Arabic Education Research Articles

Motivating children to learn the Arabic language through classic Arabic books

This research aims to determine: (1) Al-Qur'an literacy activities (2) Children's motivation to learn Arabic through classic Arabic books and (3) Barriers to Al-Qur'an literacy activities. This research is descriptive in nature with a qualitative approach. The results of the research show that (1) The activities carried out at Madrasah Diniyah Sidomulyo are Al-Qur'an literacy activities which consist of practicing reading the Al-Qur'an, makharijul letters, and recitation knowledge. Meanwhile, for learning Arabic, we use standard classical Islamic boarding school books, including Ta'lim muta'alim, al-jurumiyah, at-Tasrif and aqidatul awwam. (2) The motivation for children to learn Arabic at Madrasah Diniyah Sidomulyo is divided into 2, namely intrinsic motivation which is influenced by the child's drive and need to learn and the desire to successfully master Arabic, because of the hopes and aspirations of becoming an Arabic teacher. And extrinsic motivation is based on interesting learning activities and a conducive learning environment. (3) The implementation of Al-Qur'an literacy activities at Madrasah Diniyyah is hampered due to a lack of teachers, students are not yet accustomed to using classic Islamic boarding school books, resulting in difficulties in learning. Lack of facilities and infrastructure such as management rooms, teaching rooms, administration rooms and libraries.

Unlocking the Secrets of Arabic Learning: Implementing the Al-Syamiyyah Al-Syafahiyah Method as an Effective Alternative in Schools and Islamic Boarding Schools

This research aims to analyze the contribution of the Al-Syamiyyah Al-Syafahiyyah method as a suitable foundational strategy in basic Arabic language learning. The study is motivated by the limited understanding within the education community regarding Arabic language teaching methods. The qualitative approach with descriptive analysis is used, analyzing various selected literature to answer and support the findings. Based on the research results, it can be concluded that the Al-Syamiyyah Al-Syafahiyyah method is a strategic approach that should be implemented in basic Arabic language learning. However, it is essential to consider both the strengths and weaknesses of this method, as not all aspects may be effectively implemented. This research sheds light on the significance of the Al-Syamiyyah Al-Syafahiyyah method as a valuable tool in Arabic language education and emphasizes the need for further exploration and refinement of language teaching approaches. By understanding and implementing this method effectively, educators can enhance the learning experience and proficiency of students in basic Arabic language skills.

PENEGUHAN DAN PENGUATAN KEMPUAN SOFT SKIL DEMI MENUNJANG EKONOMI DAN PENDIDIKAN ISLAM YANG BERKEMAJUAN

Seeing that there are several problems that occur in the North Cipete sub-district. Among other things, there are problems with people's understanding regarding online buying and selling, the lack of interactive media and methods for learning the Qur'an, the lack of interest in learning, especially in Islamic Religious Education, Arabic Language Education, and Sharia Banking Economics. Thus, the first step in starting this KKS activity program, we coordinated with several parties such as DKM (Mosque Prosperity Council), PKK Mother, Karang Taruna, and educational institutions (TPQ Al-Istiqomah), as well as residents of Cipete Utara Subdistrict RT.07 RW. 02.We hope that through the efforts of this Social Work Lecture (KKS) activity carried out by FAI UHAMKA group 2 students at Muhammadiyah University, Prof. Dr. HAMKA with its spirit of collaboration, knowledge and high dedication can become an agent of change for the people of Cipete Utara RT. 07/RW.02 in helping community empowerment and developing personal potential optimally. Apart from that, the Social Work Lecture (KKS) program is not only a source of knowledge, but also a source of experience for students in social activities and to strengthen Islamic brotherhood.The activity strategy in implementing the Social Work Lecture (KKS) is carried out through an active approach, namely mingling with the community and through workshop presentation methods regarding digital marketing and the introduction of sharia banking, as well as PAI, PBA and PS training materials, learning at the TPQ Al institution -Istiqomah with story telling, learning while playing, learning with songs and movements, question and answer, and using digital media to achieve innovative and progressive learning goals.In implementing this social work lecture, the focus is on strengthening soft skills through empowerment and teaching to residents of the North Cipete RT.07/RW.02 community. As said by the chief executive of KKS activities, the aim of implementing this activity and training program is so that people are able to do business through digital and market products online, one of which is through shopefood as business support

