage:
1- Replacing the current separate curricula with other specialized, pivotal curricula that operate on the credit hour system.. such as mathematics, science, languages, computers and information technology, business administration, social studies, Islamic sciences, and others that students can take based on their intellectual readiness and their academic and professional desires for the future.
2- Converting classrooms into academic laboratories, research and discussion halls, seminars, and individual and small group guidance and counseling, directed at students’ acquisition of a specific, precise specialization.
3- Cancelling traditional direct methods and approaches to learning, teaching and assessment in exchange for introducing realistic and online scientific research methods and approaches, seminars, research reports and working papers, field studies, cooperative and contributing groups, individual agreements and studies, field training in institutions, and online learning and teaching.