AMMAN — On Saturday, the National Forum for General
Education, Higher Education, and Vocational Training, titled 'Jordan's
education system: reality and aspirations,' was held in collaboration with the
University of Jordan, Al-Mamlaka TV reported.
اضافة اعلان
Former Prime Minister
Adnan Badran sponsored the forum,
which was attended by several heads of Jordanian universities and experts from
Arab countries.
The forum discussed various research papers addressing
scientific topics related to the education system in Jordan. One such paper,
titled ‘Where is the education system heading?’ was presented by the Vice
President of the University of Jordan for Administrative and Financial Affairs,
Ziad Hawamdeh. The session features contributions from notable figures
including former Minister of Education Ibrahim Badran, Senator Mahasin
Al-Jaghoub, and former Teachers Association President Mustafa Al-Rawashdeh.
In the second session, insights from both the public
and private sectors were shared regarding market skills, curricula, and digital
learning. This session aimed to provide a comprehensive perspective on
educational practices in contemporary contexts. Furthermore, the third session
delved into the financial and educational challenges confronting Jordanian
universities. This discussion was led by the Vice President of the
University of Jordan for Humanities Colleges, Relations, and International Partnerships,
Nahed Emaish.
Educational
vision and initiatives from leading figures
While delivering a lecture, Badran stated that the
educational system should embrace integrated learning, combining e-learning
with face-to-face instruction, while also restructuring education to shift away
from rote memorization towards fostering creative thinking and intelligence. He
emphasized the necessity of training teachers to utilize programmed media, vast
datasets, and a qualified educational platform for both synchronous and
asynchronous learning, thereby facilitating distance learning and supporting
lifelong learning.
Badran warned that deficits in the educational,
political, economic, and social sectors, coupled with improvisation,
favoritism, nepotism, corruption, and poor management, could lead to
catastrophe, adding, "In fact, signs of disaster, especially economic
ones, have already begun to appear in several Arab countries."
He emphasized, "The true human capital lies in
nurturing the ability to think critically to foster a knowledge society and
advance scientific research. This entails harnessing research outputs to drive
technological advancements, fostering creative thinking for innovation and
creativity, and bolstering productivity and self-reliance. Additionally, we
must transition from a rentier society to a productive one." He further
added, "We need to shift from a culture of crisis management to one of
change and risk management, necessitating a transformation of entrenched
mentalities rooted in past cultures to align with modernity and
contemporaneity."
Badran believed that the educational system ought to
adopt a modern vision, continuously renewing itself to equip generations with
contemporary skills and competencies. He emphasized the importance of lifelong
learning to meet the evolving needs of society in a rapidly changing world,
aiming to cultivate a creative generation capable of confronting future
challenges.
Furthermore, the President of the University of Jordan,
Nathir Obeidat emphasized that human life and intellect surpass any single
book. He argued for curricula that hold greater significance and importance
than individual texts, highlighting that the average
intelligence quotient (IQ)
no longer suffices as a measure to discern between the best and worst students
in a class. Obeidat suggested that students in schools and universities should
now focus on learning from motivational and psychological perspectives.
Obeidat emphasized the necessity of teaching students
about the remarkable strength of apology, positivity, and optimism. He
suggested the need for teachers who can stimulate students' imaginations,
offering them a deeper understanding of life and beauty.
Moreover, Obeidat highlighted the issue of inequality
within our schools and sometimes in universities as another pressing concern
that must be addressed. He warned that such inequality could lead to a
dangerous disparity in students' thought processes, especially considering the
challenges of poverty and marginalization facing education.
He believed that the principles applicable to education
in schools also hold for universities. Obeidat stressed the importance of
reforming the education system to better align with industry and modern
society, emphasizing the need to prepare for the future.
Obeidat further advocated for drawing lessons and
inspiration from the ongoing Israeli war on the
Gaza Strip, highlighting the
resilience displayed by its people. He emphasized the importance of maintaining
an unwavering belief in the strength and beauty of humanity amidst challenging
circumstances.
On another note, the Chairman of the Council for the
National Center for Curriculum Development, Mohieddin Tawq stated that the
center continues its curriculum development operations for all school stages.
Tawq added that the center collaborates with the Ministry of Education to
strengthen and develop education directorates.
Tawq clarified that teacher training falls under the
responsibility of the Ministry of Education, not the National Center for
Curriculum Development.
Touq further mentioned that the General Secondary
Examination for the year 2026 will be conducted through a question bank after
undergoing several stages of measurement and evaluation before its approval.
Meanwhile, the Secretary-General of the
Association of Arab Universities (AARU), Amr Ezzat Salama highlighted significant disparities
in the quality of education, academic program diversity, and modernization
among universities in Arab countries. He also mentioned that Arab countries as
a whole spend less than one percent of their Gross National Income (GNI) on
scientific research.
Salama highlighted the crucial role of human knowledge
and capital in promoting economic growth and development in the era of
technology, knowledge societies, and digital economies. He pointed out that
Arab universities serve as incubators of ideas and solutions to global
problems, producing highly skilled workforces that positively impact building
societies.
Furthermore, Salama provided an overview of the AARU's
role in advancing higher education in the Arab world, emphasizing the
importance of linking government decisions to the outputs of scientific
research in universities, enhancing education policies, and investing in
education, including integrating e-learning.
He added that the world is currently experiencing the
fourth and fifth industrial revolutions, relying on artificial intelligence,
nanotechnology, and big data analysis. Salama mentioned that 50 percent of
traditional jobs will disappear in the coming years, while new opportunities
for youth based on entrepreneurship, innovation, and creativity will emerge. He
also highlighted universities' efforts to change teaching methods by keeping up
with technological developments, providing teachers with the necessary skills
to adapt to these changes.
Additionally, Salama underscored several projects
initiated by the AARU, including the
Arab Impact Factor (AIF) project, the
initiative for the development of Arab journals, and the Arab Fund for
Scientific Research. He elaborated that the association boasts approximately
450 Arab universities as members.
Salama further explained that AARU's strategic plan for
2019-2032 is centered on contributing to the attainment of sustainable
development goals, particularly those about inclusive and equitable education.
The plan aims to keep pace with advancements and achieve international
standards in higher education and its outcomes.
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