Embed Size (px)
Citation preview
Strategic Plan 2017 – 2020
ARKIS 3 | P a g e
Message from the Late Founder
Greetings to all the employees of Abdul Rahman Kanoo International School.
It is my long dream to provide a school to the country and society where the generation is conscientious, open-minded and educated. I have devoted all my effort, thoughts and wealth to see this dream materialize into reality.
It is my sincerest hope that the younger generation will grow into committed citizens who are able to concentrate and maintain interest in their country and be competent to meet the challenges of the future.
I dedicate this School to my country. I entrust you to take good care of it and hold you responsible for it before God.
I wish you all to do your best to maintain its high level and work for its development at all times.
Abdul Rahman Jassim Kanoo (Late)
School Founder
ARKIS 5 | P a g e
Table of Contents
Message from the Chairman ....................................................................................................... 7
Foreword ...................................................................................................................................... 8
Introduction .................................................................................................................................. 9
Section One - Background ........................................................................................................ 11
Section Two - Environmental Analysis ........................................................................................
Economic Profile .......................................................................................... 12
Education Demand in Bahrain ..................................................................... 13
Section Three - Strategic Pillars ............................................................................................... 15
Pillar One: Teaching and Learning .............................................................. 16
Pillar Two: Student Achievement ................................................................. 18
Pillar Three: Support and Guidance ............................................................. 20
Pillar Four: Leadership, Management and Governance .............................. 23
Section Four - Quality Assurance and Enhancement ............................................................. 25
Section Five - Key Performance Indicators .................................................................................
Pillar One: Teaching and Learning .............................................................. 28
Pillar Two: Student Achievement ................................................................. 29
Pillar Three: Support and Guidance ............................................................. 30
Pillar Four: Leadership, Management and Governance .............................. 32
Quality Assurance and Enhancement .......................................................... 33
References ................................................................................................................................. 36
SCHOOL
BRIEF
456 PRESCHOOL
573HIGH
729 ELEMENTARY
433 MIDDLE
1053 1138
28 Nationalities
30 different
nationalities
278 TEACHING &
SUPPORT STAFF
AUSTRALIA BAHRAIN EUROPE FAR EAST MIDDLE EAST UNITED KINGDOM USA & CANADA
GRADUATES STUDYING IN TOP
UNIVERSITIES AROUND THE
WORLD
SINC
E 2010
AK
A
SCH
OLA
RSH
IP
FUN
DIN
G 4 Y
EARS O
F HIG
HER
EDU
CATIO
N
ARKIS 7 | P a g e
Message from the Chairman
Abdul Rahman Kanoo International School (ARKIS) was established in 1997 and is a recognized school
by both Council of International School (CIS) and New England Association of Schools and Colleges
(NEASC) in addition to the Ministry of Education in Bahrain. In the period of its establishment ARKIS
has become an integral part of Bahrain’s Education community.
Taking further the late founder’s vision of investing in education and giving back to Bahraini students,
the Abdul Rahman Kanoo Award scholarship was established in 2010, which offers a financial reward
for a period of four years to academically gifted Bahraini students from ARKIS to study at top
international universities and colleges worldwide. It is a unique opportunity as no other school in the
country or the region provides such a scholarship to its graduating students.
ARKIS has achieved its reputation and image through the efforts and hard work of all stakeholders,
who have collaboratively contributed towards enriching the students’ knowledge and providing them
opportunities to excel and adapt to the challenges of the ever-changing world.
This plan provides a template for our future development. I would like to congratulate all associated
with the development of this plan and wish all the students and staff every success in their future
endeavours.
Saud Abdulaziz Kanoo
Chairman of the Board of Directors
2016 - Present
ARKIS 8 | P a g e
Foreword
Periods of rapid and dynamic changes in today’s education system makes planning and implementation
challenging, hence making it a continuous struggle to cope with different perspectives internationally
and locally. The Strategic Plan 2017 – 2020 takes cognizance of the changing environment in which
ARKIS operates and formulates a three-dimensional plan that takes into account the needs,
requirements and processes that are mandatory to meet the changing demands in the education sector
in the Kingdom of Bahrain locally and on international standards. This plan has emerged from
continuous studies and collective efforts that were conducted over a several months period, from both
internal and external stakeholders who have critically examined the details that are needed to have a
sustainable enriching education environment at ARKIS.
The Strategic Plan is a snapshot of the current position of the school and how it is adapting towards
addressing the new challenges along with defining the direction the school will follow in order to achieve
its long-term goals and objectives by 2020 and within the broader sense of 2030 Bahrain vision for
which education is a key player.
I would like to thank all those who have contributed enthusiastically; in particular, my colleagues in the
school who became involved in multiple working groups and discussion for the preparation of this plan.
