In many educational systems worldwide, including those in the Gulf region, an ongoing debate questions whether schools are adequately preparing children for life beyond academic examinations. This discussion has gained renewed attention following recent protests in France that highlighted deep divisions in education quality and access, prompting experts to reconsider how success is measured in schooling.
Dr. Asma Al Yahyaei, an assistant professor at Sultan Qaboos University, emphasizes that while academic performance is important for accessing higher education and career opportunities, test scores alone do not capture the full scope of a student’s capabilities or potential future contributions. She points out that life’s challenges rarely come with clear-cut answers, unlike traditional examinations. Instead, young people must navigate uncertainty, ethical decisions, interpersonal relationships, financial responsibilities, and workplace pressures—complex problems that require a different set of skills.
According to Dr. Al Yahyaei, essential life skills such as communication, emotional intelligence, critical thinking, teamwork, leadership, financial literacy, time management, resilience, and empathy should be considered fundamental parts of education rather than supplementary topics. Despite this understanding, many children continue to face intense pressure to achieve high marks, a phenomenon influenced by systemic factors, including examination-driven curricula and societal expectations that equate numerical achievement with success.
She adds that teachers alone cannot bear the blame for this culture, as they operate within tightly structured frameworks that prioritize standardized testing. Instead, the broader challenge lies in shifting the cultural emphasis that overly prioritizes scores over holistic development. This is especially pertinent in the Gulf, where rapid social changes and technological advancements demand a workforce prepared not only with academic knowledge but also with adaptability and intercultural communication skills.
Dr. Al Yahyaei advocates for incorporating practical life skills into educational programs through avenues such as community service, leadership development, teamwork exercises, public speaking, and financial education. These initiatives can offer students opportunities to practice decision-making, responsibility, and resilience in real-world contexts. She also encourages parents to foster independence by allowing children to experience age-appropriate responsibilities and learn through failure rather than intervening to solve every problem.
The professor concludes by suggesting a change in the dialogue between adults and children. Moving beyond simply asking, “How many marks did you get?” to inquiries like “What did you learn?” “What challenges did you overcome?” “Whom did you help?” and “What did you discover about yourself?” can help promote a more comprehensive understanding of learning and growth that extends beyond test scores.