PROBLEMATIKA PEMBELAJARAN MAHĀRA KITĀBAH: STUDI KASUS MAHASISWA PENDIDIKAN BAHASA ARAB FAKULTAS ILMU TARBIYAH DAN KEGURUAN UNIVERSITAS ISLAM NEGERI SUMATERA UTARA

In Arabic, there are four special skills, namely mahārah istimā, mahārah kalām, mahārah qirā'ah and mahārah kitābah. In understanding each mahara, there are of course its own difficulties or problems, especially in studying the mahara kitabah. In this research, the author will discuss Mahārah Kitābah, namely the problem of learning mahārah kitābah which often occurs among students, especially UIN SU Medan Arabic Language Education students class. This research uses qualitative methods with data collection techniques through interviews and the data analysis techniques used are qualitative descriptive. The results that the author got were that students of Arabic Language Education at the State Islamic University of North Sumatra had problems learning mahārah kitābah. Students find it difficult to write texts or explanations given by lecturers in Arabic, this is because some of them have educational backgrounds that do not support Arabic language proficiency, such as high school and vocational school

ARAH PEMBELAJARAN BAHASA ARAB PADA PONDOK PESANTREN DDI MANGKOSO BARRU DAN RAHMATUL ASRI MAROANGIN ENREKANG

<p style="text-align: justify;"><em>Traditional Islamic boarding schools are considered to teach Arabic as a tool to study classical Islamic texts (turats) for understanding their religion deeply. Whereas modern Islamic boarding schools perceive Arabic as a medium for communication, </em><em>tasked with</em><em> the reception and conveyance of ideas, knowledge, and information. This research took the form of field research, focusing on </em><em>two</em><em> research locations divided into two categories: traditional and modern. Data collection involved interviews, observations, and document analysis. Triangulation was applied in the data analysis stage.</em> <em>The research findings indicate that both typologies of Islamic boarding schools innovate and adapt without forsaking their distinctive characteristics, even though this might reduce the gap between them. In traditional Islamic boarding</em><em> school</em><em> DDI Mangkoso, the direction of Arabic language education emphasizes mastering grammar and morphology while also adopting language-oriented education. However, these schools face limitations that prevent them from achieving maximal results.</em> <em>On the other hand, the direction of Arabic language education in modern Islamic boarding school</em> <em>Rahmatul Asri focuses on mastering Arabic as a communication tool, following behaviorist theories, despite integrating </em><em>nahwu-sharaf</em><em> into </em><em>its</em><em> internal curricul</em><em>um</em><em>.</em></p>

WAZHĀĪFU AL-USRAH `ALĀ T`ALLUMI AL-`ARABIYYAH LI ṬOLABATI AL-MADRASAH AL-ṠANĀWIYAH AL-ISLĀMIYYAH AL-HUKŪMIYYAH BI BERAU

<p style="text-align: justify;"><em>Family is the most important figure in education. Even though students are assigned to schools, families have an influence on student learning outcomes directly or indirectly. Some of the families of students at MAN Berau, East Kalimantan, think that the responsibility for educating is delegated to the teacher, including learning Arabic. This type of research is field research(field research), a qualitative approach with the case study method, data sources were collected through observation, interviews and documentation. The subjects of this study were families of junior high school alumni, students and Arabic language teachers at MAN Berau. The object of this research is the role of the family towards general junior high school alumni students in learning Arabic. The results of the study show that there are 3 family roles for 10th grade junior high school alumni in learning Arabic at this school, namely: 1) providing learning facilities in the form of dictionaries and the internet, 2) guiding students in student learning, 3) providing motivation and advice. There are 3 obstacles, namely: 1) the family has never learned Arabic, 2) Arabic is not yet considered a main subject, 3) the family does not know where to take Arabic lessons. The impact consists of Positive Impact and Negative Impact. The positive impacts are 1) growing students' enthusiasm in learning Arabic, 2) students are faster in doing assignments, 3) students' knowledge of Arabic is constantly growing. As for the negative impact that is caused, the teaching responsibility is completely focused on the teacher.</em></p>

Arab teacher educators and the moral work of teaching in Israel

ABSTRACT This qualitative study explores how 14 Arab teacher educators perceive the moral preparation of teachers for Arab schools in Israel. The first theme highlights the contingent (institutional) factors that influence and may restrain the teacher educators’ mission of moral preparation. It highlights the importance of an organisational culture that supports student teachers’ learning to provide moral education, of empowering and unsilencing of student teachers, and of promoting morally oriented reflective practice in students’ clinical experiences. The second theme illustrates the teacher educators’ psychological assumptions about morality as represented by the possibilities and constraints of role modelling in preparing moral teachers. The third theme addresses the teacher educators’ socio-educational (universal, counter-hegemonic, and liberal) assumptions about the moral purposes of schooling. These assumptions are influenced by the asymmetrical structure of Arab-Jewish power relationships, as well as by the transitional status of Arab society in Israel.