Aisha Mohammed Janahi
School Principal
1997 - Present
ARKIS 9 | P a g e
Introduction
This Strategic plan sets out to present a road map for the development of Abdul Rahman Kanoo International School for the coming 3 years up to 2020. This plan is a result of the efforts of the staff and key stakeholders’ commitment along with a wider environmental analysis to ensure that the embryonic needs for the education in this country and beyond, and ARKIS’s capacity to respond and meet this need. In this period of profound global and local economic restructuring, it is vital that ARKIS is acquainted of the wider and local economic and social landscape, and is adaptive as well as responsive to meet the ever-changing nature of education in both local and global contexts.
Vision
Abdul Rahman Kanoo International School (ARKIS) empowers its students to be inquirers, proactive and principled citizens in a global community.
Mission
As an international school, ARKIS is committed to a partnership with parents, students and the wider community by providing students with a well-balanced quality education that focuses on developing inquisitive and morally elevated international individuals.
Two photos
ARKIS 10 | P a g e
Educational Goals
ARKIS is aware of its social and ethical commitment to ensure it adopts a sustainable approach towards education in all of its actions towards key goals which include:
1. To provide well-balanced integrated international curriculum by ensuring opportunities exist for students to engage in a variety of learning experiences.
2. To maintain a safe and healthy conducive learning environment by developing confident, skilled students with the desire to learn.
3. To encourage cultural understanding and ensure that our students are active citizens in the community, both nationally and internationally by collaborating with external bodies while fostering Islamic values.
4. To recruit, develop, appraise and retain professional staff who utilize best practices.
5. To nurture a culture of feedback and further strengthen lines of communication between the school and all stakeholders.
6. To ensure that the financial operations support the educational programme of the school effectively and its long-term financial sustainability.
Strategic Pillars of ARKIS
ARKIS 11 | P a g e
Section One: Background
Abdul Rahman Kanoo International School (ARKIS) is an international bilingual school located in the Kingdom of Bahrain, founded by Mr. Abdul Rahman Kanoo, a philanthropist, in 1997. Currently, there are more than 2,000 students enrolled at ARKIS.
Our first cohorts graduated in 2010 with IB results above worldwide averages and are currently employed in local and international work bodies. It was Mr. Abdul Rahman Kanoo’s vision to provide quality, international, balanced education. He wanted graduates to be responsible active citizens, empowered with knowledge and skills to meet the challenges of an ever-changing world and to contribute positively to the development of the community and nation. The school is accredited by the Council of International Schools (CIS) and New England Association of Schools and Colleges (NEASC) since 2013.
ARKIS is a certified Cambridge Examination Centre (CIE) from 2006 and Edexcel from 2013. The Cambridge curricula programmes are taught from KG to Grade 10, followed by the International Baccalaureate Diploma Programme (IBDP) and International Baccalaureate Courses (CP) in Grades 11 and 12.
Our school has implemented a whole brain development programme; Universal Concept of Mental Arithmetic System (UCMAS) from KG2 to Grade 8. This programme is based on an ancient Chinese concept and modern scientific research to stimulate and develop both hemispheres of the brain by using a simple educational tool, the abacus.
We are extremely proud of our Creativity Activity Service (CAS) Programme which starts as early as Grade 6. Students participate in community service programmes locally and internationally through fund raising campaigns, as well as awareness campaigns on different topics.
The Abdul Rahman Kanoo Award Scholarship (AKAS) was established in 2010. This award is to inspire students towards high academic and social achievement by granting them scholarships to study abroad in reputed universities and colleges.
ARKIS 12 | P a g e
Section Two – Environmental Analysis
Bahrain, officially the Kingdom of Bahrain is a small Arab constitutional monarchy in the Arabian Gulf. It consists of 32 islands amounting to a total area of 665 km2 but due to land reclamation, the area has increased to 765 km2.
The Kingdom has total population of 1.4m people of which 52% are foreign nationals. Bahrain has been named the favourite in the Arab region among expats in many respects, according to the Expat Insider 2015, in which the kingdom was ranked 17th globally. Furthermore, earlier in 2017, HSBC has released a ranking of the best countries for career driven expats, based on its latest expat explorer report. Bahrain is placed at number 10 globally, based on career progression, work-life balance, employment benefits and other factors. Bahrain’s HDI value is 0.824 – which puts the country in a very high human development category – positioning it at 45 out of 188 countries and territories (UNDP).
Economic Profile
In 2016, the Kingdom of Bahrain recorded annual GDP equalling to USD 32,356.2m, with the real GDP Growth rate of 2.9%. The country enjoys low unemployment rates of 1.3%, whereas the inflation rate growth of 2.8%recorded in 2016. Low oil prices have increased Bahrain’s debt level, with debt to GDP increasing from BD 2.6bn (30% of GDP) in 2010 to BD 7.2bn (63% of GDP) in 2015. In the last year (2016) the three major US credit agencies downgraded Bahrain’s sovereign debt rating, citing persistently low oil prices and the government’s inability to more effectively cut spending.
