Khaberni - The current academic year witnesses a clear escalation in complaints from both students and teachers alike, after the new Tawjihi curriculum, especially in English and Chemistry, has become above the educational field's capacity to handle. Week after week passes, and the pressure increases, while reality confirms that the content set for the students cannot be completed within the designated time, and cannot be comprehended at this accelerated pace.
In English, specific units have emerged as the main source of the crisis; specifically Units Five and Ten. The amount of information in them is disproportionate to the academic term, does not align with the student's level or the number of classes allocated for the subject. Many schools have not yet managed to move past parts of the third unit, clearly revealing that the timeline is not built on the daily reality of the schools. Students are exhausted, and teachers are draining their time trying to keep up with a textbook that does not consider the sequence of learning or the available time. Emergency solutions, such as extra classes, have become futile because the problem is not in the hours of operation but in the volume of the material itself.
As for Chemistry, the situation is more complicated. The first term alone brought content equivalent to a whole book meant to be taught over two terms, not just one. The chemical concepts are sequential and interconnected by nature, and they require time for understanding and application, not a rapid rush through the pages. This pressure has left students with two bitter options: either to memorize quickly without understanding or to give up in the face of material that is greater than their actual capacity for comprehension. Teachers, in turn, find themselves in an exhausting race against time, a race with one outcome: a loss of educational quality.
Today, the educational field does not suffer from a lack of effort, but from an excess of content, and an imbalance between what is required to be taught and what can actually be taught. The goal should be meaningful education, not just finishing a textbook. When the difficulty of the curriculum becomes an obstacle to learning instead of a motivator, modification becomes a duty, not an option.
The magnitude of the pressures that both the student and the teacher are experiencing calls for quick intervention by the Ministry of Education. Lightening the heavy units in English, redistributing the Chemistry book to be taught over two terms, and revising the timeline... all are necessary steps to bring the educational process back on track.
Tawjihi is not a test of endurance but a critical stage that determines the student's future. Students have the right to learn in humane and rational conditions, and it is the duty of the ministry to listen to the voice of the field before the academic pressure turns into a deeper crisis affecting the quality of education and the future of our children
