"Educational Development" in Tafila.. A Model for Field Partnership
Amman3 min read
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The governorate of Tafila, with the start of the current semester, is witnessing a remarkable field movement led by the Educational Development Council, which officially began its work this semester, recording an exceptional volume of achievement and direct field work within its first month, surpassing traditional frameworks to initiate and respond quickly to the needs of schools and students.
The umbrella of educational and community work in the Tafila region is distributed over 9 comprehensive educational clusters covering different areas, which contributed to building a cohesive network for field monitoring and follow-up, ensuring the delivery of support and services to all schools with flexibility and fairness, while this field movement goes beyond the traditional roles of local councils; the philosophy of the nine clusters has been translated into a tangible reality represented in monitoring the logistical and technical needs of most schools in the governorate, following up on light and emergency maintenance work, and preparing the classroom environment to receive students from the first day.
The Director of Education for the Tafila region, Omran Al-Lasaimah, confirmed that the experience launched by the Educational Development Council at the beginning of this semester proved that community partnership is an executive arm that supports official efforts.
Al-Lasaimah added to «$» that the tangible field achievement volume during the first month reflects a deep awareness among the local community of the importance of investing in the educational environment; we have noticed a quick response in participating in addressing the urgent needs of schools, and integration that directly reflects on the stability of the teaching process and the comfort of our students.
The Chairman of the Educational Development Committee in Tafila, Amjad Al-Badaineh, explained that the distribution of work over 9 (clusters) represented a real turning point in organizing efforts and directing capabilities towards field priorities.
Al-Badaineh said that the launch of the Council at the beginning of the academic year focused on finding flexible work mechanisms that go beyond offices to the field, where all educational clusters worked as one team to monitor school requirements and support school administrations in preparing appropriate conditions to receive students and provide their basic needs from the first day.
The member of the Educational Development Council, Engineer Akram Al-Muhaisen, indicated that the focus during the first weeks was on general safety and the technical readiness of school buildings, in direct coordination with school principals in each cluster who showed great cooperation to complete this task according to the frameworks and instructions governing educational and administrative work.
The principal of Al-Ais Basic School, Ahmed Al-Masri, confirmed that the impact of the work of the Educational Development Council appeared clearly as a strong push for school administrations with the start of the study, and that the direct and rapid communication between the school and the Development Council within the region's cluster facilitated many logistical challenges in the first month, and contributed to providing equipment, improving facilities, and providing direct support to students, which created a stable and encouraging educational environment from the very first moment of the academic year.