Bahrain’s dependence on oil has been reducing over the years, with contribution of oil and gas to GDP dropping from 25.4% in 2013 to 13.3% in 2015, although it accounts for 78% of the government revenue. While government revenue declined significantly by 34% in 2015, due to the drop in oil prices, it was budgeted to rise by 7% in 2016. Increase in electricity and water tariffs, increase in excise duty on select products such as tobacco, etc. in 2016, are expected to boost non-oil revenue and government revenue going forward. Over the past few years, the contribution from the banking and financial services sector has been increasing, accounting for 17.2% of GDP in 2015, from 15.2% in 2013.
Other major economic activities are production of aluminium – Bahrain’s second biggest export after oil – finance, and construction. In addition to addressing its current fiscal woes, Bahraini authorities face the long-term challenge of boosting Bahrain’s regional competitiveness – especially regarding industry, finance and tourism – and reconciling revenue constraints with popular pressure to maintain generous state subsidies and a large public sector. Over the past year, the government lifted subsidies on meat, diesel, kerosene, and gasoline and announced new higher prices for electricity and water, although it plans to roll these increases out more gradually than previous subsidy cuts.
Growth in the non-oil sector of Bahrain’s economy reached 4.4% in the first quarter of 2017, up from 3.7% during 2016, according to Bahrain Economic Quarterly published by Bahrain EDB.
ARKIS 13 | P a g e
Education demand in Bahrain
The education sector in the GCC is picking up with total enrolment (pre-primary to tertiary) growth accelerating from a CAGR (Compound Annual Growth Rate) of 3.6% over 2010-13, to a CAGR of 5.6% from 2013-15. K-12 enrolments have grown at a CAGR of 5.3% during 2013-2015 with private schools growing faster (6% CAGR) than public enrolments (5% CAGR) in all GCC nations except Saudi Arabia. The education industry is benefiting from factors such as rising population, high GDP per capita, willingness to spend for quality education and sustained government spending towards education, which is expected to drive growth going forward.
A rising expatriate population and changing mind-set of local nationals towards pre-primary schooling are driving Gross Enrolment Ratios (GERs) at the pre-primary level, while government impetus for improving the quality of higher education and presence of foreign universities or their campuses in Qatar, UAE, Kuwait and Bahrain are driving GERs at the tertiary level. The pre-primary segment is the fastest growing segment among all segments and is estimated to grow at a CAGR of 8% from 2015-20. The education sector is benefiting from key trends such as rising demand for international curriculum schools providing better quality education, increasing importance of pre-primary education and setup of higher education hubs to capitalize on the growing tertiary segment, which has been growing at CAGR of 10% from 2010-15. Overall, the GCC education sector is well poised for growth in the future.
Bahrain government spending on education continues to be healthy and has grown at a CAGR of 8.3% during 2010-2015, from 8.6% of total government spending in 2010 to 9.5% in 2015. The country’s ranking improved from 441 to 382 (of 140 countries) in terms of quality of primary education from 2014/15 to 2015/16, and from 55 to 26 in terms of quality of higher education and training, which is next to only Qatar and UAE in the GCC, indicating that Bahrain’s education system is one of the better placed systems in the GCC on a relative basis.
Enrolments at primary and secondary schools have shown a promising trend, growing at a CAGR of 4.2% and 4.1% respectively during 2012-14. This has been driven by enrolments at private schools which grew at a CAGR of nearly 7% in both primary and secondary schools. The drive towards private schools is supported by an increasing trend towards enrolment in schools offering international curriculum and the need to provide quality education. The mix of students at private schools has therefore risen to 30% of total students compared to 23% in 2008, and is expected to rise to 33% by 2020.
1Global competitiveness Report 2014/15 - WEF 2Global competitiveness Report 2015/16 - WEF
ARKIS 14 | P a g e
There are further factors affecting the demand and supply of education in Bahrain such as:
1. Government’s desire to improve the education infrastructure (King Hamad Schools of Future project, Edunet portal) and quality of education are expected to attract not only more enrolments, but also school players to setup new schools.
2. Rising population with higher mix of expatriates: Bahrain’s population has grown at a rapid pace over 2012-14 at a CAGR of 4.3% with the expatriate population growing faster at CAGR of nearly 6%. This is expected to drive private enrolments across levels with more schools required to cater to the growing population.
3. Increasing willingness of parents to spend on quality education. This is supported by higher income levels and expected to boost demand for private schools offering a highly regarded curriculum (international).
4. Rising international students due to better quality education relative to regional peers. Bahrain has been ranked well above Saudi, Kuwait and Oman in the GCC in primary and higher education as per the Global Competitiveness Report 2015-2016 – WEF. The National Higher Education Strategy 2014-24 projects the proportion of international students in higher education in Bahrain to grow to as much as 35% of the total student population, with ~80% of those from Saudi Arabia or Kuwait. Bahrain already accounts for 10% of overseas students, within the GCC.
