3rd Arab States Meeting on Education 2030 (ARMED III) 2018
to Reach SDG4 Targets in Arab Countries
Dead Sea – Jordan, 4-7 November 2018
ARMED III Background
The participants in the technical workshop on aligning curriculum, teacher policies and practice, and learning assessment to reach SDG4 targets in Arab States, conducted in the context of the AR-MED III meeting in Jordan, Dead Sea on 4-6 November 2018, reaffirm our commitment towards enhancing education quality in our countries in line with Education 2030 Agenda.
Participants in the technical workshop comprised of officially nominated representatives of Arab Ministries of Education in charge of curriculum, teachers and learning assessment, as well as SDG4 national coordinators. By aligning curriculum, teacher policy and practice, and learning assessment, we understand putting in place effective mechanisms for these different, yet related educational areas to work cooperatively in order to realize the ambitious and transformative goal of Education 2030 - and leaving no one behind in the spirit of considering education as a fundamental human right.
Both the horizontal alignment (i.e. aligning curriculum standards/learning requirements with classroom practices and assessment) and vertical alignment (i.e. alignment of curriculum and curriculum-related areas with national education policies and support systems within national education systems) are important and need to be envisaged based on flexible arrangements by taking learner needs and local contexts into account.
Commitment to achieving SDG 4
We can achieve quality education only if teachers and educators are educated, qualified, motivated, empowered and supported. We equally need school leadership and governance that promotes alignment of curriculum, teacher policies and practice, and learning assessment that allows for focusing on learning and collaboration in the context of conducive learning environments.
We need a holistic vision of curriculum that is comprehensive and supported by appropriate learning materials. We need to harness advances in information and communication technologies, including artificial intelligence, to diversify and enrich teaching and learning facilities and processes.
We need education systems and processes that are effectively governed including at school levels, with equitable capabilities and sufficient financing, as well as appropriate planning and monitoring tools.
Recognizing the important role of teachers in ensuring inclusive and customized solutions in quality curriculum development and implementation, as well as in monitoring learning achievements, challenges and progression, we salute the choice of the alignment concept as a means of enhancing synergies between curriculum and curriculum-related areas and collaboration among those working on curriculum, teacher professional development, and learning assessment.
Expected Outcomes of the Meeting
By the end of the three-day technical workshop, the following expected outcomes are envisaged:
- Shared understanding of what alignment of curriculum, teachers and learning assessment implies; and why it is important for reaching SDG4 targets;
- Arab country reports on the alignment issue shared focusing on achievements; challenges/gaps; and lessons learned;
- Inventory of promising practices in aligning curriculum, teachers and learning assessment through both policy interventions and school/classroom-based practices based on meaningful dialogue between top down and bottom up initiatives;
- (Draft) Action plans for follow up at different levels focusing on priority issues/solutions with regard to aligning curriculum, teachers and learning assessment; as well as support needed from Arab Regional support Group and other partners;
- Joint Statement with regard to Arab countries commitment to enhancing alignment of curriculum, teachers and learning assessment as an important lever in reaching SDG4 targets.