About ICT department
The Information and Communication Technology Department is among the technical departments that perform two roles in its field of specialization, as it undertakes two basic tasks: service and technical, given its provision of daily electronic services for the general administration and various departments of the organization, in addition to the new task assigned to it, which is to propose and implement projects and programs of a scientific and academic nature in the field of using information and communication technology in the areas of the organization’s work.
And so that the administration’s vision and goals are consistent with the organization’s priorities and future plans, and in harmony with the international vision that recognizes the role of education in achieving the sustainable development goals 2016-2030, as expressed by the fourth goal, which states: “Ensuring equitable and comprehensive quality education for all and enhancing lifelong learning opportunities for all,” and as also stated in the Incheon Declaration - emanating from the World Education Forum 2015, which was held in South Korea under the title “Education by 2030: Towards equitable quality education.” “Inclusive and lifelong learning for all” – on the need to “harness information and communications technologies to strengthen education systems, enhance the dissemination of knowledge, access to information, quality and effective learning, and effective service delivery.” good
The First Conference (1) of Ministers of Education in the Arab World discussed the issue of anticipating the situation of education in Arab countries by working on formulating a future vision. The discussion of the main document presented to the conference, prepared by ALECSO, revealed great interest in the issue and in the joint Arab educational project for its strategic role in deepening and strengthening the Arab conscience and consolidating the meanings of the unity of the Arab nation and its destiny, and its aspirations and hopes for the advancement of the Arab person, and preparing him well so that he can face future challenges, win the required stakes, and keep pace with changes and developments at the Arab, regional and international levels.
The conference called for the importance of being familiar with the quantitative and qualitative Arab educational and pedagogical achievements, introducing its creative programmes, looking at their requirements within the framework of working to achieve comprehensive and sustainable development at the level of the Arab world, and diagnosing the reality of Arab education objectively at all levels of inputs, processes and outputs. Most of the interventions stressed the importance of working to highlight the actual function of education as the pinnacle of national action in investing in human resources, and the importance of forming philosophical starting points. A value that enhances belonging to the nation, supports its self-cultural identity, and achieves its better future.
At the end of its work, the conference issued the Tripoli Educational Statement, in which the Arab Ministers of Education and Knowledge stressed the importance of education as the hope for creating the future of the Arab nation, and they are happy to face the challenges of a new century. They believe that overcoming them requires continuing to develop the philosophy of Arab education, its institutions, and its tools with a single future national vision that takes into account renewal, improvement, freedom, creativity, and pride in the nation’s ancient past and heritage.
The second (2) conference held in Damascus dealt with the topic “School of the future“Based on a study prepared for the purpose, I looked at the subject from nine axes: philosophy and goals, curricula, educational techniques, evaluation and examinations, the future school graduate, the future school teacher, school administration, the future school building, and financing.
The conference reached a set of directions, the most prominent of which are: “That the philosophy of education emerges from the profound Islamic perception of the universe, man, and life. And the protection of Arab-Islamic civilizational constants to confront the negative challenges imposed by globalization. And that educational institutions meet the needs of the labor market, production, the current and future requirements of society, and the requirements of life by increasing the competitive advantage of Arab education systems. And granting them a high degree of flexibility so that they respond to developments.” And global transformations, emphasizing the educational role of community and family institutions and their responsibilities in developing the educational process, emphasizing the use of information technologies and their impact on every element of the educational process inside and outside the school, and developing Arab standards for levels of educational quality, based on international standards, and encouraging the private sector to participate and invest in the field of education.
The conference issued the Damascus Declaration on the school of the future in the Arab world, and their Excellencies the ministers affirmed their determination to make every effort to keep pace with the changes and developments occurring in education and education in the world, and to adapt to the changes that the future produces in our country and in the world, the effects of which will be reflected in education and on society as a whole, in order to participate in shaping the features of the global future in various fields, which requires making a persistent and continuous effort in order to build the Arab school that responds to the demands of change, and meets the possibility Educational work and its various components and components, whether related to the goals of education, its content and methods, its means and techniques, its management and organization, or other aspects of educational work. Their Excellencies the Ministers also affirmed the determination to make education a common national and national concern, and to make room for the participation of non-governmental institutions and other sectors of society in improving and financing it, while emphasizing that the state remains the primary responsible for raising generations and activating joint Arab action in this field so that To be the common lever for the renewal and change process required by the “School of Tomorrow”.
The Fourth (4) Conference of Arab Ministers of Education was concerned with the topic of “Evaluation strategies to achieve comprehensive quality in education,” and eight reference studies were presented to the conference that dealt in their entirety with educational evaluation as an essential factor in achieving comprehensive quality in education, which are:
- Contemporary global trends in employing assessment to achieve quality education.
- The reality of educational evaluation in Arab countries.
- Evaluation and comprehensive quality in education.
- Towards standard specifications to achieve quality education.
- The student’s record and role in evaluation and guidance.
- Community participation in the evaluation process, challenges and obstacles to quality education.
- Future strategies for evaluation and the future of educational quality.
The conference adopted the following recommendations:
- Calling on Arab countries to:
- Developing specific policies for educational evaluation, including accountability and enhancing community participation. As well as building institutional systems and structures to implement these policies.
- Determining national standards for the various elements of the educational process that will be the basis for evaluation programs and ensuring the quality of education.
- Developing educational legislation related to assessment processes, which provides appropriate opportunities to absorb contemporary trends in assessment, especially those related to competency-based assessment, continuous assessment, and authentic assessment.
- Developing teacher preparation programs in colleges of education, teachers’ colleges, and teacher preparation institutes to ensure the qualification of their graduates.
- Creating Internet sites that display evaluation systems and operations, and linking these sites to one Arabic site, in order to facilitate the exchange of information and experiences in this field.
- Preparing programs to develop the competencies of workers in the fields of educational evaluation and comprehensive quality control and supervising their implementation in Arab countries, leading to the preparation of high-quality frameworks and human resources in this field.
- Developing guides and references that ensure the dissemination of the culture of evaluation and comprehensive quality among educational circles and comprehensive quality and supervising its implementation
- Preparing a unified educational dictionary to unify educational terminology, especially those used in educational evaluation, with the aim of finding a common language among Arab countries in this field.
- Establishing standardized tests, at the level of the Arab world, similar to what is done at the international level, in basic subjects such as the Arabic language, mathematics, and science as a first stage, provided that it includes other academic subjects in the following stages.
- Adopting projects that depend mainly on identifying pioneering experiences and distinguished expertise in Arab countries and other various educational fields, such as software production, curriculum development, textbook preparation, evaluation systems, quality control methods, reference guides, standard setting, etc., with the aim of disseminating them to benefit other countries without resorting to producing new ones, in order to rationalize spending and invest in distinguished expertise.
