The Kabul times, Afghanistan Trustable News Agency.
Articles

What Afghanistan needs in educational curriculum for future generation

Developed nations consider the establishment of a productive educational system and
the formulation of a sound curriculum as
one of their fundamental pillars.

Education for any state is akin to the backbone of the body of a human being. In today’s era of expanding knowledge, technological advancements, and the modernization of lifestyle and governance, education has evolved into one of the fundamental necessities of contemporary life, assuming a stature comparable to that of water and food. As such, the foundation of the civilization and prosperity of any government is based on its educational infrastructure. Education not only acquaints humanity with divine knowledge and a proper understanding of life but also serves as the groundwork for a healthy and progressive human existence. Developed nations consider the establishment of a productive educational system and the formulation of a sound curriculum as one of their fundamental pillars. Consequently, educational systems undergo constant changes, with each system striving to guide the thoughts, values, and aspirations of the upcoming generation toward advancement, excellence, and sustainability by adjusting the educational curriculum. Throughout history, Afghanistan has faced internal disarray, unfavorable economic conditions, and external interference and colonization. In addition to lacking achievements and dynamic order in other sectors, the country also struggles with an inadequate and impractical educational system. Two decades of republic government and the presence of foreign forces not only failed to yield a productive educational curriculum for Afghanistan but led to the bankruptcy of its education system. While some may believe that the educational curriculum of the past two decades was successful and practical, it is merely a misconception. The previous educational curriculum was at odds with the origin, culture, and job market needs of Afghanistan. Moreover, it lacked scientific, standard, and practical elements, serving only as a conduit for Western ideas into the educational system—an aspect that characterizes many upcoming challenges. After the Islamic Emirate takeover, there is a dire need to revise and reconsider the educational curriculum to align it with Islamic values and labor market requirements. Whenever the discussion turns to revising and modifying the educational curriculum, various spectrums of the population start worrying. The first spectrum includes the West and its advocacy institutions; as mentioned earlier, the previous curriculum was scientifically and practically aligned with Western values. Therefore, the West and its advocacy institutions are not willing to see their two-decadelong efforts go to waste. The second spectrum comprises individuals who are concerned about the content of the curriculum. For them, the formation of a curriculum by the Islamic Emirate seems challenging and even impossible. They believe that the new curriculum under the Islamic Emirate will exclude contemporary sciences, creating a curriculum that lacks a place for modern knowledge. Amidst these concerns, the fundamental debate for the Islamic Emirate revolves around adopting a firm and Shariacompliant stance. It necessitates breaking free from the grip of colonial influence on the acknowledgment of the new generation, adorning them with Islamic teachings and societal norms, and envisioning their survival and future. On the other hand, it entails establishing a comprehensive curriculum that not only preserves their intellectual and ideological values but also aligns with the practical needs and necessities of the present era. This way, the Islamic Emirate of Afghanistan will liberate its educational curriculum from Western dependence and its affiliated nations in the future. I briefly outline the essential features that the educational curriculum of Afghanistan should possess to alleviate any ambiguity for the readers: 1. Compliance with Islamic Beliefs: The aim of education is the development of Islamic personalities and the training of specialists to serve Islam and the Islamic government. 2. Practicality: The educational curriculum should reflect the societal needs and job market requirements to prepare students for entry into the workforce. 3. Initiative and Innovation: The curriculum should be diverse and engaging, creating intrinsic motivation and enthusiasm for students and refraining from outdated and unnatural systems. 4. Real-life Relevance: The educational curriculum should have a direct connection to students’ real-life experiences and assist them in applying concepts and values in their daily lives. 5. Value Inculcation: The educational curriculum should help students comprehend ethical, social, and cultural values and aid them in incorporating these values into their lives. 6. Practical Skill Development: The curriculum should help students acquire practical and applicable skills, preparing them to defend these values against any challenges. 7. Cultural and Historical Reflection: The educational curriculum should assist students in understanding their own culture and history, as well as that of other societies, providing them with valuable lessons. 8. Impactful Design: The educational curriculum should be impactful, realistic, and executable, guiding students to apply it in their real lives. It should not be a collection of theoretical and imaginary concepts that students merely memorize. In conclusion, if the ruling government succeeds in developing a practical and valuesdriven curriculum, it will not only mold true defenders of their values among the upcoming generation but also strengthen internal trust within the people. Firooz Ahmad Ebrahimi

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The Kabul times, Afghanistan Trustable News Agency.