State of Kuwait Ministry of EducationELT General supervision

Kuwait National Curriculum Competence and Standards

basedapproach

Introduction

Presentation of the Project Curriculum and Standard Component

Context School Education Quality Improvement

(SEQI) Partnership Program between the Government of the State of Kuwait and the World Bank Group

SEQI Project has three main components:◦ Curriculum and standards for the grades 1 to 12◦ National Education Standards for Teachers,

School Leadership and Students National Assessment (MESA)

◦ Improving School Leadership (pilot component).

Preparing human resources

Preparing National conceptual Curriculum Documents

Preparing National operational Curriculum Documents

Preparing subject curricula and standards

Preparing the implementation Process

II. Short overview of the process: phases

Preparing human resources for:

◦ The National conceptual Curriculum Documents

◦ The National operational Curriculum Documents

◦ The Subject curricula and standards◦ The implementation Process

II.1. Preparing human resources

How do we exercise these competences ?

An initial cascade training model has been designed where each cascade trains the following one:

International consultants

Master trainers

Subject trainers School principals Head teachers

Teachers 

At the end of the session you will be able to:

Explain the reasons for a new curriculum approach in Kuwait Primary Education.

Describe the concept of competence-based curriculum as a process.

List the main components of the Kuwait National Curriculum.

Explain the main terminology related to competence- and student achievement standards-based approach

Expected outcomes

Why a new Curriculum in Kuwait?

Task (1)

National Challenges- New vision of Kuwait as envisaged by his Highness Sheikh

Sabah Al-Ahmad Al-Jaber Al-Sabah, Amir of the State of Kuwait- New social, economic, political, cultural and human challenges- New learning needs and expectations of children and

youngsters towards school

.2International challenges- Globalization- Knowledge Economy- The Digital Age - Sustainable Development - Learning to Live Together- Lifelong learning

Why a new Curriculum in Kuwait?

What are the skills of the 21st century? Why 21st century skills learning? How is Teaching in the 21st century ?

21st century skills : Above and Beyond

Video : What are 21st century skills?

Video : Why 21st century skills learning ?

How is Teaching in the 21st century?

21st Century Skills

21st Century Skills

Being Creative and Innovative

Undertaking critical thinking, problem solving and decision making

Illustrating meta-cognition, learning to learn and original/meaningful thought. 

Communication capabilities.

Collaborative capabilities.

Citizenship – local and global;

Life and Career capabilities and values;

Information and ICT literacy (learning in digital networks)

Capability to undertake Personal and Social responsibility.

Ways of

Thinking

Ways of Working

Living in the

World. 

The Conceptual Component -educational vision and general policy

The Institutional Component - institutional structures, arrangements, mechanisms human resources needed

The Strategic Component - strategic choices and decisions including the procedures, timelines and responsibilities

Components of the Curriculum Modernization Process

Within your group, please discuss and analyze what is the structure of the current curriculum and how the teaching-learning process is organized .

Note your conclusions on a paper. Elect your group speaker/ reporter. Present your conclusions.

Task 1 Group work

To develop a quality curriculum and standards, you should have a common understanding regarding the following questions (concepts).

Curriculum and Standards: Key Concepts

What is a Curriculum? The curriculum is a system of learning experiences and

opportunities that are planned for children and young people through their education. A curriculum represents a multifunctional, but highly

organized system of knowledge, skills and attitudes/values that all individuals are offered by a given education system (and society) .

Curriculum is the body of material that operationalizes standards and guides their translation into classroom instruction.

False assumption- Curriculum is the textbook!

What is a Curriculum? The reality of learning in the classroom

What does a Curriculum give more as compared to a textbook?

What do you think? Please discuss in group Each group is kindly asked to give a set of

answers

Task

- Why?- When?- How?- In which concrete context? - With which expected results?- Connected to what?

The curriculum offers not only the WHAT but also the

Kuwait National Curriculum covers the overall system of learning experiences offered to children and students of Kuwait in all ordered subjects in terms of knowledge, skills and attitudes/values from ages 3 to 18 by relevant educational institutions.

Therefore, the National Curriculum defines, by necessity, what students should know, be able to do, and how they should behave in terms of values-oriented human beings as a result of their learning process.

What is Kuwait National Curriculum (KNC)?

What is the Kuwait National Curriculum framework (KNCF)?

