Education in Arab countries takes place within a social context. This discourages critical thought and analysis, hinders creativity, and leads to submissiveness. The 2020 Arab Human Development Report aptly summarizes this fact, noting that education promotes didactic communication through sets of books with indisputable text and incontestable facts (Jamal, Pagliani, & Hsu, 2020). Additionally, it upholds an examination process that only tests memorization and factual recall (Bristol, 2015). In most Arab countries, instruction is teacher-directed, focusing on content rather than critical thinking skills and creativity.
Despite considerable advances in education attainment, including recent quantitative and qualitative improvements to the entire Kuwaiti education system, Arab countries still suffer from the “missing boys” phenomenon (Mahboob, Elyas, & Bawazeer, 2017). When inequality in education is discussed, a spotlight is placed on disadvantaged girls or girls who are “left behind.” However, many boys also experience similar or worse issues (Supreme Council for Planning and Development [SCPD], 2020). Empirical evidence indicates that poorly educated boys are more likely to drop out of school, commit crime, and suffer from poor health. They typically have a shorter lifespan compared to their better educated peers. These factors cause an imbalance in societies (Abdulla & Ridge, 2011).
Education for All
Education plays a fundamental role in equipping citizens with the knowledge, skills, and attitudes needed to function efficiently at home, at work, in society, and as a part of the increasingly interconnected global community (NIE, 2013; World Bank, 2014). These values are also embraced in the State of Kuwait, where national goals have been supported by the education system since the early 1990s. As a result, illiteracy has been eradicated; however, the system is still not efficiently contributing to the achievement of goals like the diversification of an oil-based economy, development of creative human capital, and expansions to private sector roles in the development of the national economy (SCPD, 2020).
The pressures of Kuwait’s population growth stress the need for valuable developments from various sectors. Approved by parliament in February 2010, the National Development Plan (NDP) is the blueprint for the country’s work toward becoming a banking, trade, and services hub for the Gulf by 2030 (Kuwait’s National Development Plan, n.d.). The NDP requires a shift in the lifestyle of Kuwaiti citizens, including education, recruitment, health, and economic systems.
While the vision of the State of Kuwait is obvious, challenges on the ground cannot be neglected. An established economic system is directly linked to an upstanding education system that supports and prepares all students for the future of their country. However, the education system is undergoing significant challenges in accomplishing the vision. While the reform process in education takes place, it is crucial for stakeholders to incorporate the United Nations Sustainable Development Goal 4 (SDG4) to make the reform more fruitful (Alhashem & Alhouti, 2021). SDG4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (Alhashem & Alhouti, 2021; SCPD, 2020).
The 2015-2019 national development strategy also emphasizes the role of educational institutions in developing creative human capital and preparing individuals to be skilled workers (SCPD, 2020). Accordingly, equity must be achieved in two domains:
- 1.
Justice Among Members of All Sects and Groups: Kuwait has made great strides toward achieving social justice among its members, including their right to education.
- 2.
Justice Across All Educational Systems: Decision-makers must achieve justice between all educational systems and their affiliates, especially graduates, when making decisions or actions.
Although the vision and governmental plans seem to be well written, it is not reflected in the execution. Parents who can afford paying for their child’s education have placed them in private schools (Alhashem & Alhouti, 2021). Many parents claim that disruption takes place in the public sector, forcing them to shift to the private sector (Alhajeri, & Alenezi, 2020). Parents added that private schools provide their children with skills to pursue college degrees. Conversely, it is believed that young boys in public schools are not supported and are, unfortunately, left behind (Alhajeri & Alenezi, 2020).