FENOMENA PSIKO-SOSIO LINGUISTIK DALAM PEMBELAJARAN BAHASA ARAB DI MUHAMMADIYAH BOARDING SCHOOL CEPU

<p style="text-align: justify;"><em>Psycho-socio-linguistics is a branch of linguistics that studies the relationship between language and the psychology and social aspects of language speakers. Psycho-socio-linguistics has an important role in the process of language learning, especially Arabic. Given the importance of the role of psycho-socio-linguistics, researchers want to study more deeply how psycho-socio-linguistic phenomena in Arabic language learning are carried out at Muhammadiyah Boarding School, Cepu. The purpose of this study is to deepen our understanding of how psychological and social aspects interact in the process of learning Arabic. The method used in this study is descriptive-qualitative. The data collection technique involves observing and interviewing. </em><em>The results of this study reveal that psycho-socio-linguistics in Arabic language learning helps understand the role of psychological factors, such as language understanding and information processing, in the context of social and cultural interactions. The research also underscores the importance of understanding differences in dialects, grammar, and social contexts in Arabic language teaching. The results of this study can be used as a basis for the development of more effective learning strategies in Arabic language teaching by considering the psychological and social aspects involved.</em></p>

The Effect of Using the Metacognitive Learning Cycle Strategy in Developing Reading Comprehension in the Arabic Language Subject for Ninth Grade Students

The study aimed to identify “the effect of using the metacognitive learning cycle strategy in developing reading comprehension in the Arabic language subject for ninth-grade students.” The study adopted the experimental method and the quasi-experimental design, where a reading comprehension test was prepared, consisting of (17) items. The study sample consisted of (50) students who were chosen intentionally. The results of the study showed that there was a statistically significant effect on the study sample’s scores in the reading comprehension test according to the teaching method (metacognitive learning course strategy for teaching the Arabic language, regular), and the differences were in favor of those who were exposed to For the strategy of the metacognitive learning course for teaching the Arabic language compared to individuals using the traditional method, the researcher recommends preparing a guide for the Arabic language teacher regarding reading comprehension skills and methods for developing them.

Arabic Language Implementation Viewed from A Social and Cultural Perspective at Maitreechit Withayattan School Bangkok

This research explores the implementation of Arabic language learning at the Maitreechit Withayattan School in Bangkok, Thailand. With a population dominated by a Muslim minority, this research aims to understand the challenges and potential for developing Arabic language education in this context. The research background reflects Thailand's uniqueness as an ASEAN country with a Muslim minority that is recognized and regulated by national law. The focus of the research is on issues of student interest, teaching methods, hidden learning goals, and the role of teachers in the learning process. The research method uses modern ethnographic studies at Maitrechit Wittaayathan School Bangkok. Research findings show that students' low interest is influenced by less innovative teaching methods and a need for more variety in learning. Hidden learning goals, which include students' political aspirations to support the position of Muslims in government, become a complex dynamic in Arabic language learning. The importance of Arabic in the government context was a significant finding, with students being taught that Arabic language skills can provide a competitive advantage in careers in the government sector. Despite challenges regarding student interest, school administrators' high enthusiasm for Arabic creates the potential for solid collaboration between education and religious identity development. Implications for Arabic language education management include the need for more exciting learning strategies, teacher training, and collaboration with external parties to increase the relevance of learning to careers. This research provides in-depth insight into the complex dynamics of Arabic language education in Muslim minority school environments in Thailand. However, it should be acknowledged that the research findings are limited to one school in Bangkok, and generalization of the findings must be done cautiously.

