General Education is an educational system that provides the basis for preparing the youth in a consistent curriculum framework that ensures achieving the State's goals and principles with the help of a variety of methods that can secure numerous opportunities for individuals and society so that they can develop their skills and abilities and meet their full potentials to be able to serve their society as a whole.

Providing suitable opportunities so that learners can, in a fully comprehensive way, develop spiritually, mentally, socially, psychologically and physically to the extreme extent of their potentials in a way that assures a balance between self-fulfilment and serving their society through responding to modern age requirements and social and economic development, and at the same time preserving the cultural identity of the society.

1. Contributing to interaction with the current age and that entails free thinking and in response to the dynamic change without any kind of conflict with the private cultural identity of the society.

2. Contributing to establishing the values of faith through showing the importance of mutual dialogue and respect for human rights to learners and providing the basis for a wholesome democratic life.

5. Carrying out the institutional reform in General Ed-ucation to cope with the needs that achieve strategic goals.

6. Bridging the digital gap between the present Gen-eral Education and the requirements of dealing personally and publicly with high tech-nology in various scientific and practical life fields.

3. Inculcating the concept of wealth production and conserving environment and the country re-sources.

4. Highlighting the requirements of schools' curricu-lum of General Education System in a way that ensures achieving the State's goals and princi-ples.

A vision is a statement about what your organization wants to become. It helps all members of the organization feel proud, excited, and part of something much bigger than themselves. It gives shape and direction to the organization’s future.

Targets that an or-ganization must

achieve to make its strategy succeed.

Vision

PerformanceIndicators

StrategicObjectives

Mission

Values

Mission or Purpose is a precise description of what an organization does. It describes the business the organization is in. It is a definition of “why” the organization exists currently. Each member of an organization should be able to verbally express this mission.

Measures of performance. Used to help an organization define and evaluate how successful it is.

Vision

PerformanceIndicators

StrategicObjectives

Mission

Values

Describe actions which are the living enactment of the values held by most individuals within the

organization.

Define how people want to behave with each other in the

organization.

Represent an individual’s highest priorities and deeply-held driving

forces.

Statements about how the organization will value customers (Students) and the internal community.

Innovation Integrity ExpertiseCreativity

Commitment Distinction AchievementQuality

&Excellence

Motivation Professionalism ChallengeAmbition

Credibility Inspiration persever-ance

Determination

Reflection ResourcefulnessTeam work

&Dedication

Reliability

The vision of teaching English in Kuwait is derived from the Strategy of General Education in the State of Kuwait and the needs to construct path-ways that inspire students and address the widest possible range of academic standards. To achieve a model of active learning extending from kindergarten to pre-university education based on critical think-ing and creativity to keep pace with scientific and technological development and meet the chal-lenges of modern life, we deem it necessary to up-grade our curricula, raise the efficiency of our teach-ers and improve the learning environment.

It is the aspiration of ELT general supervision to create learners with diverse, positive and constructive attitudes towards them-selves and their society. To achieve such target, learners should be equipped with a sense of creativity in both their studies and future careers. Such goals could only be achieved through developing learners' abilities to take care of them-selves, to be able to communicate with oth-ers appropriately and take the right deci-sions whenever necessary.

• To empower them by stimulating and de-veloping their imaginative, critical and moral faculties.

• To be equipped with the English language to make appropriate language choices and apply them in a range of contexts.

• To study, use and enjoy the English lan-guage and its literature, communicate orally, visually and in writing.

• To ensure a quality holistic education sys-tem that recognizes the spiritual, cul-tural, intellectual and physical potential of all learners.

• To promote skills which develop creativity, positive communication, psychological respite, a sense of ambition, confidence, self-respect and respect for others.

• To develop values, knowledge and compe-tencies that will enable them to live full and satisfying lives and be lifelong learn-ers.

ELT general supervision is the channel that bonds the administrative and the technical bodies together, and provides both with the most accurate data and information, either positive or negative, in the course of pursuing, watching and supervising over the functions in the field directly, as well as measuring, assessing and evaluating. Our mission is addressed to learners, per-sonnel (teachers, supervisors and administrative personnel), curriculum, meth-ods, activities, assessment and evaluation.

PI PI

PI PI

PI

A (P I) performance indicator is a measure of performance.

