2021 2025 Human Capability Development Program Delivery Plan En · Table (p.35)
From 2021-2025-human-capability-development-program-delivery-plan-en.pdf · page 35
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| The following Figure (11) illustrates the most important K-12 education challenges and strategic imperatives. | ||||
| K-12 Education Challenges | Strategic Imperatives | |||
| • | Low and late enrollment in pre-primary education | |||
| Increase pre-primary early enrollment | ||||
| with only 21% enrollment rate vs. >80% in EU15 | to ensure early skills development | |||
| • | Limited specialization options in general and | |||
| Restructure the K-12 pathways to | ||||
| vocational secondary schools | ||||
| provide more options and flexibility | ||||
| Push for a balance in the curriculum | ||||
| • Outdated teaching methods focused on rote | ||||
| towards more STEM and introduce | ||||
| memorization | ||||
| innovative and practical | learning | |||
| • | Limited focus on STEM (29%) and foreign languages | |||
| methods to further strengthen values | ||||
| (11%) vs. religion (26%) | ||||
| and the sense of national belonging | ||||
| • | Limited focus on extra-curricular activities (15% | |||
| among students and provide them | ||||
| participation of K-12 students)16 | ||||
| with language enrichment | ||||
| Adopt an inclusive approach to serve | ||||
| • | Limited identification and programs for gifted | |||
| all gifted students and students with | ||||
| students and students with disabilities | ||||
| disabilities | ||||
| • | Limited requirements for teacher qualifications | |||
| Increase the quality and accountability | ||||
| linked to the quality of performance outputs | of teachers and school leaders | |||
| Increase quality and accountability | ||||
| • Complex system governance with multiple | ||||
| of the system | ||||
| regulators | ||||
| • | Lower parent engagement vs. benchmarks with | |||
| Involve parents in student learning to | ||||
| only 39% of students whose parents discuss their | contribute to improve outcomes | |||
| children progress with the teacher | ||||
| • | Limited guidance of career coaching ,which leads | |||
| Provide guidance to students | to | |||
| to secondary school graduates going into higher | ||||
| improve career | decision-making | |||
| education vs. vocational education | ||||
| Apply codes of conduct to reduce | ||||
| • | Lack of code of conduct application in educational | |||
| school tardiness and absenteeism | ||||
| institutions | ||||
| and decrease bullying rate among | ||||
| students | ||||
| Figure 11: K-12 education challenges and strategic imperatives | ||||
| 15 World Bank, 2019. | ||||
| 16 OECD - Education Overview - 2016. | ||||
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