PENERAPAN PERMAINAN NAHWU MATCHING DALAM PEMBELAJARAN ISIM ISYĀRAH

<p style="text-align: justify;"><em>This research was conducted to increase teachers' insight in applying the nahwu game model so that they can teach Arabic easily.</em><em> </em><em>This research aims to explore the implementation of Nahwu Matching game as a fun and engaging approach to teach the basic structure of isim isyarah (demonstrative pronouns) in a classroom setting. The study specifically focuses on its application in a small class of third-grade students at MI Nurul Amal. The research adopts a qualitative descriptive approach with field research method, utilizing observation, interviews, and documentation as data collection techniques. The main findings reveal that the implementation of Nahwu Matching game in the small class setting is effective and well-received by the third-grade students. The game provides an engaging learning experience, and the students' positive responses demonstrate its success. The study highlights the advantages of using this game in a small classroom, as it facilitates an interactive and enjoyable learning environment. No significant limitations were found in terms of its instructional aspects. The implications of this research suggest that teachers of Arabic language can consider incorporating game-based approaches into their instruction to enhance active and innovative learning experiences. Overall, this study provides valuable insights for educators in utilizing game-based models for teaching Arabic language in an engaging and effective manner.</em><em></em></p>

PEMBELAJARAN MUFRADĀT PADA ANAK TINGKAT PEMULA DI PONDOK PESANTREN MIFTAHUL ULŪM PANYEPPEN

<p style="text-align: justify;"><em>This study employs a qualitative descriptive approach, utilizing a case study of early childhood learners at the Miftahul Ulum Panyeppen Islamic Boarding School. The research findings indicate that students who have studied the Al-Miftah Lil Ulum method and the Fathul Qorib book exhibit several advantages in vocabulary learning within the context of Arabic language education. Some of these advantages are as follows:</em><em> 1. </em><em>Increased responsiveness in memorizing Arabic vocabulary<strong>:</strong> Children are more adept at memorizing Arabic vocabulary as they are already familiar with it through the Fathul Qorib learning process.</em><em> 2. </em><em>Ease in constructing sentences with memorized vocabulary: They find it easier to construct sentences using the vocabulary they have memorized, as they have mastered the principles of Nahwu (Arabic syntax) in the Al-Miftah Lil-Ulum instruction.</em><em> 3. </em><em>Ability to expand memorized vocabulary<strong>:</strong> They can develop the vocabulary they have memorized because they have also mastered Sarraf (Arabic morphology) in the Al-Miftah Lil-Ulum instruction.</em><em> </em><em>The benefits of this research are expected to contribute to both practical and conceptual understandings of Arabic language instruction for beginner-level children in Islamic boarding schools. The implications extend to the development of more effective curricula and teaching strategies within the boarding school environment. These findings also provide a foundation for further research in Arabic language education and the success of the Al-Miftah Lil Ulum method in enhancing the Arabic language proficiency of beginner-level children</em>.</p>

TATHBIQ MAHAROH AT TAFKIR DZAT AT TARTIB AL ADNA (LOTS) FI ITQONI AL MUFRODAT AL LUGHOH AL ARABIYAH FI MA’HAD MIRQOTUL ULUM AL ISLAMI

<p style="text-align: justify;"><em>Learning Arabic at the Mirqotul Ulum Islamic boarding school has characteristics that differentiate it from other Islamic boarding schools. This is because this Islamic boarding school pays great attention to mastering Arabic vocabulary, where initially Arabic was something scary and has now turned into something fun because of the learning model. This research aims to determine the Arabic language learning model implemented at the Mirqotul Ulum Islamic boarding school so that they can master one of the skills in Arabic, in the form of listening, speaking, reading, and writing. The objects studied were students and Arabic language teachers. Data analysis in this research uses qualitative descriptive analysis techniques consisting of observation, interview, and documentation stages for data collection. The results of this research show that Arabic language learning at the Mirqotul Ulum Islamic boarding school uses Bloom's Taxonomy in category LOTS (Lower Order Thinking Skills). This application has been integrated in a balanced manner through the abilities possessed by the students of the Mirqotul Ulum Islamic boarding school. In teaching Arabic, we use the method of memorizing vocabulary through trendy songs, both in the 90s and 2000s, so that we can train students to be creative and innovative, as well as create students who can master Arabic vocabulary well and correctly.</em></p><p style="text-align: justify;"><em><br /></em></p>