KNCF• Rational

• Conceptual foundations

• Vision • Mission

• philosophy• Principles • Standards

• Competences• Teaching plan

What is Kuwait Curriculum framework (KNCF)??

"Curriculum Framework"

The Story Of Learning

The KNCF is the main conceptual document that regulates the Kuwait curriculum system. The KNCF has a normative, prescriptive and regulatory role.

It presents the conceptual foundation, the vision, the philosophy, as well as the concrete ways in which learning is organized and offered to children and students of Kuwait throughout various education stages, from grades 1 to 12.

What is the Kuwait National Curriculum framework (KNCF)?

The Kuwait National Curriculum Framework indicates:

The rationale of the new Kuwait National Curriculum The conceptual foundations of the new curriculum The key curriculum statements; the vision, the philosophy

and the mission of the curriculum system in Kuwait. The basic principles of the curriculum. The types of competences student should acquire through

schooling: The type of standards that describe the level of

achievement of the competences at different stages of schooling

The way in which the curriculum is organized in a Teaching Plan and in this context in a number of subject matters.

The roles and functions of the KNCF as an “umbrella” document for curriculum .

The development of the Teaching Plan The development of the subject curricula The development of the teaching and learning resources for

students and their teachers. Other types of support materials for the school principals and

the teachers for implementing the new curriculum as well as for improving their continuous professional development.

The Kuwait National Curriculum Framework clearly guides policy makers, curriculum writers, schools and education administrators in the process of designing, organizing, managing and assessing school activities and their effectiveness.

The Kuwait National Curriculum Framework is the main reference document for :

How does the KNC function? KNC functions as the whole system of curriculum

documents that describe the why, what, how and how well one can learn in the framework of the Kuwait Education .

as the system of central, school- and

classroom-based documented processes that make children and students’ learning happen.

How is a curriculum structured?1. The Conceptual Component

◦ The Kuwait National Curriculum Framework◦ The Kuwait Teaching Plan for Grades 1 to 12.

2. Operational Component The subject curricula Other types of operational documents:

◦ Operational guidelines for curriculum and standards developers.

◦ Teaching and learning materials (TLM) for students and teachers, including textbooks for students and guidelines for teachers, e-books, educational software, CD-ROMs and other digital aids and students’ workbooks.

◦ Assessment and examination regulations, guides and instruments.

◦ Official curriculum-related instructions. ◦ Implementation guidelines and guidelines for teacher

mentoring.

key curriculum statements

TaskDiscuss in groups the meaning of each word and why they are

essential in building any curriculum.

Vision Mission Philosophy principles

To succeed, every organization need inspiring, cohesive principles that help direct its work, rally the troops and propel the business forward to achieve its goals. One of the most critical responsibilities of a nonprofit board is to establish the mission, vision and philosophy of the organization. These are the entity’s guiding principles and affect every aspect of the business. These statements are important for the following reasons:• The organization is able to move forward and change without experiencing chaos because its overall direction is clear. •Mission, vision and philosophy communicate the purpose of the organization to its constituents and the community.

•They are the foundation of sound strategic planning and good management. They should be used as yard stick and governance tool against which the major decisions should be evaluated.

key curriculum statements

Understanding the key curriculum statements

The Curriculum Statements have the role of regulating the whole curriculum system, including the subject curricula and standards. They concretely determine - what, why and how, based on what rationale, in which order and – last but not least – with what kind of benefits for learning do children and students in Kuwait get within their education.

The basic Curriculum Statements are: Vision Mission Philosophy principles

Vision statement The Vision of the new Kuwait National Curriculum is based on the

vision for the future of the Nation.

The new Curriculum has to assure through education the development of a new type of human resources, fully equipped for converting Kuwait into a leading international finance and business center and an attractive Oil Capital of the World. This Vision guarantees sustainable wellbeing for the people of Kuwait.

Therefore, the new National Curriculum needs to prepare citizens to work hard to achieve the national vision by fully acquiring the competences required to satisfy the needs of the Kuwait State, as well as the challenges of globalization, the knowledge economy and the digital age.

Vision statementThe future citizens should be:

Confident in their Islamic, national and global identity

Actively involved in social and individual growth

Connected to other people and the environment

Lifelong learners

Mission statement In the light of the Kuwaiti Vision for its future, the

Mission of the new Kuwait National Curriculum is to contribute to the education of a new generation fully equipped with the key competences needed for making the country a financial and commercial power in the current world.