ARKIS 15 | P a g e
Section Three – Strategic Pillars
Introduction
This plan has emerged from a number of processes and recommendations from key stakeholders and accreditation agencies, which included:
A number of staff workshops, which were headed by respective team leaders (coordinators) and the Heads of Schools devoted to conducting key analysis on the Strengths, Weaknesses, Opportunities and Threats (SWOT) of the schools’ current and over the coming 3 years.
Feedback loops that were created among the staff and the Senior Management Team (SMT)
Stakeholder consultation with key external stakeholders with which the school engages.
Environmental analysis of Bahrain and the educational demands in the country and region.
References to the recommendations made by the QAAET’s School Review 2014 and CIS/NEASC 2017.
This strategic plan sets out to evaluate the challenges, which are emerging for the school in addressing its key guiding statements and objectives. Focusing on four Key pillars of Teaching and Learning, Student Achievement, Support and Guidance as well as Leadership, Management and Governance; the plan identifies a number of aspiring yet realistic goals, lays down a road map and a specific time frame for the actualization of these goals. Furthermore, this plan also highlights vital infrastructural platforms, resources and the organizational cultural mind-sets necessary for the realization of these goals.
Internal External
ARKIS Stakeholders
ARKIS 16 | P a g e
Pillar One Teaching and Learning
ARKIS believes in providing the best quality international education to its students in the most effective way. The school has built a reputation among the private school community in the country and the region. The students learning experience is of paramount importance to ARKIS in terms of the quality of education they receive and the preliminary skills set they take with them on graduating, as they enter higher education institutions and universities all around the world. The graduates leave with high levels of self-confidence and skills that enable them during the transition from high school to universities. Various universities have also attested the high calibre of our students both locally and internationally.
ARKIS recognizes the need to continuously develop and upgrade the teaching and learning practices in order to further enrich students learning experience, both in terms of their academic attainment and their engagement with the wider community.
For this purpose, the school has identified the following key strategic goals.
Teaching and
Learning
Goal 1.1
Further develop Teaching and
Learning practices
Goal 1.2
Further develop School
curriculum
Goal 1.3
Develop a process of
faculty and staff excellence
ARKIS 17 | P a g e
Goal 1.1 – Further develop Teaching and Learning practices
Effective teaching is essential for achieving the desired learning outcomes. Creating an environment that promotes and supports a smooth mechanism of exchange and development for the students requires careful consideration of various factors. In the coming 3 years, the school will implement the following strategic initiatives to reach this goal:
1. Enhance teachers’ practices by collaborating with external agencies. 2. Improve the quality of teaching and learning using systematic monitoring and feedback loops 3. Develop a learner-centred culture within the classroom.
Goal 1.2– Further develop school curriculum
Constant improvements and advancements in the international curriculums make it more challenging for the students as well as the teachers to embrace the journey in order to ensure that the learning process is continuous and rewarding. The school therefore will implement the following strategic initiatives:
1. Develop new programmes or enhance current programmes to deal with school transitions. 2. Conducting timely curriculum review 3. Implement comprehensive curriculum integration throughout the school
Goal 1.3– Develop a process of faculty and staff excellence
Training and continuous professional development helps equip teachers and staff members with the recent trends in the education market. These workshops and training sessions help enrich the knowledge and skills of the faculty in order to better approach the students along with making their experience inspiring and fruitful. Reflecting this the school therefore will implement the following strategic initiatives:
1. Implement a staff development programme to include: a. An induction programme for new staff b. A staff training needs analysis survey c. Performance and development reviews for all staff
ARKIS 18 | P a g e
Pillar Two Student Achievement
Student Achievement forms the second pillar of this plan. ARKIS, as a school aims at graduating students who have a strong sense of confidence and are equipped with sound knowledge and skills. A strong middle and senior management team ensures that the schools operations and management is directed towards improving students’ achievement in academic and personal development. Furthermore, the school embraces the idea of inclusion education for SEN students, as it gives them opportunity to excel and build higher self-esteem. The school also offers these students pull-out programmes, if applicable in extreme cases.
Students are the core to all the efforts and operation in the school, hence ARKIS aims at ensuring healthy student achievement along with safeguarding the SEN students by providing them equal opportunities to excel both in academics and personal development.
Building on these beginnings, the school has identified the following goal with regards to Student Achievement over the coming 3 years.
