51 The Supreme Council's directives regarding education 57 First – The curriculum area and the teaching process. The third section reviews the directives stated in the Supreme Council Resolution, the twenty-third (23) session, in the light of the educational problems and the appropriate proposals to realize these directives.
The problem of educational processes integration in the curriculum
The problems of curricula and programs introduced in educational institutions in the countries of the Council are strongly related to the processes of learning, teaching and evaluation. Educational institutions in the countries of the Council must hurry to adopt the developed curriculum concept, which is not limited to activities and events in the curriculum, but also to extracurricular activities.
Absence of the concept of the cultural dimension of the educational pr Absence of the concept of the cultural dimension of the educational pr
Those curricula and programs, on the one hand, are still weakly related to educational goals and policies, and on the other hand, they fail to respond to the formation of the integral personality of the learner. The current study, as an integration with and support of this plan, will be limited to those aspects related to the implementation of the guidelines stated in the Supreme Court resolution, avoiding repetition with other programs in the plan.
Insufficiency in the preparation and qualifying of human leadership
Bearing in mind the strategic dimension in the qualification of educational staff and considering it as one of the basic professional skills for those who hold positions in educational and university faculties, especially in senior, middle or executive management positions, and in accordance with the demands and challenges of the present. Reviewing the tasks, functions, programs, structures and institutions of teacher training and educational colleges in a way that fits the concept of the male and female teacher of the future, and the male and female principal of the future, the male and female principal of the future, and all the holders of the positions of the educational faculty and university, as the core of the school process and the view of the educational product, in accordance with the school process and the educational product. distinction and technological advancement, which make it capable of producing educational products that have competitive specifications at the international level.
Educational needs
This dimension includes the skills and practices of strategic thinking and planning, and strategic administration in the educational institutions.
Human needs
Organizational needs
Financial needs
Lack of the efficiency and effectiveness of educational outputs Lack of the efficiency and effectiveness of educational outputs Lack of the efficiency and effectiveness of educational outputs Lack of the efficiency and effectiveness of educational outputs
In the context of the interconnectedness between the people of the Council countries and deepening the bonds of understanding and. Based on the results of that research, the joint plan for the development of the public education curricula includes a program regarding the common share in the social sciences. 54% of the total population in some Council countries is under the age of 19, and this is reflected in secondary school outcomes.
The number of students who graduated from high school in the school year 1999/2000 of citizens of Council countries was 6829 male and female students. Looking at the ratio of the number of higher education institutions to the number of population in the countries of the Council, we find that it is low compared to developed countries or even some third world countries. But the education system is still one of the two axes of this important issue.
Inadequacy of the partnership between the educational institutions and the Inadequacy of the partnership between the educational institutions and the
But in this connection we are concerned with emphasizing the idea that this partnership constitutes one of the essential hinges for any desired educational development in the Cooperation Council countries. Weakness in the relationship between the educational institution and local community elements such as the home, the private sector and other community institutions and organisations. Lack of the concept of the educational institution and its new functions among the members, especially in the age of openness, and the urgent need for internal preparation of all the elements of the educational institution to contribute to the programs of community participation.
Based on what has been said and in the light of a synopsis of the status quo of the most important needs and problems faced by educational institutions in the countries of the Council, a set of vital questions that cannot be. Adoption of effective organizational development strategies and technologies to improve educational institution performance and achieve quality criteria. Supreme Council Directives on Supreme Council Directives on Supreme Council Directives on.
Curricula and educational process in general
After following the internal and external challenges in the Council countries and their relationships with the development of the education system, an analysis has been made of the status quo of the education system and a diagnosis has been made of the main vital issues facing the educational institutions in the Council countries. It is appropriate in this part, the third part of the study, to analyze the guidelines of the Supreme Court mentioned in its resolution in Session 23 of the Supreme Court (Doha, December 2002) to classify them into larger areas in order to facilitate, on the one hand, the process of designing and building the projects and programs necessary for the realization of those guidelines, and to identify some of the guidelines for the implementation of which some programs and projects are currently being carried out in order to avoid repetition and duality. on the other hand. The resolution of the Supreme Court in its 23rd session (Doha, December 2002) included the following guidelines on curricula and educational process development:.
The curricula of Science, Mathematics, Arabic and Social Sciences
The view
The aspiration to create an educational environment - at the level of the basic unit of the educational system - represented in the school or its counterpart in university education, in which the processes of learning, teaching and assessment can be practiced according to a sophisticated curriculum and a perfect, comprehensive perspective and under a school or academic culture that motivates, but does not hinder, cooperation in the school or academic climate, within the academic framework. on the realization of the intended objectives prevail. This educational environment must be equipped with the adequate amount of infrastructure specifications of the educational institution according to international criteria, as well as systems, regulations and rules that enable the holders of educational positions - teachers, teaching faculty, administrative body, technical body and supervisory body - to perform their duties and tasks, according to the criteria and skills of society, based on education and the skills of education and educational skills. in all its segments and institutions, aiming at the production of educational products qualified for actual and effective contribution to all areas and development requirements, capable of meeting the internal and external challenges faced by the Council countries.
Strategic goals
The provision of the right amount of human and financial needs of the educational institution, and the implementation of new regulations and systems and the development of the existing ones, in a way that promotes the renovation of educational action, and the restructuring and introduction of modern administrative technologies in a way that guarantees the improvement of performance and the realization of quality in the education system. Focus on the preparation and qualification of educational outputs, and making sure that they have the basic skills and abilities, which enable them to contribute effectively in all comprehensive development fields and to enter the labor market with a competitive ability, and constant adaptation to technical developments and prospective challenges, with balanced preservation of their cultural identity and belonging. Strengthening the ties of the relationship between the educational institution, the institutions of production and business, and all societal institutions, whether government or private, and work on the development of the concept of social partnership for the educational institution.
Development projects
The program aims to establish a center concerned with the development of the academic and administrative process in the institutions of higher education. The creation of an institutional structure that guarantees the activation of the joint educational action in the institutions of higher education. Rich infrastructure for the teaching of science and mathematics in schools and at the level of the Council countries.
The project is aimed at improving the level of vocational skills and life skills, the development of which is required in the output of the educational institution. Use the applied pilot results of this package and call for its application to be expanded and generalized at Member State level in the Council. To develop the efficiency of general preparation programs in higher education institutions in the Council countries.
Providing consultation to educational institutions in Council countries regarding the sciences, curricula, teaching methods and Arabic language assessment. In addition, it is one of the basic currents for the development of the educational process.
Appendices
- The Supreme Council resolution in the Twenty-Third Session
- Adopting the following directives
- The general fields of development stated in the directives on education
- Chart of the directives issued by the Supreme Council
- Chart of the directives issued by the Supreme Council (cont.)
The importance of the existence of a system of supervision, monitoring and accountability in education systems, especially in the field of teacher performance. Joint financing of the development programs in education and vocational training in the Council countries to reduce costs and pool resources. To study and exchange the experiences that take place at the level of the Council countries and invest their results in the development of education.
Program of teachers of teachers and ambulance supervisors in public educational institutions in Council countries. The importance of the existence of a system of supervision, monitoring and accountability in educational systems, especially in the field of teacher performance. Project of the organization for accreditation, assessment and quality control (project presented in the views of the Consultative Commission approved by the Supreme Council, Session 21).