Such measures are commonly used to help an organization define and

evaluate how successful it is, typically in terms of making progress towards its long-term organizational goals

.

What are Performance Indicators ?

ELT general supervision is the channel that bonds the administrative and the technical

bodies together, and provides both with the most accurate data and information, either positive or negative, in the course of

pursuing, watching and supervising over the functions in the field directly, as well as

measuring, assessing and evaluating. Our mission is addressed to …..

learners personnel (teachers, supervisors and administrative

personnel ), curriculum, methods, assessment and evaluation. activities,

Mission

We aim to empower our learners to acquire effective English language and communica-

tion skills for their academic and professional lives through innovative teaching and promo-

tion of independent learning. We seek to raise learners' school attain-ment, taking into account individual differ-

ences and the development of outstanding and gifted English learners' potentials and tal-

ents.

1.Learners

We aspire to make learners able to…• interact effectively in a variety of situations. • obtain and make use of information from a variety of sources

and media. • present information in an organized manner. • appreciate literature and other cultures and the nature of

language.• communicate with others skillfully, appropriately, and

effectively for a variety of purposes.• develop critical thinking, problem solving, scientific thinking

and organizational skills.• obtain necessary foundation to pursue higher education, e- learning, cooperative learning and team spirit.

Strategic Objectives

• Improvement of learners' performance through study and analysis of statistics of success compared to previous years. • Increase in rate of learners' success not less than 75% in

the three stages of education. • 50% reduction in number of repeaters. • Rise in number of learners who pass the aptitude test. • Participation of gifted and talented learners in local de-

bates and seminars. • Participation of 50% of learners, including those with

special needs, in the extra - curricular activities.  

Performance Indicators

 

*An increase in rate, not less than 75%, in the oral and written fluent expression.

 * 80 % increase in the number of beneficiaries of low –achievers from learners' care centers.

•80% increase in number of beneficiaries from TOEFL and IELTS and Aptitude Test training programmes.

 * Participation of all learners, including those with Special needs, in the extensive reading project.

 * Participation of all learners, including those with special needs, in designing classroom projects.

Exploitation of diverse sources of knowledge (Web / school library / public library and the media) by all learners, including those with special needs.

Participation of all learners , including those with special needs, in co-curricular activi-ties.

Participation of 90% of learners, including those with special needs, in activities associated with the extensive reading project.

The goal of our curriculum is to set standardsfor the four domains of English language learning: social interaction; access to information; presentation; and appreciation of literature,culture, and language. Since there is not one single best method for everyone in all context, ELT general supervision adopts a variety of methodologies and approaches and applies them according to the learning context and objectives.

2.Curriculum

We aspire to make our curriculum /methods…

• instill learners' pride in the national iden-tity, values and Islamic morals.

• provide a framework to build strong and rich classroom experiences that incorporate all the important learning a community expects of its learners.• promote the quality of education so that its

outputs would meet the requirements of the labour market.

Strategic Objectives

• incorporate knowledge and skills that will enable learners to be successful in the workplace of their choice, as well as in their roles as responsible citizens in the life of local, national and global communi-ties.

• enable learners to use science and technology effectively and critically,showing responsibility towards environment, health issues and challenges

of modern era.

• enable learners to be culturally and aesthetically sensitive across a range of social context.

• enable learners to organize and manage themselves and their activities responsively and effectively.• create opportunities to integrate the academic and workplace knowledge and skills and learning opportunities to enhance learners’ ability to see connections between what is learned and practical

applications of that learning. • emphasize an approach to syllabus design which

integrates the four language skills, school subjects and fluency and accuracy in order for learners to communicate effectively and accurately in English.

• implement methods based on active learning and linked to the needs of the local reality,

and support critical scientific thinking, problem solving, and lifelong learning and the values

of citizenship and ethics.

• incorporate advanced technology education integrated in the educational process.

• spread the culture of self-education and training in the community and contribute to building a knowledge society.

• raise awareness of environmental problems, global issues and the need to coexist peace-

fully with other cultures.

raise awareness of the importance of e-learning , cooperative learning and

team spirit .

stimulate the minds of learners to participate fully and actively in the economic prosperity of the country.

add the elements of enjoyment and interest in the process of learning .