Competence of Arabic Language Learning Media Lecturers in the Perspective of the Australian Federation of Modern Language Teachers Associations (AFMLTA)

The purpose of the study was to describe the competence of INSURI Ponorogo Arabic learning media lecturers with a standard perspective and teacher professionalism, according to The Australian Federation of Modern Language Teachers Associations (AFMLTA). This research is qualitative and uses a case study approach. Carried out in the INSURI Arabic language education study program. Research data in the form of competence and professionalism of PBA Learning Media lecturers are limited to projections of student receptive ability development through Arabic cartoons accessed from Marhaban Academy Channel on the https://www.youtube.com/@MarhabanAcademy link. The sources of research data are lecturers, students, and learning activities in the classroom. Data collection techniques are carried out by observation, interviews, and documentation. The analysis of research data is carried out by reducing data, presenting data, and drawing conclusions. The results showed, referring to the standards of AFMLTA foreign language teachers. Lecturers of Arabic learning media courses have met AFMLTA standards, namely mastering pedagogic, professional, and social competencies. Pedagogic competence is colored by the ability to manage classes. Professional competence is aimed at the formulation of learning objectives before lecturers step into the learning process. Meanwhile, social competence is aimed at creating a learning atmosphere by adjusting the curriculum and culture of the INSURI Ponorogo campus. Thus, the existence of AFMLTA can measure the competence and professionalism of language teachers outside Australian countries.

The reality of using immersive technologies for Arabic teachers at the primary level in Riyadh

The reality of using immersive technologies for Arabic teachers at the primary level in Riyadh

A SMARTPHONE APPLICATION FOR LEARNING ARABIC VOCABULARY: A COMPREHENSIVE SYSTEMATIC REVIEW

The drastic technological advancement has paved the way for innovative approaches to language learning, with smartphone applications emerging as powerful tools in education. This systematic review explores the design and evaluation of a smartphone application that enhances Arabic vocabulary acquisition. Numerous language learning applications exist. Nevertheless, a gap exists in the literature regarding the specific design elements and evaluation criteria tailored for Arabic vocabulary acquisition. This review addresses the lack of a consolidated understanding of the challenges and opportunities in developing a smartphone application dedicated to learning Arabic vocabulary. This comprehensive systematic review explores the design and evaluation of smartphone applications dedicated to enhancing Arabic vocabulary acquisition, employing advanced search techniques on Scopus and Eric databases with keywords “smart phone,” “Arab,” and “vocabulary.” The flow of the study is based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The final primary data (n = 28) articles were identified, clustering around three main themes: (1) Language Skills and Comprehension in Bilingual Contexts, (2) Technology and Language Learning, and (3) Corpus and Text Analysis. This systematic review contributes to the academic discourse by highlighting the current landscape and paving the way for future research in the dynamic intersection of technology and Arabic language education. This systematic review sheds light on the current landscape of smartphone applications designed for learning Arabic vocabulary. The findings from this review are expected to inform educators, developers, and policymakers, ultimately contributing to improving Arabic language education through innovative technological solutions.

Evaluation of Practical Education for the Courses of Arabic Language and Islamic Education in the College of Education – Kuwait University

This study explores student-teacher interactions, highlighting discussions with associate teachers about educational challenges. It examines the impact of cooperative learning and internet resources on feedback exchange among students and teachers, also noting their active involvement in school activities. The research identifies a keen interest in developing educational situation management skills for teaching Islamic education and focuses on effectively utilising educational tools like the Internet. Furthermore, the study underscores the importance of a comprehensive theoretical framework encompassing Arabic and Islamic education requirements within the school context. The findings reveal multifaceted dimensions of student- teacher engagement, learning strategies, and skill enhancement in practical education.

