Educational students, who are diverse in their specific intellectual abilities: gifted, ordinary, educated, and those with minimal special abilities, learn the prescribed curricula at varying speeds to achieve different goals: acquiring a general knowledge culture in the curriculum subject (educated), becoming professionals/employees in the curriculum subject, and being intellectually or creatively accomplished in the curriculum field.
A General Practical Framework for the “Learning Vision” in the School Reality of Students
When implementing the vision “Learning and Building the Future is a Natural Right for Every Individual” in school education, education systems are expected to adopt the following five procedural principles:
* Adopting the triad of learning and systematic achievement for educated, professional/employees, and creative individuals.
* Transforming the curriculum content into micro-units for learning and teaching.
* Classifying the micro-curricular units into primary and secondary.
* Implementing the “Vision” with students individually and in small groups.
* Implementing an educational assessment system sensitive to the learning reality through the triad of diagnostic, analytical, formative, and final assessments of learning achievement.
Schools’ commitment to the five measures will enable them to gradually abandon, in a record short period of time, their excessive collectivism in education, in favor of educational diversity in dealing with students in terms of objectives, content, standards, and achievement levels, taking into account their particular aptitudes (their own intelligence), desires, and educational needs to build the future they aspire to achieve.
Educated students acquire the basic concepts prescribed in the curriculum, which in most cases range between 25-35% of the curriculum content. Employees are those working in the field of curriculum, such as teachers, technicians, administrators, supervisors, and other working professionals.
Creative thinkers are the elite: talented or outstanding scholars in the field of curriculum, upon whom society will rely primarily for the theoretical and applied development of specialized methodological knowledge, and thus for scientific, cultural, and civilizational progress among other nations.
While the academic and academic content of intellectuals comprises between 25-35% of the curriculum’s basic academic information, the academic and academic content of employees comprises up to 85% of the curriculum, i.e., it includes the previous content of intellectuals plus the next 50% of the curriculum details (secondary knowledge).
The academic content of creative individuals includes the previous two academic levels of intellectuals and employees plus the remaining 15%, in addition to one or more methodological references and various projects and activities undertaken by gifted individuals in particular to nurture their future professional and specialized academic abilities and interests.
While implementing this system in school education requires an inventory of the prescribed curricular facts and their detailed classification into primary and secondary components to guide their targeted consumption by the three categories of learners, educational administrations must also employ appropriate psychological, academic, and professional tests (tests of personality, intelligence, aptitude, psychological tendencies, cognitive and professional areas) to objectively sort learners into their appropriate academic categories: intellectuals, employees, and creative individuals, usually starting from the preparatory stage.
In university education, the three-tiered system for curriculum achievement can be implemented in the following manner: Each university instructor (with the knowledge and experience of the academic department in which they work) takes the initiative to define three levels for their course achievement, taking into account intellectuals, professional employees, and creative individuals, and applies them to them as explained in the chapter.
How are students who fail to meet certain academic requirements evaluated at the level chosen by the student, under the guidance of the course instructor or with the knowledge of the academic advisor? How is academic achievement evaluated if it falls below the required level for the academic level adopted by each student?
Here, if achievement in one or more requirements is deficient or of poor quality, the instructor calculates the student’s grade at the lower academic level, for example, from excellent for creative individuals to the previous level for employees, then from employees to the lowest level for intellectuals.
Organizing curriculum content into hundreds of digital and paper micro-academic units enables learners to easily learn and build the future they desire, with a success rate of up to 90%. When formulating micro-curricular units in the curriculum and systematic instruction, teachers consider the following:
1- Micro-curricular Units
These are direct, organic components of the daily curricular units. They require 10-20 minutes to teach to students. Micro-units typically focus on a single experience, skill, concept, knowledge, or core value of the subject matter. For example, the components of the human digestive system can be considered the first micro-unit, its function the second micro-unit, methods of protection the third, and so on.
In our geographic example, location, surface, and climate could constitute the first micro-unit, population and their activities the second, and administrative aspects the third. In general, current micro-units focus on the content of one to three curricular objectives at most. Furthermore, one to three micro-curricular units can collectively constitute what is known as a daily lesson.
2- Micro-behavioral units / Behavioral objective units
As the figure indicates, these units focus on a single behavioral objective of the curriculum, and their learning and teaching time typically ranges between 2-5 minutes. The function of the mouth, the name of the yeast contained in saliva, the acid secreted by the stomach, and the function of the small intestine in the digestive system; the location of Yemen, its capital and port, the types of its economic agricultural crops, and the geographical types of its population are examples of micro-behavioral curricular units, each of which takes between one and ten minutes to learn and teach.
3- Mechanism for Learning Curricular Units Determined by the Triad of Achievement
Students can enter into learning agreements with the teacher and register in the appropriate curricular tracks for learning and teaching (educated, specialists, and creatives), using two procedures:
* All students, if they are not certain of their individual academic readiness and the nature of their personal and/or local circumstances, can enter the Educated track, then the Professional Specialist track, and finally the Scientists/Creators track, depending on their personal/environmental circumstances. If the circumstances of each student facilitate success at the intellectual level, they advance to the second and third levels.
However, if these circumstances are stressful, the student is satisfied with the level they were able to achieve for the curriculum unit and moves on to the next unit. This continues until the end of the curriculum or syllabus. Upon completion of each student’s curriculum units, the student coordinates with the teacher to prepare a summary report of their achievement grades for the units studied and their final overall average. For the purposes of achievement records, the type of curriculum track the student completed and the grade they deserve are then determined.
*Individual students enter directly, based on their cognitive readiness, environmental conditions, and specific interests, into the curriculum track that best suits each of them. If they succeed, they advance to the next unit. However, if one or more achievement factors (cognitive readiness, personal and/or environmental conditions) are not met, they are then coordinated with the teacher to return to a previous curriculum unit. Upon success, they advance to the next curriculum unit.