Goal 2.1
Further improve and monitor
students success and proficiency
rates in core subjects
Student
Achievement
ARKIS 19 | P a g e
Goal 2.1 – Further improve and monitor students’ success and proficiency rates in core subjects
The education trends around the world focus on increasing students’ competencies rather than simple grades. Therefore, it is important to focus on providing students with practical knowledge that enriches their capabilities to aid them for the upcoming global challenges. Furthermore, Special attention needs to be given to students who perform below average. They require specific aid and support from both school and home, in order to attain the required skills and calibre to cope with the needs of the curriculum and the programmes offered. Over the period of this plan, the school will implement the following key strategic initiatives:
1. Measuring and reviewing students’ performance against national and international benchmarks.
2. Develop methodologies to improve SEN and low-attaining students’ competencies in all core subjects.
3. Increase provisions to high school graduates. 4. Consistent follow up and review on students’ performance, in specific the core subjects
(English, Math, Science& Arabic).
ARKIS 20 | P a g e
Goal 3.1
Improve the quality and
availability of school resources
Goal 3.2
Further improve
systematic monitoring and availability of student data
Goal 3.3
Further support to students with
learning difficulties and
disabilities
Goal 3.4
Further enhance the learning and
working environment
Goal 3.5
Make a difference locally and
internationally
Goal 3.6 Further promote
partnerships with the wider
community
Pillar Three Support and Guidance
In order to achieve the desired educational outcomes, it is vital to have a solid support and operational mechanism functioning optimally to provide the students with learning and personal needs, developing their various interest and experiences through activities and providing a safe and healthy environment. ARKIS also guides and promotes students’ life skills for the future, including their academic, professional and social development. Furthermore, ARKIS is committed to establishing active collaborative partnerships with the local and wider community.
ARKIS focuses all its efforts towards providing Bahrain with students who are global in their true sense. The school will actively engage in designing, implementing and maintaining a strong support and guidance system and projects.
As a centre of learning and excellence, the school will strive to achieve the following goals over the next 3 years.
Support
and
Guidance
ARKIS 21 | P a g e
Goal 3.1 – Improve the quality and availability of school resources
Students’ opportunities to access teaching and learning are influenced by the quality of support programmes offered by the school. At ARKIS, these incorporate provisions for addressing learners needs including challenges or special talents, language support along with providing them with ample opportunities to exercise their rights as well as improve their skills. Accordingly, the school will implement the following key strategic initiatives:
1. Enhancement of infrastructure and facilities. 2. Establish processes for the analysis of the feasibility of new programme proposals. 3. Improve the optimal usage of technology and refurbish academic, teaching and educational
resources in libraries& LRC (including E-resources).
Goal 3.2– Further improve systematic monitor and availability of student data
Students’ wellbeing is the core to all operations in the school. Hence, it is pivotal that all necessary information, data and records related to the students are constantly updated and reviewed to make sure that precise and accurate measures and arrangements are taken if needed. The school will be using the following strategic initiatives to accomplish the desired goal in the coming 3 years:
1. Maintain up-to-date students’ health data with continuous supervision and support provided to identified cases.
2. Maintain and monitor behavioural, disciplinary and pastoral records and reports. 3. Maintain and monitor students’ academic attainment, progress and achievement data and
reports. 4. Further accessibility enhancement to the school management system (Digital Campus – DC).
Goal 3.3– Support students with learning difficulties and disabilities
The school is expected to have detailed and relevant information on all students’ groups from those with learning difficulties to the most able and gifted. The school identifies difficulties, set adequate remedial plans and programmes to help them achieve the desired improvement quickly and effectively. So as to ensure that this is realized, the school will:
1. Develop and increase awareness among the staff and parents related to SEN. 2. Increase and widen available resources to enhance support provided to SEN students. 3. Further collaboration with specialized SEN centres both locally and aboard.
ARKIS 22 | P a g e
Goal 3.4 – Further enhance the learning and working environment
The school provides for its entire staff and students a risk free, safe learning environment regardless of any barriers that it might face. It oversees health, safety and security issues in all activities, maintains the school buildings, monitors the environment and all facilities. Specifically, therefore, the school will implement the following strategies initiatives:
1. Allocate appropriate funds/budget to well maintain the school premises and facilities. 2. Maintain and monitor practices and procedures for effective risk management controls. 3. Undertake the comprehensive development of a Business Continuity Plan.
Goal 3.5 – Make a difference locally and internationally
The school is committed to continuously plan and implement series of charitable events both locally and internationally involving students and staff. These events are designed with specific objectives to be met and also embed the sense of responsibility towards the community and the development of global mindedness in students. It will do this by implementing the following strategic initiatives:
1. Increase awareness of social responsibilities towards the local and global community 2. Foster the spirit of internationalism and interculturalism.