Peran Orang Tua dalam Pendidikan Bahasa Arab Peserta Didik Pondok Pesantren Darul Quran wal Hadits (Studi Kasus di Martapura Oku Timur)

The research aims to discuss the role of parents in Arabic language education for students at the Darul Qur'an wal Hadith Islamic boarding school. The role of parents is a way for students/children to develop their potential in exploring and studying Arabic so that they can understand the Al-Qur'an and Sunnah properly and correctly. The type of research used is descriptive qualitative, carried out by observation, in-depth interviews and documentation. Data analysis techniques through data reduction, data presentation, and drawing conclusions. The results of the research show that, 1) The role of attention in protecting, supervising, motivating, providing tools and facilities to improve learning in children, 2) Method of applying Arabic from parents to children at the Darul Qur'an wal Hadith Islamic Boarding School by listening, reading , writing, and also by memorizing the vocabulary around them because the desire to have children who have proficiency in Arabic and who can understand the Al-Qur'an and As-Sunnah correctly is certainly every parent's dream. Investment and the rewards they await in this world and the hereafter are the main drivers for them, 3) The Urgency of Arabic in the Islamic View, Arabic plays a very important role. Especially in deepening the knowledge of the Koran and Hadith. Because in essence parents are the first madrasah for their children and it is not enough just to learning to teach at school.

<b>Performance Evaluation of Arabic Language Teachers in Teaching Reading in Light of Creative Teaching Skills in the Basic Education Stage in Qa'ataba Directorate</b>

يهدف البحث إلى تحديد مهارات التدريس الإبداعي اللازمة لتدريس القراءة لدى المعلمين, والكشف عن مدى توافرها في أدائهم أثناء تدريسهم القراءة لتلاميذ الصف الثامن الأساسي بمديرية قعطبة, ومعرفة اختلاف الأداء على مستوى التخطيط, والتنفيذ, والتقويم باختلاف متغيري الجنس, في ضوء مهارات التدريس الإبداعي, وقد اتبع المنهج الوصفي التحليلي, واستخدم مقياس الأداء التدريسي ( بطاقة ملاحظة الأداء ) المكونة من ( 90 ) أداء سلوكيا موزعة على ( 30 ) مهارة تدريس إبداعي, وتم تطبيق الأداء على عينة مكونة من ( 53 ) من معلمي ومعلمات اللغة العربية بمديرية قعطبة محافظة الضالع في الفترة من ( 7/11/2017 ) إلى (21/12/2017م ) في الفصل الدراسي الأول, وقد بينت نتائج البحث وجود قائمة بمهارات التدريس الإبداعي, كما تبين أن مستوى توافر مهارات التدريس الإبداعي لدى معلمي اللغة العربية قد حقق مستوى ( متوسط ) في المهارات الثلاث (الطلاقة, والمرونة, والأصالة) وحصلت المهارات التدريسية في المحاور الثلاثة على مستوى ( متوسطًا ) حيث, حصلت عملية التقويم على الترتيب الأول وجاء التنفيذ في الترتيب الثاني والتخطيط في الترتيب الثالث, كما أنه لم توجد فروق في متوسطي الأداء للمعلمين تعود للجنس ( ذكور, إناث ) وقد قدم البحث عدداً من التوصيات أبرزها: أهمية إعداد وتدريب المعلمين على مهارات التدريس الإبداعي.

<b>Evaluation of the Arabic Language Teacher Preparation Program in the Faculty of Education at Ibb University in Light of Comprehensive Quality Standards: A Comparative Study and Proposed Framework</b>

هدفت الدراسة إلى تقويم برنامج إعداد معلم اللغة العربية بكليتي التربية جامعة إب في ضوء معايير الجودة الشاملة, من وجهة نظر أعضاء هيئة التدريس, وطلبة المستوى الرابع, وبناء تصور مقترح لتطوير البرنامج في ضوء معايير الجودة الشاملة. تم بناء الأداة (استبانتين) إحداهما خاصة بأعضاء هيئة التدريس وتكونت من (182) فقرة, والأخرى خاصة بطلبة قسم اللغة العربية, وتكونت من ( 140) فقرة, تم التطبيق على عينة عددهم (49) عضوًا, (51) طالبًا وطالبة من طلبة المستوى الرابع في كليتي التربية جامعة إب, توصلت النتائج إلى قائمة محكمة بمعايير الجودة الشاملة لتقويم برنامج إعداد معلم اللغة العربية, وحصل البرنامج على تقدير متوسط, كما وجدت فروق ذات دلالة احصائية عند مستوى دلالة (00,5) بين أفراد عينة الدراسة (الأعضاء) في الكليتين تعزى لمتغير (البيئة التعليمية ) لصالح أعضاء هيئة التدريس كلية التربية إب, وتم بناء تصور مقترح لتطوير البرنامج. كما أوصت الدراسة بوضع معايير سياسة القبول في البرنامج وزيادة مدة التربية العملية لمدة عام.