The Vice President of the Commission, Dr. Saad Bani Muhammad, emphasized the importance of adopting a participatory approach in developing accreditation and quality assurance standards and indicators, pointing out that the Commission's role is not limited to monitoring weaknesses in educational institutions, but extends to cooperating with them to identify opportunities for improvement and address challenges, in a way that contributes to enhancing the quality of the educational process and improving its outcomes.
He stressed that the student represents the focus of the educational process and its primary goal, confirming that developing the accreditation and quality assurance system aims to ensure that students acquire the necessary knowledge, skills, and competencies, which enhances the quality of public education outcomes and the readiness of students to continue their education and join the labor market in the future.
For his part, the head of the committee formed to develop accreditation and quality assurance standards for schools and kindergartens, Dr. Zaid Al-Bashaireh, emphasized the importance of developing general and qualitative accreditation standards and indicators for schools and kindergartens, in a way that ensures the clarity of accreditation requirements and the accuracy and applicability of indicators in the educational field. He pointed out the importance of involving stakeholders in educational institutions in reviewing the standards and expressing their observations and proposals, which contributes to enriching them and enhancing their realism and effectiveness.
In turn, the head of the Accountability and Quality Unit, Nabil Al-Hanaqtah, pointed out the importance of reviewing the standards and indicators and discussing them with those working in the educational field, and benefiting from their practical experience and observations, which helps in identifying aspects that need development and enhances the ability of the standards to evaluate the reality of educational institutions and support their efforts in continuous improvement and upgrading the quality of education.
The workshop addressed the general (quantitative) accreditation standards for schools and kindergartens, which focus on the availability of the basic requirements and capabilities necessary for the educational process, including administrative organization, teaching and administrative staff, capacity, facilities and equipment, safety and security requirements, and a supportive educational environment, in addition to the eligibility conditions necessary to apply for accreditation.
The participants also discussed the quality assurance (qualitative) accreditation standards, which aim to evaluate the quality of performance and educational practices through four main standards: governance and leadership, teaching and learning, student care and progress, and human and material resources, in a way that enhances the effectiveness of school administration, improves teaching practices, takes into account students' needs and progress, and supports the continuous development of educational institutions.
The workshop discussions witnessed the presentation of observations and proposals related to the clarity of indicators and mechanisms for verifying their fulfillment, including the financial sustainability of private schools, resource and expenditure management, staff stability, and job security, in a way that contributes to developing the indicators and enhancing their applicability and suitability for the reality of educational institutions.
The proposals also addressed the importance of adopting teaching methods that take into account differences between students, promote active learning and higher-order thinking skills, diversify assessment tools, and link learning to practical life, in addition to providing a positive classroom environment that encourages participation and motivation, and supports partnership with the family and the local community.