Goal 3.6 – Further promote partnerships with the wider community
A positive school culture and the existence of supportive networks within the local and greater community have a beneficial impact on the learning environment. The school aims at strengthening external and internal community relationships, parent partnerships, communication systems and channels. Bearing these considerations in mind, the school will be using the following strategic initiatives to accomplish the desired goal in the coming 3 years:
1. Foster communication and collaboration with stakeholders. 2. Improve and enhance communication channels 3. Support and build formal mechanism of integration
ARKIS 23 | P a g e
Pillar Four Leadership, Management and Governance
The quality, structure, and partnership of school’s leadership, governance, and management are critical to the school’s success. While the integrity and charisma of leadership cannot be mandated nor assured by any specific standard, there are tied and tested models of effective governance and management in schools. Those best practice principles need to be reflected in day-to-day operations and management.
The essential characteristics of governance which insure success: the organization, consistency, and constant improvement of the Governing Body; the nature and quality of the relationship between the Governing Body and the Principal; and the leadership and development of the Head of Schools.
In order to sustain improvement and development, ARKIS has put the following initiatives:
Goal 4.1
Enhance the process of
decision-making
Goal 4.2
Further improve audit of policies and
procedures
Leadership,
Management
&
Governance
ARKIS 24 | P a g e
Goal 4.1 – Enhance the process of decision-making
ARKIS is committed to the principle of academic freedom and of collegial decision-making. It already has a comprehensive organizational structure in place with staff engagement to oversee the management and governance of the school. In the course of this plan, the school will implement the following key strategic initiatives:
1. Foster positive relationships between the school leadership, management and the governing body.
2. Implement and monitor the school’s guiding principles. 3. Manage, develop and foster staff productivity. 4. Enhance local and global partnerships.
Goal 4.2 – Further improve audit of procedures and practices
In order to provide and pursue the schools’ vision, it is mandatory to have a set of prescribed policies and procedures that act as a road map towards achieving the desired outcomes for the students. These back-end functions are the support mechanism for the school as they ensure ample availability of funding as well as accountability of procedures. The school will be using the following strategic initiatives to accomplish the desired goal in the coming 3 years:
1. Maintain financial health and economic sustainability. 2. Establish transparent policies and practices
ARKIS 25 | P a g e
Section Four – Quality Assurance and Enhancement
ARKIS is committed to enhancing all aspects of the student experience whilst at school and preparing global citizens that are aware of the available opportunities for them to excel in and who are capable of securing enrolments into top universities and colleges around the world and also contribute significantly to their country and the world as a whole.
The school is committed to continuous quality improvement and enhancement and considers the embedding of a culture of quality in all of its activities to be at the core of its operations. The quality enhancement strategy is built around the Bahrain Quality Assurance standards and is intrinsically linked to international education quality standards and protocols of CIS & NEASC.
Elements of Internal
Quality Assurance
Quality of Teaching and
Learning
Learning resources &
Student support
Assessment of Students
Policies and Procedures
School Management
system
Monitoring, reviewing
and Feedback mechanisms
Public information
ARKIS 26 | P a g e
The system of internal quality enhancement is the key to achieving external verification and in this regard the school has undergone external scrutiny from the Bahrain Quality Assurance (BQA formerly known as QAAET) in 2014 as well as the recent 5-year review joint visit from CIS and NEASC in May 2017.
Teaching, learning and assessment are at the core of the quality enhancement strategy. The school takes pride in the quality of its teaching staff, the most valuable resource to the students. Through an explicit quality assurance and enhancement process, the school will systematically focus during the course of this plan on staff recruitment, staff development, performance review and promotional policies (PMAS).
The school recognizes the key to quality assurance and enhancement is the knowledge of the school’s own activities, its strengths, its uniqueness and the areas of improvement that requires more attention. The school management system (DC) is now fully functional in terms of maintaining, monitoring and tracking students’ progress and achievements, it also serves as a source of data collection and integration between departments and all stakeholders.
Against the background of these considerations, the school’s quality assurance and enhancement Goals for the coming 3 years are as follows:
Goal 1
Embed a culture of quality
enhancement throughout the
school
Goal 2
Enhance the quality of
Teaching and learning
Quality
Assurance
&
Enhancement
ARKIS 27 | P a g e
Goal 1: Embed a culture of quality enhancement throughout the school
In the course of this plan, the school will promote quality in all aspects of its work. This will require a readiness to feedback, the development of effective mechanisms for the collection of all relevant data regarding the effectiveness of the school in realizing its goals, and procedures for acting on this feedback. This will require:
1. Establishing Quality Assurance Enhancement committee involving staff, students and external stakeholders.
2. Developing protocols for Quality reviews and a schedule thereof 3. Engagement in on-going Quality reviews with all external bodies (CIS, NEASC will be a priority)
Goal 2: Enhance Quality of Teaching and Learning
The reputation of ARKIS rests primarily on the quality of the teaching and learning provided to the students and on the unique relationship, which has developed, on the campus between staff and students. Therefore, the school believes in providing support and enhancement to further improve the quality of teaching and learning. It is therefore proposed to:
1. Develop a metric of teaching quality (switching from transactional to transformational) a. Conceptual understanding of effective learning and its impact on the learner b. Commitment to progress on the transformational learning continuum and implement
achievable and realistic learning plans c. Competency to design plans that achieve the desired impacts on the learning and
learners d. Capacity to implement learning plans
2. Review the existing learning outcomes benchmarked against CIE & IB 3. Staff development
Learning Continuum
Thinking about it
Working on it
Living itWhat if....?
