2021 2025 Human Capability Development Program Delivery Plan En · Table (p.46)
From 2021-2025-human-capability-development-program-delivery-plan-en.pdf · page 46
| 0 | 1 | 2 |
|---|---|---|
| • Pillar | 1: Develop a resilient and | • Make high-quality learning accessible to all: |
| strong educational base | An increase in kindergarten enrollment will give | |
| students a better head-start, and the adoption of | ||
| This pillar focuses on core educational phases, | ||
| an inclusive approach will offer opportunities to | ||
| including teachers, educational institutions and | ||
| specific learner segments, such as gifted students | ||
| families. It also focuses on core capabilities that | ||
| and those with disabilities. | ||
| enable adaptability and flexibility, and covers the | ||
| • Provide different secondary-level educational | ||
| basis from which a child starts his/her educational | ||
| The current education system pathways: | ||
| journey until entering the labor market. HCDP | ||
| depends on limited and inflexible pathways for | ||
| seeks to reform and transform this base into a | ||
| specialization in the secondary stage | ||
| flexible one by overcoming challenges, such as | ||
| lack of educational opportunities in kindergarten, | ||
| inefficient teaching methods, lack of intensive | ||
| curriculum, few educational paths, limited | ||
| consolidation and promotion of values, weak | ||
| • Pillar 2: Prepare for future local and | ||
| educational service for people with disabilities, | ||
| global labor markets | ||
| and lack of programs for talented students, and | ||
| that is through: | This pillar aims at aligning with the labor market | |
| by assessing the current situation, engaging the | ||
| • | Instill values, the sense of national belonging | |
| private sector, instilling values, and developing | ||
| the leading and global citizenship: Enhance | ||
| the knowledge and skills required for future | ||
| role of schools in instilling values and promoting | ||
| opportunities through: | ||
| positive behavior and national belonging | ||
| by updating curriculum and extra-curricular | • Strengthen values, the sense of national | |
| activities, disseminating targeted informative | belonging and global citizenship: This includes a | |
| material, stimulating community participation and | number of initiatives aimed at raising awareness | |
| volunteering, and promoting hard work culture | on the history, heritage and culture of the Kingdom | |
| among students. | of Saudi Arabia to promote the sense of national | |
| • | Instill moderation and anti-extremism values: | belonging and pride in the Arabic language |
| Schools to play a role in inculcating the principles | among students. | |
| and teachings of moderate Islam religion in the | • Strengthen moderation and anti-extremism | |
| minds of youth and raising awareness on the | towards constructive use values: Guide youth | |
| implications of extremism to prevent and fight | of their free time and raise awareness on the | |
| against such behavior. | implications of extremism to prevent and fight | |
| • Build a strong foundation of 21st century skills: | against such behavior. | |
| Increase enrolment in kindergartens to improve | • Develop advanced skills to lead the next | |
| the skills, values and capabilities of children and | professionals Industrial Revolution: Working | |
| adopt a comprehensive curriculum for gifted and | should become more involved in the teaching | |
| disabled students. | process so that students have access to relevant | |
| • Nurture a mindset of | self-development and | work experience. The focus on quality control and |
| community: Engage parents in student learning | accountability of leading staff should be elevated | |
| to enhance outcomes and provide guidance to | across universities and vocational institutes, and | |
| improve career decision-making based on the | the involvement of the private sector increased | |
| particular abilities and interest areas of every | to take advantage of research and development, | |
| student. |
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