In a strategic move aimed at transforming the education sector in the Kingdom of Saudi Arabia, the National Institute for Professional Development in Education announced the launch of the comprehensive "National Guide" for regulating and accrediting professional development activities for educators. This step culminates concerted efforts to streamline the training system and enhance the efficiency of male and female teachers, in line with the objectives of the Human Capacity Development Program, one of the programs under the Kingdom's Vision 2030.
The context of the shift towards quality in education
The launch of this guide comes at a time when the education sector in the Kingdom is undergoing radical transformations focused on "quality" rather than "quantity." After years of expanding training programs, a pressing need has emerged for a unified governance framework that ensures teachers' training hours are genuinely reflected in their classroom performance. This guide is based on Cabinet Resolution No. (636), giving it binding regulatory authority for all stakeholders and establishing a new era of professionalism in educational practices.
Four-level accreditation methodology
The new guide adopts a precise and innovative methodology for dividing accreditation powers, where activities are classified into four levels to ensure both flexibility and quality control:
- Level 1 (Central): This level is exclusively the responsibility of the National Institute and includes the accreditation of training packages for both in-person and online programs (synchronous and asynchronous). Given the importance of this level in building foundational capacities, it is subject to rigorous technical oversight encompassing 19 main criteria and 114 sub-criteria, covering all aspects from scientific content to intellectual property rights and regulations governing the use of artificial intelligence.
- Level Two (Education Departments): Grants education departments the authority to approve quality activities such as action research, reciprocal field visits, and educational conferences and meetings, which promotes decentralization and supports the exchange of experiences locally.
- Level Three (Common): This level serves as the link between the school and the education administration, and includes workshops, lectures, seminars, and practical lessons. This level allows schools flexibility in implementation, while remaining under the supervision of the administration to ensure quality.
- Level Four (School): Focuses on school-based professional development, such as guided reading and "lesson research" courses, which are activities aimed at linking development to the teacher's direct daily practice.
Expected impact on the education system
This guide's role extends beyond mere procedural organization; its impact encompasses improving student learning outcomes by enhancing teacher competency. Furthermore, it contributes to standardizing professional advancement and license renewal criteria, as the credit hours established within this guide will become the primary basis for calculating professional development points. The guide provides clear mechanisms for application and review, specifying timeframes and procedures for modification, thus eliminating arbitrariness and safeguarding the rights of all parties.
In conclusion, this guide represents the cornerstone in building sustainable professional learning communities, capable of keeping pace with the rapid global changes in teaching methods and educational technologies, thus enhancing the Kingdom’s position in international education indicators.
