Minister of Education Mohamed Abdel-Latif issued a ministerial decree on 30 August stipulating that all international schools licensed in the country must incorporate the Arabic language, religious education, and social studies into their curricula, not merely as supplementary subjects but as integral parts of the overall grading system. The decision has, however, ignited a debate among parents and teachers.

According to the decree, international schools are required to teach Arabic to their kindergarten students whereas students from grade one through three would be obliged to study Arabic language and religion. The decree also obliges students from grade four to nine to study Arabic and social studies in tandem with the country’s national education. The grades of these subjects will constitute 20 per cent of a student’s total grades.

Meanwhile, grades 10 through 12 in international schools, according to the decree, must study Arabic, history, and religion, representing 20 per cent of the students’ total grades. Ministry of Education and Technical Education Spokesman Shadi Zalata pointed out that grades in religion in all stages will not be factored in a student’s total grades and would be considered a pass or fail subject.

As for the American diploma, the total grade will be divided into 40 per cent for GPA, 40 per cent for the international final American exams, and 20 per cent added from the total grades of the Arabic language and history exams. “The ministerial decree aims at reinforcing national identity and cultural values,” Zalata said.

He said the decree will be applied to all students enrolled in international kindergarten (KG1) through grade nine, starting in the new 2024-25 academic year. It will be applied to students enrolled in grade 10 starting in the 2025-26 academic year.

The decree has been met with mixed reactions, especially among parents who have chosen international education for their children. Mohamed Nayer, a specialist in telecommunications and IT and a father of two enrolled in an international school, said he appreciated the government’s efforts to instill a strong sense of national identity and cultural pride in students, ensuring that they remain connected to their roots despite following a foreign curriculum. “I believe that proficiency in Arabic and a solid understanding of their cultural and religious heritage are crucial for a student’s holistic development.”

International education has created a generation “who do not know anything about their mother tongue, religion, or the country’s history”, he said. “The decision is a wise one given the students’ shallow knowledge of their religion and country,” Nayer said.

However, a significant number of parents have expressed concern over the potential negative impact of the decree on their children’s education. One primary concern is the potential weakening of academic rigour in core subjects critical for success in international exams and future studies abroad, said Zeinab Eissa, a bank accountant. Eissa said she was worried that the inclusion of these subjects in the overall grading system may force schools to allocate more time and resources to Arabic, religious education, and social studies at the expense of the main subjects, including mathematics, the three branches of science, and foreign languages which are essential for competing in international education to earn an international certificate.

Rania Khalifa is concerned about the impact on her children’s future academic prospects. International schools are often chosen because they align with international education standards which are critical for students seeking admission to prestigious universities abroad. “The addition of subjects that are not typically emphasised in international curricula could potentially lower overall grades, thereby affecting their chances of entering competitive programmes,” Khalifa said.  

Mohamed Shaaban, an Arabic teacher in an international school, noted that international schools used to teach Arabic for students studying the international curricula. “The Arabic which students used to study was simplified but what the ministry intends to do would make it very difficult for students,” Shaaban said.

Shaaban said he believed that schools would now be faced with the challenge of integrating new requirements into their existing curricula. “Many schools already teach Arabic and religious education, but these subjects have traditionally been treated as supplementary, with a focus on cultural enrichment rather than academic performance,” Shaaban said, adding that the new decree, however, necessitates a significant shift in how these subjects are taught and assessed within the overall educational framework.

Shaaban said schools will need to develop new teaching strategies, assessment methods, and resources to meet the decree’s requirements.

Education expert Hassan Shehata, a professor of international curriculum at Ain Shams University, described the decree as a step forward in the development of education. “International schools should have subjects that foster a sense of belonging and loyalty to the homeland, and that they incorporate the elements of the country’s culture,” Shehata said, explaining that the inclusion of the Arabic language and history in international schools “is an important step in shaping individuals who have a sense of belonging, identity, and orientation that is connected to the country and aligned with national values and ethics.”

* A version of this article appears in print in the 5 September, 2024 edition of Al-Ahram Weekly