On the grounds of preserving Islamic, Arabic and National Kuwait values, in the next twenty – thirty years, we should educate citizens who cherish and respect their country, their traditions and their national identity, being at the same time open to acquiring multiple identities as citizens of Kuwait, the Gulf, the larger Arab World, and the World at large.

Philosophy The following key Educational and Curriculum Philosophies of the 21st Century are seen as playing a leading role:

Developing a holistic, complex personality, equipped with a genuine respect for Islamic, National and general human values and fully committed to personal development.

Enhancing Education for All and Inclusiveness as key pillars of the

National Curriculum.

Consistently infusing the life-long learning perspective as well as the pre-eminence of learning processes as compared to the teaching processes.

Fully assuming the Philosophy of Globalization, the Knowledge and Learning Economy, the Digital Age and Sustainable Development, while educating students to preserve national values and traditions.

Promoting the real integration of the domains of knowledge as one of the most important current trends in curriculum development and in teaching and learning internationally.

Principles The Kuwait National Curriculum is developed based on

a set of principles and criteria aimed at ensuring coherence at the level of its design and development and – at a later stage – of its implementation. These principles, related to different aspects of the National Curriculum, are concise statements that express the characteristics of the new curriculum approach or education improvement in Kuwait

A. Principles related to Curriculum as an overall System B. Principles related to the Learning Process C. Principles related to the Teaching ProcessD. Principles related to the Assessment of Students’ Achievements

 

Kuwait National Curriculum

is based on the competences children and students aged 3 to 18 are supposed to acquire and the learning achievement standards that indicate to what extent this process effectively happens over the school years and/or at different stages of the process .

What type of Curriculum is the Kuwait New National Curriculum?

A curriculum that emphasizes what the learners are expected

to do rather than mainly focusing on what they are expected

to learn about. In principle such a curriculum is:

Learner-centered and adaptive to the changing needs of students, teachers and society, and

Real life needs-centered: implying that learning activities and environments are chosen so that learners can acquire and apply the knowledge, skills and attitudes to situations they encounter in everyday life.

In a competence-based curriculum, the aims of education are achieved by gradually developing a coherent system of key, general and specific competences that are measurable by means of the learning achievement standards and their detailed indicators/descriptors

What is a competence- and standard-based curriculum?

The main idea of competency-based

curriculum illustrates:1.Instead of objectives, think “competences”2.Instead of content, think outcomes 3.Learner activities will be based on

performance of learners.4.Teaching activities are learner centered5.Formative evaluation is necessary

The main idea of competency-based education

Competences are integrated systems of knowledge, skills, attitudes, values

and beliefs developed through formal (and non-formal) education that allow individuals to become responsible and autonomous persons, able to solve a diversity of problems and perform in everyday life-settings at the quality level expressed by the standards.

The Kuwait National Curriculum operates with three types of competences:

key competences general competences specific competences.

Question 4: What are the Competences?

What are the Competences?

What are the Key Competences?

key competences(NON-SUBJECT )specific

represent a transferable, multifunctional package (system) of knowledge, skills, values, attitudes, beliefs, and personal/social attributes that all individuals need to acquire for their personal development, inclusion and employment

(i.e. for being successful in their personal and social life, as well as in their professional career).

key competences are supposed to be achieved by the end of the Secondary Education period. They are cross-curricular (i.e. non-subject specific), transferable and multifunctional competences – so that, in principle, all subjects can/should contribute to their development.

What are the Key Competences?

The Key Competences students should master by the end of Grade 12 are:

1. Islamic Religious and Ethical Competences2. Communicative Competences in Arabic Language3. Communicative Competences in English and other Foreign

Languages4. Mathematical Competences5. Social and Civic Competences6. Scientific, Technological and Digital Competences7. Personal Development and Learning to Learn Competences8. Life and Work, Economic and Financial Competences

Key Competences by the end of Grade 12

What are the General Competences? As compared to the key competences

General competences are subject-specific.

They define the most general subject-based knowledge, skills and attitudes/values embedded/integrated in students’ expected outcomes by the end of Grade 12.

www.themegallery.com

General competencies developed through the study of English Listening to oral messages by means of different

strategies in a variety of contexts for effective comprehension

Speaking by using strategies of individual and interactive speech in a variety of communicative contexts

Reading and viewing a range of texts by means of different strategies in a variety of contexts

Writing a range of texts adapted to a variety of communicative purposes

Examples of general competencies

Specific Competences The specific competences are structured and developed in students during a school year. As compared to the General Competences: Specific Competences define more specific systems of integrated knowledge, skills and attitudes/values. They can even cover specialized, topic-based competences students are supposed to display by the end of each grade.