ARKIS 28 | P a g e
Section Five – Key Performance Indicators
Pillar 1: Teaching and Learning
KPI Current Status Measure of Success Time Frame
Goal 1.1- Further develop Teaching and Learning practices
1 Collaboration with external agencies
Collaborating with
QHC
NEASC
CIS
Teachers performance in the classroom and its effectiveness on students’ achievement and personal development
2017 – 2018 (QHC)
NEASC/CIS 5-year cycle
2 Teacher Student Ratio 1:19 (average) Ratio not to exceed 1:25 Reviewed annually
3 Performance and development programmes and monitoring
Latest review 2016 - 2017
Structures refined and implemented for best organizational fits
Reviewed annually
4 Learner-centred culture Variable
Review and process is in place in all departments with majority of the staff undergone training.
Reviewed Termly
Pillar 1: Teaching and Learning (Cont.)
KPI Current Status Measure of Success Time Frame
Goal 1.2- Further develop School curriculum
1
Introduce further innovation methods to deal with challenges related to transition among school levels.
Induction programmes are in place
Student success and proficiency rates are cohesive and consistent
Reviewed annually
2 Systematic review of the curriculum and assessment
International curriculum is aligned horizontally and vertically but lacks consistent application. Assessment policies are reviewed annually
Curriculum and assessment reviews are in place and are in accordance with the international standard and monitored through the school online system.
Reviewed annually
Pillar 1: Teaching and Learning (Cont.)
KPI Current Status Measure of Success Time Frame
Goal 1.3 – Develop a process of faculty and staff excellence
1 Administrative/academic staff Professional Development Plans
Variable use of existing programmes by administrative and academic staff
Core competencies defined and Training Needs Analysis completed Revise staff development programme in place for all staff members
In place and linked with Performance Management Appraisal System (PMAS) and reviewed every two years
ARKIS 29 | P a g e
Pillar 2: Student Achievement
KPI Current Status Measure of Success Time Frame
Goal 2.1- Further improve and monitor students success and proficiency rates in core subjects
1
Review the school’s programmes against international and national benchmarks.
Reviewed in 2016 - 2017
School success and proficiency rates are meeting the standard
Reviewed annually
2
Establishing new competency based system for SEN and low-attaining student
Currently under review
Increased competencies in core subjects
Reviewed termly
3 Expand graduate provision In place
Increased university & college acceptance internationally. Enrolment to undergraduate programmes
Reviewed annually
4 Systematic monitoring of follow-up plans
No explicit model in place
Follow-up plans model introduced. Adopt the model to be integrated with the school’s monitoring system to create an efficient application.
Reviewed termly
ARKIS 30 | P a g e
Pillar 3: Support and Guidance
KPI Current Status Measure of Success Time Frame
Goal 3.1- Improve the quality and availability of school resources
1 Infrastructure Limited provision of facilities
Development and establishment of feasibility analysis required for expansion/improvement
2019
2 New programme proposals None at present Development feasibility analysis for new programmes specifically language support.
2019
3 Learning technologies and resources
Suboptimal utilization of available technologies and limitation in current library resources
Technology upgraded and increased provisions to support E-Learning and BYOD*. Expansion of library resources availability and usage.
2020
*BYOD – Bring Your Own Device
Pillar 3: Support and Guidance (Cont.)
KPI Current Status Measure of Success Time Frame
Goal 3.2 – Further improve systematic monitoring and availability of student data
1 Parents accessibility to relevant student data
Limited access Alert mechanism through the school management system
2019
Pillar 3: Support and Guidance (Cont.)
KPI Current Status Measure of Success Time Frame
Goal 3.3- Further support to students with learning difficulties and disabilities
1 Awareness Limited Increased links between parents, teachers and the students
Reviewed annually
2 Number and type of specific resources
Limited
Increased provision in the financial budget. Recruitment of a full time specialist
2019
3 Collaboration with special agencies
In place Opportunities for expansion with foreign collaborations
2020
ARKIS 31 | P a g e
Pillar 3: Support and Guidance (Cont.)
KPI Current Status Measure of Success Time Frame
Goal 3.4- Further enhance the learning and working environment
1 Quality of work environment
Health and safety policy reviewed
Budget allocated Audit completed Risk management controls developed
Reviewed annually
2 Business continuity plan In place Implementation of Business Continuity plan
2019
Pillar 3: Support and Guidance (Cont.)
