The Ministry of Education has issued new directives granting directors of education in regions and governorates broad regulatory powers aimed at improving the efficiency of the education system and enhancing the autonomy of high-performing schools. These directives include a decision to exempt schools achieving advanced levels of excellence in learning outcomes from taking centralized tests, a move considered a significant shift towards merit-based decentralization.
Context of the decision and its historical background
This decision is an extension of the centralized testing project launched by the Ministry in 1437 AH (2015/2016), which initially aimed to unify measurement and evaluation standards across the Kingdom. These tests have undergone several developmental phases, through which the Ministry has sought to ensure the quality of education and accurately measure learning loss. The current shift indicates the maturity of the experience, as the Ministry moves from the "generalization" phase to the "empowerment" phase, rewarding schools that have demonstrated the effectiveness of their internal evaluation systems, thus creating a positive competitive environment among educational institutions.
Details of the new powers and general framework for 1447 AH
According to the "Centralized Testing Framework for the Academic Year 1447 AH," the Ministry not only granted exemptions but also empowered education departments to expand the application of these tests. Departments can now administer the tests for more than one academic term during the year and target additional grade levels and subjects as required by the educational needs of each region. This flexibility allows field decision-makers to address educational gaps more accurately and effectively.
Target groups and expected impact
Centralized tests, according to the approved framework, are administered as final exams from the third grade of primary school through the third grade of intermediate school. They focus primarily on core subjects that form the foundation of a student's knowledge base, namely: Arabic language, mathematics, science, and English language. These tests aim to:
- Improving teachers' instructional practices based on accurate data.
- Improving learning outcomes in line with the goals of the Kingdom’s Vision 2030.
- Improving students' readiness for international tests (such as TIMSS and PIRLS).
- Diagnosing the strengths and weaknesses of the current curriculum.
Continuing education schools, adult education programs, and students with disabilities are exempt from these tests, taking into account the specific educational needs of these groups. This decision is expected to foster shared responsibility between schools and the education administration, and encourage schools to adopt global best practices to obtain the "exemption" status that reflects confidence in their educational quality.
