Tradition, in the Arab world, plays a central role in the academic world. In their simplest forms, both Egyptian and Arab societies follow this. For centuries, Egyptians turned primarily to mosques and the kuttab — teacher — for education. Religion thus played a pivotal role in forming and molding the country and indeed much of the Arab world. Although Arab societies today may differ over what should be in the school curriculum, many share common points. Two cases are of interest here: Egypt and Saudi Arabia.

The controversy surrounding education is essentially about the tradition of memorizing which usually leads to excluding or minimizing critical thinking and a liberal education. One idea is from religious scholars, some of whom oppose changes in the educational system, claiming that this would expose students to exploitation.

Many Arabs, in fact, feel threatened by the idea of adopting Western methods such as critical thinking and liberal thought. The fear is that these might disrupt the cultural setting. Others see them as ways to dominate, brainwash and coerce Arabs with the result that religious values are abandoned.

A recent example is seen in the remarks made by a leading member of the Council of Senior Ulema in Saudi Arabia, Sheikh Saleh Al-Fozan, who was dismayed by those seeking to change the educational system. “Some of our own people want us to become like the infidels,” Al-Fozan said. “They want us to renounce our religious beliefs and follow in their footsteps by changing our educational curriculum that is based on the Qur’an and the teachings of the Prophet, peace be upon him. A parrot is one who repeats the demands of the enemies of Islam that we should stop teaching the Qur’an so that we abandon our faith.” This came in the wake of comments made by Education Minister Muhammad Al-Rashid who criticized the way students parroted the material.

Advocates of change, however, have tried to show time and again that the obstacles to the advancement of education were real and alarming. They do not boil down to “conspiracy theories” or of Saudis not following their religion. In fact, the advocates have listed the following concerns — none of which have anything to do with religion: The format of books, the limited materials available and the caliber of teachers.

Pressure from the United States on Saudi Arabia since Sept. 11 to reform its educational system has backfired. Some advocates have suddenly shifted their roles. In fact, Saudis who were in favor of change went on the defensive, stating that it was “our business, not America’s” and that religion was an integral part of their learning. They would not have it otherwise.

Abeer Kashmeeri, a Saudi principal of a nursery school in Cairo, explained the current problem as a flaw in the foundation itself. “From the very beginning,” said Kashmeeri, “students start on the wrong footing.” In Egypt, Kashmeeri argued, there is no set standard, or “layout,” to improve the students’ ability to focus better in class. “Schools should be divided into sections,” Kashmeeri said. One area can be for reading, another a playing field, and still another for discussions and debates. Instead, however, schools confine students to cramped spaces because of financial constraints. A plot of land, Kashmeeri explained, is expensive.

Students face other constraints as well. There are little, if any, extra-curricular activities, nothing to exercise their fine motor skills or hand and eye coordination; there are no slide shows to aid students in comprehending the material. Classrooms are simply poorly-planned and dull, Kashmeeri maintained.

Not all schools in Egypt are the same. School owners are now adapting new technology and bringing computers and the Internet into classrooms. In Saudi Arabia, almost every student knows how to work on a computer, and teachers require students to submit typed reports rather than hand-written ones — at least most of the time.

But more is needed. Many professors are not qualified to teach in Egypt and Saudi Arabia because, as Kashmeeri noted, “there is no degree in education to begin with.” Teachers are usually chosen for their language skills, the number of years they spent studying/working abroad, and the kind of certificate received. Ironically, teachers with an American or European certificate get more recognition and higher pay, than those with a local certificate.

Motaz El-Meligui, a 22 year-old student at the American University in Cairo, complained that he had to transfer from an Egyptian school to an English one because “American diplomas are in great demand,” he said. “Where will all the graduates from Egyptian schools or universities go? There is no long-term planning. How will we find good jobs 10 or 15 years from now if most positions are occupied by AUC (American University in Cairo) graduates?” he wondered.

Engy Abbas, a 24-year-old AUC graduate who studied in Jeddah, drew some parallels between the Saudi and Egyptian systems. Students are not encouraged to do research and are told to study certain subjects without the freedom to choose. “If every student studies exactly the same books without having the option to choose, there is no room for creativity,” Abbas said.

Nader El-Fergani, head of a research center concluded in a report published in Egypt’s prestigious Al-Ahram Weekly that over 700,000 new job opportunities would have to be created “annually if the labor market is to absorb all the new entrants.” This may also have to do with the large number of students in majors such as business administration, economics and engineering compared to the small number who pay attention to artistic education. Creativity is thus hindered in many other areas ranging from art and photography to social studies. Officials then have to struggle to find jobs for students who all have similar qualifications.