A. Sattar Mustafa Amri, PhD

General Director

The impact of the knowledge explosion, “extended reality,” and yet-to-be-created “metaverse” has revolutionized our world, posing problems for the existing educational system because it does not provide the learning opportunities that students from the Millennial and Generation Z need to be able to compete globally. There is now widespread worry that “conventional” education is failing to provide pupils with the abilities and characteristics required to succeed in the 21st century. Growing gaps between the supply and demand of certain talents and characteristics stifle opportunity and retard growth. Therefore, a cutting-edge educational strategy that emphasizes noncognitive skills will not only equip students for their future endeavors but will also equip them to “navigate the increasingly complex post-truth society” once they are citizens with a global perspective and cross-cultural understanding, capable of interacting cooperatively in multicultural settings, communicating more effectively, resolving problems more creatively, and thinking critically.

It’s impossible for the current educational system to use 20th-century ideas to solve 21st-century problems. Our efforts to use a content-based approach to curriculum and instruction to promote meaningful learning have proven ineffective. As a result, educators repeatedly adopt one strategy only to abandon it later in favor of the next exhilarating novelty that emerges, creating a frenzied trial cycle. Because they must experiment with new methods every year, including individualized education, brain-based learning, multiple intelligences, and others, teachers have become tired of the world. It will never add up to a year or two for each new strategy. With only one or two years of exposure to a learning strategy before switching to the new strategy the following year, students cannot be equipped for the problems of their time. The lesson is the issue, and, as Einstein argues, acquiring a “new awareness” is the answer. What we want is a paradigm shift to an entirely new approach to education that takes into account the challenges of the twenty-first century.

In order to develop an integrated perspective, comprehensive strategy, and detailed policy framework that are in tune with the realities, needs, and emerging opportunities of the 21st century, Al Rawabi Private Schools carefully examined the underlying causes of these various challenges. These findings outline a whole-child education philosophy with regard to teaching, learning, and assessment.

As we approach the new millennium, a lot of elements are coming together to show that the idea that education is only about getting better test scores is false. The urgent talents pupils require for the rapidly changing, interdependent world of the future are thinking skills, character virtues, social skills, leadership skills, and learning skills. We must broaden our conception of intelligence to include them. Learning new facts becomes less significant as time goes on compared to the capacity to categorize, evaluate, synthesize, compare, and contrast information. As a result, the kids’ social and emotional development becomes crucial to their personal growth.

In the 21st Century, the system in which the instructor is active and the student is passive is no longer appropriate. Character traits and past knowledge that students bring to school should serve as a beginning point for the instructor as they provide learning, transforming them into moderators of learning rather than information sources. To improve education and make learning more “visible’, teachers should think about spiraling up the curriculum, building on prior knowledge, using empowering activities, and fusing teaching and learning methodologies. When teaching and learning are visible, students develop assessment skills. They have a clear understanding of the learning objectives and engage in a relevant learning experience in the real world so they may maximize their productivity. Then, students apply a set of success criteria to evaluate their own or their peers’ work in order to find their areas of weakness and use constructive criticism to improve their final result. Students improve their academic performance in this way by gaining the necessary disciplinary information, developing the desired abilities, and achieving conceptual understanding. Students also improve their moral, social, and emotional skills, as well as their global awareness, with the help of value-based education.

The educational philosophy of the school encourages the use of a sophisticated roadmap and strategic routes to give students a learning experience that is relevant, meaningful, and founded on values.

AL RAWABI PRIVATE SCHOOL was established in 1997 with 25 Kindergarten students in a small villa in Grnata, Kingdom of Bahrain. Today, AL RAWABI PRIVATE SCHOOL provides high quality education at an affordable cost for nearly two thousand students. We believe that the aim of education should be to promote a balanced development of the mental, emotional, physical, social, moral and spiritual aspects of our children.