The specific competences are clustered in the following four dimensions:

- A range of realities specific to the subject (knowledge); - A range of operations (skills and strategies)- A range of personal and social responses (attitudes, values)- A range of connections with other subjects and domains.

What are the Specific Competences?

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Specific competences

2. Speaking by using strategies of individual and interactive speech in a variety of communicative contexts

A range of language realities 

2.1 .Using simple words, expressions and sentences to express themselves about self, family, food and other items in small conversations or individual speech A range of operations 

2.2 .Responding to simple communicative situations in mini dialogues related to everyday topicsA range of attitudes

2.3 .Building up positive personal motivation to speak with peers and adults using simple phrases and sentences

A range of connections 2.4.Using the knowledge and abilities acquired in other

subjects when producing sounds of English or speaking about their family or school  

Overview of the specific competences for English – Grades 1

to 5

SA

K

Specific Competences

Competences

knowledge Skills

They enable Students to

effectively perform activities to the

standard expected

They provide a framework for

distinguishing between poor performances and

exceptional performance

Connections Attitudes

What are the Standards?

All competence-based curricula – including the new Kuwait National Curriculum – introduce and largely use the concept of standards.

StandardsStandards are statements about what is valued IN LEARNING.They describe expectations and are used to judge the level of performance in a field or domain.

An operational decision, requirement or regulation related to the quality level to be achieved by a certain aspect of the education system”, (in our case, student’s learning)

Standards are the WHAT of education while curriculum and instruction are the HOW.”

Performance standards They refer to the quality level to be achieved by students’ in

performing their general competences by the end of each of the school stages – i.e. Primary, Intermediary, and Secondary. The measurement of the performance standards is a matter of different forms of national summative assessments or examinations.

Curriculum standards They refer to the quality level to be achieved by students in

attaining the specific competences. Curriculum standards describe to what extent the specific competences should be achieved by the end of each grade. In the Kuwait Curriculum, curriculum standards are related to specific competences defined in the subject curriculum. Curriculum standards are a matter of school- and class-based formative and summative assessment.

What types of standards in KNC?

General Competencies

To be achieved by the end of grade 12

subject specific

Specific Competencies

To be achieved by the end of each

grade

Performance

standardsLevel of

achievement by the end

of each stage5,9,12

Curriculum standards

Key CompetenciesTo be achieved by the end of grade 12- cross

curricular

Performance Standards

 General

Competences

 Performance Standards

1. Listening to oral messages by means of different strategies in a variety of contexts for effective comprehension

 

By the end of grade 5, students who have fully developed their competence to listen to oral messages by means of different strategies in a variety of contexts for effective comprehension, as described in the primary curriculum, are able to: Understand simple, standard speech when spoken slowly,

clearly and carefully articulated; Understand everyday English language expressions and

recognize familiar words, basic phrases concerning themselves, their family, and school, simple facts about their country and immediate concrete surroundings or needs when people speak slowly and clearly and include pauses to allow them to get the meaning;

Identify the topic of discussion when it is conducted slowly and clearly and catch the main point in short, clear, simple messages and announcements;

Understand simple directions and instructions to fulfill a variety of tasks.

 

Performance standards

By the end of grade

12

By the end of

grade 9

By the end of

grade 5

Measurement Process

Grade 1/ curriculum standards

Task Curriculum Concepts

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Developing learning activities corresponding to the following SC and CS

Task : Group work

General Competences/strands

Specific Competences/Sub-strands

Examples of Learning activities

Curriculum standards

1 2 3 4

1. Listening to oral messages in a variety of contexts

1. A range of language realities1. Listening to and

reproducing simple English WORDS heard in short oral messages - related to self, family and school

Can recognize and understand basic simple CVC words and other words concerning him/herself, parts of the body, family members and school objects

2. A range of operations 2.1 Focusing attention before and while listening

Can listen and distinguish between different simple oral messages in areas related to familiar topics / family –body parts ..etc..

