The vision of “School Learning and Building the Future is a Natural Right for Every Individual” is based on a set of practical principles, transforming it from a theoretical document into programs, objectives, information, and learning and teaching strategies that are operational on the ground to achieve learning and provide opportunities for building the future for all learners.
The “Vision of School Learning” is an enlightened educational methodology designed to free learners from the educational injustice they have endured for 2,400 years, through unified collective education based on the “mass production laboratories” approach. This approach treats learners of all abilities, ambitions, circumstances, and needs with unified, absolute school methods, factors, and processes: one teacher, one language, and one teaching method; one blackboard, one room, and one classroom management; one curriculum and one learning presentation format; one class and one daily study schedule; one classroom and school routine; one outdated teaching method (mostly, if present); one immediate, personalized reward and punishment procedures; “unskilled” achievement “exams”; and one educational vision: that students learn and acquire the curriculum as if they were future thinkers or creative scientists within it!
The observed negative result of the collective education methodology on societies is the waste of tens of thousands of talented elite students each school year, who are capable of leading society and institutions and achieving scientific and cultural progress within the system. International.
The second major category of learners is the average learner, who constitutes 67% of school-age children. They achieve average achievement (average in grade and quality, with grades of Good, Good+) and are often employed upon graduation as civil servants, professionals, technicians, and support workers in various sectors of society. Therefore, in reality, societies and institutions in developing countries, even under the most optimistic circumstances—due to the traditional collective education approach—are able to survive with minimal constraints. This is the current situation.
Finally on the “Learning Vision” achievement scale are the educated, who learn a proportion of the basics of each curriculum with the aim of forming an academic culture that enables them to communicate with peers, teachers, and civic gatherings whenever appropriate. This category receives an acceptable or acceptable+ rating, which represents the minimum level of success for individual students in any curriculum subject.
Progress in “Learning and Building the Future” with Disciplined Academic Achievement Standards
The first measure that can be adopted to control learning progress and build the future of students is to immediately abolish any practice of the “carryover policy,” as it entails the “carryover of ignorance” (lack of knowledge or skill) to the next year. This, coupled with the lack of new knowledge, leads students to a dead end without any procedural capacity for learning.
More dangerous than this is the postponement of the goals and process of new classroom instruction while the deficiencies in the previous classroom’s achievement are addressed. This means shifting the direct responsibility of teachers and school staff to remedial instruction aimed at compensating for the knowledge and skills students lack as a result of “carryover.” Until students achieve what they lack, teachers shift to the primary task assigned for the new year or semester, namely “preventive education.” Between these “remedial education” and those “preventive education” activities, significant time is wasted in “preventive education,” something that should not have happened in the first place.
Whatever the case, the most important measures regulating students’ progress in learning and building their futures are as follows:
• School education should adopt advanced academic standards that challenge students’ learning abilities and apply them without exception.
• Describing the standards for what students are expected to learn and perform.
• Describing the standards for achievement levels and sufficiency for progress and building their futures among educated, professional, and creative groups.
• Conducting general centralized tests to assess academic learning in school subjects, including information and communication technology, reading, writing, and mathematics, according to the following schedule:
* Twice a year in reading, writing, mathematics, and information and communication technology throughout primary school grades 1-6, once at the beginning of the year and once at the end. Individual students whose progress is insufficient (not significant) based on the scientific research method, such as the t-test for differences between averages, are required to join individualized special education programs and small groups at the expense of the Central Education Administration. They are retested to ensure they have achieved the required grade.
Reading, writing, and mathematics skills were the focus of American education during the 19th century and the first half of the 20th century, and they are evolving into a “global superpower.”
* Over the years 7-12, middle and high school, reading, writing, mathematics, and information and communication technology tests are administered annually.
* Over the years 6, elementary school academic subjects are administered annually, with the implementation of the “School Learning and Building a Future as a Natural Right for Every Individual” plan.
* In addition to school tests that initially assess student achievement, general centralized tests are administered every three years as follows: at the end of third grade, at the end of sixth grade, at the end of ninth grade, at the end of middle school, and at the end of twelfth grade in high school.
Mechanisms for Accounting for Student Progress in Learning and Building the Future
The “School Learning Vision” program administration may adopt an accounting system based on the following elements:
1. Establish a central accounting system to be implemented by all schools and students.
2. Adopt a set annual student progress rate for learning academic subjects to represent the minimum achievement level binding on all schools. In our case, with the “School Learning Vision,” this minimum achievement threshold is the success of individual students in the “Ordinary” track with an acceptable grade, and the “Advanced” track with a good or good+ grade.
3. The central authority must provide a clear definition of the annual learning progress rate in terms of academic content and the nature of observed performance: “On average” = “Good,” “Above average” = “Very good,” and “Above average” = “Excellent.”
4. Schools must achieve the annual learning progress rate, taking into account two conditions: 1. At least 90% of students achieve the required academic achievement rate, and schools and learning groups generally meet the behavioral learning objectives set by the Central Education Administration.
5. A school is considered to have met the requirements for achieving the overall learning progress rate if:
* Students complete the semester or school year safely and with behavioral discipline, without engaging in behavioral deviance or substance abuse.
* The percentage of students who fail to achieve the annual learning progress rate does not exceed 10%.
* A high percentage of family participation (proposed by the Central Education Administration) in school activities and events.
* A high percentage of students who graduate. (Proposed by the Central Education Administration) from secondary schools.
Correcting the poor performance of teachers, learners, and schools in implementing the “Learning Vision”
The most important possible corrective measures are:
1- Schools that fail to achieve the annual student progress rate for two consecutive years will be referred to “corrective measures” to correct any necessary corrections and reinstate them to the “Vision Program” service.
2- Families have the right to transfer their children to another school of their choice within the region, with transportation costs covered by the Central Education Administration.
3- Students who achieve below the average set by the “Vision Program” and who also belong to low-income families will be given special care from private education to develop their learning abilities.
4- Schools that have failed to achieve the annual student progress rate for three years will be provided with educational support services approved by specialized bodies for this purpose.
5- Educational support services are exempt from any requests from “failing schools.”
6. Schools that fail to achieve the annual progress rate for five years are subject to restructuring. Schools that fail for six years are subject to a change in management and staff, including teachers.
Academic and Professional Specifications Required by the Education Authority with the “Learning Vision”
The most important academic and professional specifications required of teachers and educational and technical support services are:
1. Teachers must have a bachelor’s degree in their academic specialization and a general diploma in teaching, with a focus on integrated individual and small-group teaching methods, integrated indirect guidance, integrated educational assessment using the input-process-output system or the assessment system sensitive to learning reality, and integrated learning methods.
2. Professional development to obtain a bachelor’s degree and a general diploma in teaching for all in-service teachers, to certify them to work with the “Learning Vision.”
3. Educational and technical support services, in their various fields of work within the “program,” must have an associate’s degree from a college or university and must successfully pass a personal interview and a professional field test on the job.
Families’ Participation in Implementing the “Learning Vision”
Families may participate in the responsibilities of the “Learning Vision” provided that the school undertakes the following:
1. Providing families with detailed, objective information about the school’s achievements, its pros and cons.
2. Providing families with sufficient and comprehensive information about their children’s academic and achievement status, to form an appropriate understanding of what they can participate in the “Program.”
3. Providing families with sufficient and comprehensive information about the number, characteristics, and academic and professional competencies of the teachers teaching their children.
4. Immediately informing families when their children need to enroll in special education programs for language, mathematics, academic achievement, or behavioral modification. The family has the right to express its opinion and any requests it deems appropriate, and the school understands these requests without ignoring them, making excuses, or making unrealistic objections.