Education for Prosperity Strategy
The Strategy has been produced in response to a letter from His Majesty King Abdullah II to His Excellency the Prime Minister, Dr. Abdullah Ensour, dated 24th March 2015, establishing a National Committee for Human Resource Development. His Excellency Dr. Wajih Owais chaired the Committee and led the creation of this Strategy in response to His Majesty’s request.
A VISION FOR TALENT-DRIVEN PROSPERITY
These reforms and this vision strive to achieve the following, which encompass the objectives for the HRD Strategy:
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By 2025, ensure that all children have access to quality early childhood learning and development experiences that promote primary school readiness, ensure healthy lives, and promote their future wellbeing
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By 2025, ensure that all children complete equitable and quality primary and secondary education, leading to relevant and effective learning outcomes
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By 2025, substantially increase the number of youth and adults who have relevant technical and vocational skills for employment, decent jobs, and entrepreneurship
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By 2025, ensure fair access to affordable, relevant, and quality university education opportunities.
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National Committee’s proposals for achieving this vision and these objectives over the coming ten years and beyond, and in particular their recommendations for ensuring that ambitious recommendations and plans are translated into changes that deliver real benefits for the Kingdom and its people.
DESIRED OUTCOMES OF EDUCATION REFORM
Early Childhood Development and Education (ECED)
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All children have access to quality early childhood learning experiences (nurseries, KG1, KG2, informal learning) and services (e.g. health, nutrition, psychosocial support)
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All children are taught by appropriately qualified early years’ educators with a modern curriculum that combines literacy, numeracy and opportunities for imaginative play to develop social and emotional skills in a safe and healthy environment
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All children are fully prepared for the first formal stage in their academic and social lives with the skills, knowledge and expectation that they will need to succeed
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All children experience cognitively stimulating, emotionally supportive home environments with adequate resources
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All children’s rights are protected and upheld through the implementation of policies and programs to support children and families
GOVERNING PRINCIPLES OF EDUCATION REFORM
Access
GOVERNING PRINCIPLES
All learners have fair access to quality education, training, and equal opportunities at every stage of their education journey and reach a minimum level of attainment regardless of their background, gender, disability, or individual needs. Every learner has a fair chance to pursue the pathways best suited for them based on their performance, capability, and passion.
MAKING STRATEGY INTO REALITY
This Strategy has been designed to ensure implementation.
Firstly, implementation has been designed in from the start by defining the practical elements of how each set of projects will be implemented – who will need to own them, the sequencing, and the practical activities and resources required.
Secondly, the environment for delivery will be paramount. Delivery of the proposals within the Strategy will require clear implementation structures, processes and cultures to be put in place – leadership, ownership, responsibilities, funding, accountability, monitoring, and review.
THE ROADMAP TOWARDS A STRONGER HRD SYSTEM
1
Phase
Short-term changes
Implement pending and agreed projects (e.g. QRTA’s Initial Teacher Education Program), fast-track ‘quick wins’ and pilot projects (e.g. first mobilization campaigns, single track entry for medicine), and put in place pre-requisites to further changes (e.g. sector skills councils).
Implement new initiatives
Develop and roll out new services (e.g. careers, in-service training, apprenticeships) and design and introduce new regulations (e.g. licensing technicians and craft jobs)
Phase
2
Roll out system-wide reforms
Full implementation of major change programs (e.g. reform of Tawjihi, completion of reform of HE admissions, new degree-level technical provision and programs).
Phase
3