3. A range of personal responses 

3.1 Listening respectfully to other speakers

-Can listen attentively and respond politely to speakers in different situations

4. A range of connections 

Arabic : Listening to the sounds of letters which have similar sounds in Arabic

Can identify the sounds of letters which have similar sounds in Arabic

Math :Listening and counting numbers from one to twenty

Can identify numbers and count from 1-20

Music :listening and repeating songs

Can sing and recite songs in groups and individually

General Competences/strands

Specific Competences/Sub-strands

Examples of Learning activities

Curriculum standards

1 2 3 4

1. Listening to oral messages in a variety of contexts

1. A range of language realities1. Listening to and

reproducing simple English WORDS heard in short oral messages - related to self, family and school

- listen to and repeat simple words pronounced by the teacher or produced through recorded materials.-Listen to the teacher and point at / match words pronounced with images of the body, family members – school objects

Can recognize and understand basic simple CVC words and other words concerning him/herself, parts of the body, family members and school objects

2. A range of operations 2.1 Focusing attention before and while listening

Listen and draw simple pictures - Listen and tick the correct corresponding picture - Listen and number pictures

Can listen and distinguish between different simple oral messages in areas related to familiar topics / family –body parts ..etc..

3. A range of personal responses 

3.1 Listening respectfully to other speakers

-Listen and respond to situations expressing interest (through nonverbal) and respect (through short verbal messages: Thank you, excuse me )

-Can listen attentively and respond politely to speakers in different situations

4. A range of connections 

Arabic : Listening to the sounds of letters which have similar sounds in Arabic

Circle the correct sounds of letters they hear from the teacher

Can identify the sounds of letters which have similar sounds in Arabic

Math :Listening and counting numbers from one to twenty

-listen and draw the right number of objects.- listen and circle the correct number

Can identify numbers and count from 1-20

Music :listening and repeating songs

Repeat and recite a variety of simple songs and rhymes

Can sing and recite songs in groups and individually

To Moving from

Competency and standard based

1.Content /skill/ based curriculum

Skills/performance focus 2. Knowledge / skills /performance focus

Student’s centered class ( PPP)

3. Teacher’s/student centered class ( PPP )

Formative & summative evaluation ) Ps and teachers)

4. Summative / evaluation

New curricula

To Moving from

Parents are involved and know the standards

5.Parents are not much involved and are not aware of standards

A range of language realities A range of operations

6. Mastery in the domain PROFICIENCY DOMAIN

Range of attitudes 7. Affective domain

A ranges of connection 8. Integration of school subjects

Progression of skills is clearer , organized , and a good guide for teachers

9.Progression of skills from one grade to another was not among teachers priorities

Activities designed made standards more applicable

10.Ambitious,hard to achieve standards/objectives

Thank You!

What is the Teaching Plan?

As the second conceptual component of the Kuwait National Curriculum, the Teaching Plan plays a key role in the Kuwait Education system. It presents, in a concise table, the whole National Curriculum, i.e. the subject matter taught at each stage of the education system, including also the number of weekly periods they are offered.

The Teaching Plan is based on the formal stages of education (Primary, Intermediate and Secondary) and grades (1, 2, 3 etc.)

Curriculum for Primary Education: Specific features

The Primary stage in children’s learning is built upon and has connections with previous early childhood learning and experiences.

Teaching and learning are supported by a wide range of experiences across a number of subject matters, with a focus on the key competences to be achieved at the end of Grade 12 as a result of structuring subject-related general and specific competences.

During this level, basic learning habits are established, and cognitive, social-emotional and motor development is being nurtured with special attention to building up positive attitudes towards learning, so that children become aware of their potential and have a chance to fully develop different dimensions of their personality.

Why Subject Curricula and Standards are important? Subject Curricula and Standards are an essential

part of the curriculum for students, parents, teachers, school principals, supervisors, curriculum and standards developers in the Ministry of Education.

They offer a clear vision for the knowledge, skills and attitudes/values to be achieved by a student by means of the concrete learning process (textbooks included).

Well-structured curricula generate efficient teaching learning materials as well as a learning process that inspires, extends and motivates students for achieving the competencies and the standards mentioned in the curriculum.

How is the Subject Curricula structured? A Rationale for the subject curriculum. General competences to be developed by the subject

curriculum from Grade 1 to 12. Performance standards that show the level of

achievement of the general competences by the end of each formal stage of education (Primary, Intermediate, and Secondary).

Specific competences (for each of the general competences).

Examples of learning activities and curriculum standards corresponding to each specific competence.

The learning contents for each grade. Suggestions for implementing the new curriculum.

