المملكة: "Professional development" Launches a national guide to raise the quality of education practitioners
The National Institute revealed For male and female teachers, and defining accreditation powers between the institute, education departments, and schools according to a unified framework based on Cabinet Resolution No. (636).
The guide provides an integrated organizational vision aimed at strengthening The quality of professional development, providing clear mechanisms for submission, review and approval procedures, and specifying the necessary requirements for accrediting training programs, ensuring their compliance with the approved professional standards, the requirements of the educational job regulations, and governance principles aimed at raising the efficiency of performance and improving educational practices.
Rules and levels of the guide
The new methodology is based on four precise levels of accreditation, starting with the highest level at which the institute is responsible for approving the training packages for synchronous and asynchronous in-person and electronic programmes; These are the activities most closely linked to building the professional capabilities of teachers, and the ones most in need of precise technical and scientific oversight. This level is subject to strict standards, totaling 19 main standards and 114 sub-standards, which include the general framework of the portfolio, objectives, activities, evaluation, artistic direction, scientific content, and documentation, with full compliance with intellectual property rights and the principles of generative artificial intelligence for government agencies.
The second level is graduated to include activities approved by education departments through the relevant committees, and includes procedural research, field visits, conferences, and educational meetings, These are practices that contribute to developing learning environments and consolidating the exchange of professional experiences, giving education departments a pivotal supervisory role in controlling the quality of training activities within their administrative scope.
The third level represents the link between the school and the education department; It depends on activities carried out at one of two levels, and includes workshops, lectures, seminars, applied lessons, scientific papers, and specialized literature. This level provides wide flexibility for schools to implement direct programs for practitioners, while ensuring the supervision of education departments when implementing activities on a broader level, thus enhancing the quality of training within the educational field.
The fourth level is the activities that schools adopt only, and includes guided reading and lesson research sessions, which are activities that enhance cooperative learning within the school, link professional development directly to classroom practice, and help teachers develop teaching methods and improve daily performance in the work environment.
The most important procedures
are surrounded by The four levels include precise procedures that begin with submitting the application from the implementing agency, then reviewing it internally through the school or education department according to the level of activity, all the way to the accreditation committees at the institute for the levels that require it. The guide specifies clear stages for review, powers, and controls for amendments that do not exceed three times, while adhering to the specified time periods, attached reports, and correcting notes.
The new guide establishes a professional system that contributes to spreading the culture of continuous professional development, ensures the quality of training activities, and gives teachers professional opportunities based on unified foundations and standards, in a way that enhances the readiness of the educational field and supports building an educational environment capable of keeping pace with the objectives of the Ministry of Education and the Kingdom’s Vision 2030.
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