Ministry specifies five key tasks to revolutionize education in Kuwait

• The five tasks are aimed at developing the educational process, improving performance, achieving desired goals, and keeping pace with Kuwait’s development plan.

• The ministry aims to create professional development plans for teachers and assess learners’ progress while monitoring their academic growth.

The Ministry of Education has defined the tasks of the technical director for the academic field based on the public education sector’s belief in the importance of continuous monitoring and evaluation. This is aimed at developing the educational process, improving performance, achieving desired goals, and keeping pace with Kuwait’s development plan, aligning with the strategic objectives of the Ministry of Education.

In a bulletin directed to directors of educational districts and school principals, the ministry delineated the technical mentor’s role as a bridge between general technical guidance and schools. It emphasized the crucial role of the mentor in enhancing the skills of teachers and department heads within schools.

The ministry, in its bulletin, called for a review of certain tasks assigned to the technical director for the academic field. It emphasized the need to activate and adhere to these tasks, specifying them as the following five:

1. Supervising the implementation of both the current and new curricula for the subject, addressing any application problems related to it in cooperation with the school administration, preparing suitable reports and recommendations, and submitting them to the first technical supervisor for the subject in the educational region.
2. Visiting teachers in classrooms without exception to diagnose performance levels, identify strengths and difficulties, develop technical observations to enhance teachers’ performance, follow up with the department head on implementing these observations, and submit a technical report to the first instructor at the end of each semester.
3. Identify the training needs of teachers in cooperation with the department head, provide various professional development programs that meet their needs within the school, and nominate them for training programs at the regional or ministry level.
4. Developing professional development plans for teachers in cooperation with the department head and ensuring the implementation of these plans within the school (localizing training) in collaboration with the school administration.
5. Identifying learners’ levels, monitoring their academic growth, and developing necessary technical guidance for designing remedial enrichment plans.