The Kingdom's efforts in distance education are more prepared and advanced according to 13 global indicators
2021-05-26

In a study conducted by the OECD in cooperation with Harvard University

 

The Organization for Economic Cooperation and Development (OECD) has published a study it conducted on distance education in the Kingdom, and its response to education during the Corona pandemic, compared with 36 countries, in cooperation with the International Student Assessment Program and Harvard University.

The results showed the Kingdom's progress in 13 out of 16 indicators on the average of these countries in terms of readiness, and revealed that teachers received great support to overcome obstacles to activating e-learning, in addition to clear strategy for the Ministry of Education in the Kingdom to reopen schools, and measure any lost.

The study relied on comparative international data to explore the country's readiness to deal with the educational outcomes of the virus and how it dealt with school closures, and the implementation of the International School Principal Surveys (TALIS), the School Student Assessment Program (PISA), as well as the Organization for Economic Cooperation and Development (OECD) questionnaire. The Harvard University Questionnaire on Educational Responses to the Covid-19 Program implemented by the governments of 36 countries (April / May 2020).

All three surveys were completed in the Kingdom of Saudi Arabia, the results of which dealt with the beginning of preparation for school closures, teachers ’readiness and adaptation to work in new ways, online teaching and adapting teaching methods to the circumstances and requirements of the pandemic, as they were more interactive with information and communication than usual in all countries. Organization for Economic Cooperation and Development. The study revealed that teachers and school principals in the Kingdom are more open to change than their peers in all OECD countries, in addition to the presence of relative cooperation in cooperative work between teachers and between schools, indicating that there is an opportunity to enhance cooperation and digital skills by offering higher levels of Professional development through online courses and seminars. The study confirms that teachers in the Kingdom were relatively well prepared to close schools, while this cannot be said for students compared to their peers throughout the Organization for Economic Cooperation and Development, as students in the Kingdom are less likely to easily access a computer and a quiet place at home to study, But the students ’motivation for learning contributed to confronting challenges and overcoming them through their feeling of support from their parents and their families, which is the relationship that schools seek to strengthen and maintain in order to achieve the best results, and the study indicates the continued provision of education in the Kingdom through alternative means using television, providing it via the Internet and providing educational packages. Diverse, with direct follow-up from the Kingdom's government to continue the educational process, and to find out about the developments of education and plans that the Ministry of Education worked on with the participation of concerned school principals and teachers during the period of school closures, as well as the Kingdom's experience in distance education, the cooperative nature of national work in a distinctive way, in the range of Participation of schools, parents and local communities by citizens for the continuation of education.

Regarding the reopening of schools, the study confirms that it is still under development until the preparation of this study, but it is taken seriously, and takes into account the evaluation of students ’achievement level, studying gaps, and setting remedial measures for them. The study also provides more insights about the ability of schools to enhance education. And learning using digital devices, where some aspects refer to the availability or quality of the information and communication technology infrastructure, while other aspects refer to teachers and the ability of schools to integrate digital devices in education, and the checklist of study topics about distance education includes good preparation in providing continuity Educational during the first phase of COVID-19, learning from the first phase of the epidemic, and evaluating the experience to find out shortcomings, challenges and needs, in addition to setting controls to maintain physical distancing in schools and construction operations, and the ability to implement them, establish an effective distance learning system, and help Students develop the skills they need to thrive and participate in the world of tomorrow, as well as foster partnerships with technology and telecom companies And the various media outlets to create an attractive educational environment, and to sustain and deepen the professional development of teachers.