KPI Current Status Measure of Success Time Frame
Goal 3.5- Make a difference locally and internationally
1
Number and type of international and national charitable projects involving staff, students, parents and alumni.
Limited Increased participation and involvement of parents and alumni
Reviewed annually
Pillar 3: Support and Guidance (Cont.)
KPI Current Status Measure of Success Time Frame
Goal 3.6 – Further promote partnerships with the wider community
1 Number and types of local collaborations
UNESCO INJAZ MOE MOI Tamkeen Embassies
Increased student participation
Reviewed annually
ARKIS 32 | P a g e
Pillar 4: Leadership, Management and Governance
KPI Current Status Measure of Success Time Frame
Goal 4.1- Enhance the process of decision-making
1 Organizational structures In place Structure refined and implemented for best organizational fit.
2020
2 Governance In place
Relationship between the school leadership & management and the governing body reviewed and agreed
2017
Pillar 4: Leadership, Management and Governance (Cont.)
KPI Current Status Measure of Success Time Frame
Goal 4.2 - Further improve audit of policies and procedures
1 School policies and procedures
In place Policies reviewed, updated and implemented.
As and when required
2 Financial health and economic stability
In place Budget allocation reviewed and increased.
Reviewed annually.
ARKIS 33 | P a g e
Quality Assurance and Enhancement
KPI Current Status Measure of Success Time Frame
Goal 1- Embed a culture of quality enhancement throughout the school
1 Quality Enhancement committee
In place Committee fully functional 2017
2 Quality reviews In place Review and update existing practices to meet the education standards
Reviewed annually
3 Accreditation& Examination centres’ protocols
5-year review report submitted and accreditation maintained May 2017 CIE & IB Examination Centre
CIS/NEASC accreditation Maintain and meet the examination centre standards for both CIE and IB.
As and when required
Quality Assurance and Enhancement
KPI Current Status Measure of Success Time Frame
Goal 2- Enhance the quality of Teaching and Learning
1 Teaching quality controls
Monitoring system in place No digital archive
Digital module for recording data and generating qualitative and quantitative reports is available and integrated with the school management system.
2018
2 Number of benchmark reviews against CIE & IB
Self-study for 10 year IB review CIE annual review
10-year IB review visit completed successfully. Maintain CIE examination centre standards
2018
3 Teachers qualifications approval
Professional educational development for private school (MOE)
Majority of the teachers are approved by the MOE
2020
ARKIS 36 | P a g e
References:
1. Euromonitor.com. (2017). Bahrain Country Fact file. [online] Available at: http://www.euromonitor.com/bahrain/country-factfile [Accessed 23 May 2017].
2. Tradearabia.com. (2017). Bahrain tops in living standards ranking in Arab region. [online]
Available at: http://www.tradearabia.com/news/MISC_288975.html [Accessed 22 Jun. 2017].
3. Cia.gov. (2017). The World Fact book — Central Intelligence Agency. [online] Available at: https://www.cia.gov/library/publications/the-world-factbook/geos/ba.html [Accessed 22 Jun. 2017].
4. GFH (2016). Sector Report GCC Education. [online] GFH, pp.5-12. Available at:
http://gfh.com/wp-content/uploads/GFH-Education-Sector-Report.pdf [Accessed 29 Jun. 2017].
5. The Economic Development Board of Bahrain. (2017). Bahrain’s non-oil sector growth
accelerates to 4.4% in first quarter of 2017 - The Economic Development Board of Bahrain. [online] Available at: http://bahrainedb.com/bahrains-non-oil-sector-growth-accelerates-to-4-4-in-first-quarter-of-2017/ [Accessed 29 Aug. 2017].
6. Williams-Grut, O. (2017). The 10 best countries for expats to work in. [online] Business Insider.
Available at: http://uk.businessinsider.com/hsbc-countries-expats-best-careers-work-2016-12 [Accessed 29 Jul. 2017].
7. http://www.rcsi-mub.com. (2012). STRATEGIC PLAN 2012 - 2017. [online] Available at:
http://www.rcsi-mub.com/files/2013/20131215054801_RCSI%20Bahrain%20Strategic%20Plan%2020.pdf [Accessed 29 Apr. 2017].
8. Schools Reviews Handbook. (2015). [ebook] Bahrain Quality Assurance. Available at:
https://www.bqa.gov.bh/En/Mediacenter/Documents/Schools%27%20Framework%20English_2015.pdf [Accessed 29 Apr. 2017].
9. Cois.org. (2017). CIS | International Education Membership Community. [online] Available at: http://www.cois.org/page.cfm?p=1 [Accessed 15 Aug. 2017].
10. International Schools (CIE) / Commission on International Education. (2017). ACE Overview. [online] Available at: https://cie.neasc.org/accreditation-standards-indicators/ace-overview [Accessed 8 May 2017].
