This involves moving towards reforming and developing education at all levels, related to religion, homeland, and nation, particularly in shaping generations that are guided by religions and loyal to their homeland and nation. This deepens the Arab identity and the use of Standard Arabic, which leads to unity in thought, culture, and society, protecting them from getting lost in the midst of unknown globalization, and leading them to a sense of humanity alongside national sentiment.

The movement believes that a good citizen who reforms achieves the aspirations and needs of the homeland, nation, and humanity towards progress and prosperity, while staying connected to authenticity, preserving individuality, and inspired by the Pakistani poet Iqbal’s saying: “He who neglects his self is the first deserving of annihilation; he will not see his character in life, like those who mimic the life of strangers.”

The movement sees education as a right of the citizen and a duty guaranteed by the state for all, which meets various talents, demands, and scientific and intellectual capacities, providing its necessities and requirements from one end of the homeland to the other.

The movement believes that science, education, and mastery of Arabic are three sides of an educational triangle that is incomplete without them. They are aided by modern curricula, methods, and various ways to achieve this, along with attention to other languages for minorities as additional languages to Arabic.

Balance between types of education, its specializations, and between quality and quantity, and between the nation’s needs and development requirements is essential for comprehensive development.

Developing curricula, qualifying teachers, counselors, administrators, and service workers to be good role models is necessary because one cannot give what they do not have. They also must be given their due in terms of material and honors.

The founders believe that focusing on the English language in education opens the door to pursuing higher education and scientific specializations, which are needed by the homeland to fulfill its requirements in various fields.

There is a need to consider the general elements necessary for expanding education in terms of type, quantity, quality, and geography to keep up with scientific and technological progress.

There is a need to outline elements of reform, change, and development at all educational stages, specifying what is general and what is special.

There is a need to open the door to citizen participation in public financing, whether for material or moral returns, meaning voluntary charitable endowment for educational projects.

There must be relative stability in educational policy to keep pace with the progress of other countries at various educational stages—kindergarten, pre-university, university, and post-university (higher education)—as well as in scientific research and the preparation of researchers and opening research and study centers.

There is a need to develop academic programs, examination systems, teaching bodies, their administrations, and revive diverse student activities to form a comprehensive national personality.

Annual evaluations of the educational process from both inside and outside are necessary to assess the achievement of desired goals.

There is a need to focus on scientific research, define priorities, set strategies, and support foreign missions in specialized fields in advanced countries.

There is a need to issue journals and books to publish research and studies, establish diverse and extensive libraries, and open global scientific networks by subscribing to international sites and finding supportive means for all this.

Scientific Office
Research and Studies Department
Articles
Syrian Future Movement (SFM)

Human Development in Education, Training, and Scientific Research: