School performance enhancement depends on the development of school’s ability to achieve the goals of quality learning. This requires improving the quality of all parties involved in the educational operation in all the dimensions and elements of the educational system in general, and of teaching in particular owing to the fact that the enhancement of learning is intrinsically bound up with the educational and training role and functions of school. It is also linked with its ability to contribute to raising the standards of learning and to further developing and bettering it within the context of the changes that the world around us is witnessing and the challenges that today’s societies are facing.
Learning enhancement requires drawing up a well-crafted plan that should spring from an accurate diagnosis of the conditions of educational institutions in accordance with accurate and meaningful criteria and indicators in such a way that there is a harmonious and coherent complementarity between all roles and operations of management, governance, teaching /assessment and openness to the environment with a view to deducing practical solutions conducive to better educational performance through (i) effectively deploying resources and assets, (ii) activating inter-educational institution’s competitiveness and its openness to life in order to achieve direct and positive impact upon the school performance, learning and the acquisition of the skills and competencies necessary for the achievement of better quality learning.
This study, within the line of thought we have developed, is based upon the fact that school is now required more than ever before to accurately identify its aims, to renew its methods and instruments, to empower its various resources, and to carry out a well-crafted management of its work strategies so as to meet the challenges of the multidimensional competitiveness in accordance with standards of quality and, by implication, to effectively contribute to:
Learning enhancement requires drawing up a well-crafted plan that should spring from an accurate diagnosis of the conditions of educational institutions in accordance with accurate and meaningful criteria and indicators in such a way that there is a harmonious and coherent complementarity between all roles and operations of management, governance, teaching /assessment and openness to the environment with a view to deducing practical solutions conducive to better educational performance through (i) effectively deploying resources and assets, (ii) activating inter-educational institution’s competitiveness and its openness to life in order to achieve direct and positive impact upon the school performance, learning and the acquisition of the skills and competencies necessary for the achievement of better quality learning.
This study, within the line of thought we have developed, is based upon the fact that school is now required more than ever before to accurately identify its aims, to renew its methods and instruments, to empower its various resources, and to carry out a well-crafted management of its work strategies so as to meet the challenges of the multidimensional competitiveness in accordance with standards of quality and, by implication, to effectively contribute to:
- - engaging in an all-inclusive social development processes;
- - achieving effective integration of individuals in an all-inclusive social development;
- - effectuating the roles of school and enabling it to disseminate quality principles, citizenship values, tolerance, dialogue, human rights and effective interactions with this new area.
One of the core foundations of this study is that school is viewed as being a space where school administrators, teaching staff members and students co-exist within a continuing, ever-renewing relationship with students’ parents and tutors, the school environment and society. This entails that we enhance the quality of the methods and systems of our services and invigorate the relationship mechanisms between school and its partners through
- - taking into account the measures, procedures and implementation instruments whereby learning can be enhanced in complete control;
- - providing teaching aids, facilities and multi-purpose classrooms;
- - bettering the school environment and, by extension, making it appealing to learners;
- - opening school doors to life through effective interactions and partnership schemes between parents and tutors of students and civil society;
- - Providing all assets and resources that are conducive to the on-going enhancement of high quality learning within and outside the school.
- - Suggesting a system of practical and feasible alternatives, combined with ways of teaching which are necessary for the enhancement of performance in education.
This results in the boosting up of learning and the standards of education in general. Such performance requires that roles, actions and procedures complement each other.