Why professional development of teachers when implementing a new curriculum?

Curriculum change happens in the classroom, and such a change cannot happen without well trained and up-dated teachers.

What a competence-based curriculum requires from teachers?Roughly:- To plan the teaching-learning-assessment process within a larger

period of time- To choose/produce and use a wide range of TLM that represents

best the curricular contents and helps to achieve the performance standards

- To choose and use interactive methods of teaching on a daily basis - To adapt the teaching style, methodology and TLM to every

classroom needs- To use creatively all the assessment methods and tools- To systematically study the innovations in the relevant area of

science- To focus the learning process on competence gain (in stead of

memorizing the information)- To constantly work at self-improvement, to be methodologically

creative- To acquire educational skills by involving in various CPD activities- To demonstrate openness collaborating with other teachers of

different subjects, school management and community

How could the teachers be able to implement the new curriculum at classroom level?

Considering the requirements, they should:- Be automatically involved in CPD programs to foster their teaching

competencies in order to operate with the new curriculum

- Be encouraged and supported by the supervisors and school principals to apply the new curriculum at classroom level

- Have time to reflect on the new procedures- Access the experience of other teachers with whom they can identify

- Have the guidance of their Head Teacher and access to examples of best practices in subject teaching

- Be active participants in their own CPD- Be motivated, promoted and recompensed for the outstanding work

reflected in the students’ achievements

Why Continuous Professional Development and not “training”?

- Training is just one type of activity from CPD’s arsenal. Trainings are designed to solve punctual and specific issues related to a professional’s competency. But in terms of sustainability and optimum use of a competence gained, more actions are needed to verify or strengthen that competence.

- CPD for teachers consists of any educational activity which

helps them to maintain or improve professional performance with the goal to provide better education in classroom.

CPD activities include:A. Formal activities/Structured learning events- e.g. courses,

seminars, conferences, workshops, exams, official counseling sessions, etc.

B. Informal activities/Self-directed activities- e.g. readings, research, extra roles or duties, mentoring, sharing knowledge, visiting exhibitions, use of professional forums, etc.

- Some authors include CPD in the wider concept of Lifelong Learning

What is the current situation that needs to be changed in teacher’s professional development?

Current situation „ TRAINING”

Desirable situation CONTINUOUS PROFESSIONAL DEVELOPMENT

Optional, addresed mainly to beginners/low performers (they see it as punishment)

Compulsory for all teachers, structured and self-directed based on teachers’ needs, rewarding

Subject-based, methodical guidance Profession based, all range of experiences

Performed by supervisors, university professors

Performed by professional trainers

Closed circle, district based Open system, equal chances in accessLow frequency in organization of events High frequency in organization of eventsUnattractive, low interest for teachers Very attractive, high interest for

teachersInstructor focused, based on lecturing Teacher focused, based on interactive

methods and individual reflection Theoretical, supervisor’s model Practical, best practices in classroomLow feedback High feedback on all aspectsKnowledge transfer Competence aquisitionLinked to supervision processes Linked to Human Resource Development Managed at supervision level with unclear procedures

Managed by a Central Institution with a long term strategy, clear objectives and procedures

No data base to track teachers’ training personal record

Individual CPD recorded and data used in performance evaluation

How de we support Continuous Professional Development for curriculum implementation ?

A series of concrete activities have been designed and carried out until now:

1. Where we are in terms of PD in Kuwait? PD system diagnosis. • PD Policy Analysis •Trainers &Training Curricula- Current practices Analysis

The findings and results allowed us to have a clear view and a starting point in designing the optimum solutions for curriculum implementation

2. How do we prepare the system and the teachers for curriculum implementation?

• Professional Development Framework for Primary Education •PD Curriculum Framework and training curricula for Primary Education •Guide for Trainers’ Selection

What is our approach and main directions?Approach:

CPD Framework and Plan of activities targets all subjects taught in Primary Education, especially teachers that will teach in grade 1, 2014-1015 (the first year of implementation). All calculations are based on this approach.

Directions:

1. To raise awareness of the MOE staff on the importance of a policy shift towards a competence based approach in CPD area

2. To prepare human, structural and support resources for primary teachers’ professional development (September-December 2013)

3. To train school principals, head teachers and teachers for curriculum implementation according to PD Framework, Plan of activities and its calendar (January- September 2014).

4. To design and put into practice a solid system of school-based professional development to ensure sustainability and on-going support for teachers.