• Assigning working teams to assess and follow-up the curriculum. • Development of curricula in the three stages

of education according to the recommenda-tions

of the curriculum evaluation committees. • Provision of 90% of digital educational programmes supporting the curricula. • Designing enrichment material in support of the curricula.

 

Performance Indicators

• Development of curricula specially for slow learners and those who have learning difficulties. • Development of curricula serving learners

with special needs. • Feedback from the public about the programmes of educational channels. 

• Organizing workshops / seminars / training courses on curriculum development in the three stages of education by both the General

Supervision and the Educational Districts.

• Participation of all learners in all schools in the different cultural events (Islamic – na-tional – moral ) .

 

• Participation of 50% of gifted and talented learners, in each educational district, in the events associated with contemporary environmental and global issues.

• Conducting an analysis, in cooperation with the relevant authorities, of how much the outputs of education match the labour market.

 • Rise in number of learners who pass the aptitude test.• An increase in rate, not less than 75%, in the oral and written fluent expression.

   

Participation of 90% of learners, including those with special needs, in activities associated with the extensive reading project.

Exploitation of diverse sources of knowledge (Web / school library / public library and the media) by all learners, including those with special needs.

The Educational Framework

Our aim is to provide quality education

programmes to improve instructional

and self-evaluation skills to build up the

capacity of all personnel.

Personnel Mission

Strategic Objectives

Personnel

use communication technology in teaching.

acquire a high level of professionalism and

expertise to demonstrate educational leadership

and good planning and thinking.

sustain an environment of challenging and

collaborative learning, notably through a small-

group tutorial system.

be engaged in ongoing professional development

in respect of both teaching and research.

participate frequently in national and international

conferences.

publish research findings in journals and books.

regularly host distinguished visitors, maintain and

extend links with cognate departments and

institutions.

improve instructional and self –evaluation skills.

be able to use different assessment techniques

and tools.

use necessary information for effective

communication.

assist with content oriented problems and serve

as a resource for both the school and teachers.

understand the characteristics of learners

and dealing with individual differences.

develop the skills of critical, creative and

innovative thinking in the teaching of English

language domain.

PersonnelPerformance

indicators

Participation of each school at least in lectures,

seminars or field lessons.

An average contribution in the National Forum of at

least three activities from each educational district.

Attendance of all candidates to the ten annual

training programmes, approved by the General

Supervision (training, qualifying, refreshment…)

Exchange of visits between all teachers within

schools in the three stages of education.

Exchange of visits between 80% of heads of

departments of schools in the three stages of

education

An average exchange of visits of four per year

between the public schools and the private ones.

Visits of all teachers in the care programme to

the highly competent teachers.

Publication of a periodical magazine

specialized in education and prepared by

teachers and supervisors.

Participation in regional and international

conferences and forums associated with

the English language.

An average of 70% implementation of

technologies in teaching.

An overall adoption of various self-evaluation

forms.

Involvement of all teachers in the textbook

evaluation.

Designing exams in conformity to the

approved specifications

Assessment/Evaluation

Mission

Effective assessment is planned and communicated; outcomes, teaching strategies and assessment criteria are carefully matched. Evidence is obtained through a range of formal and informal assessment approaches which are chosen to suit the nature of the learning being assessed, the varied characteristics and experiences of the learners and the purpose for which the information is to be used which is raising English learners' school attainment.

Assessment/EvaluationStrategic objectives

clarify what learners know and can do and

what they still need to learn.

address critical and creative thinking, self-

learning, self-evaluation, cooperative learning

and high levels of thinking ( extrapolation –

conclusion – inference )

sustain confidence and motivation.

involve learners to reflect on their

performance.

support teaching and learning goals.

plan as learners know when and how they

are being assessed.

ensure validity, fairness and a variety of

assessment tools.

Assessment/Evaluation

Performance indicators

Designing a rubric of specifications for tests for all grades in the three stages of education.

Diversification of evaluation methods to include all the basic skills and subsidiary ones.

Training students in self-learning / self-evaluation through activities in the curricula serving this aim.Diversification of evaluation methods to address

higher-levels of thinking (induction - deduction – conclusion ...)Increase in rate of success in the diagnostic tests

in the three stages of education.Increase in rate of success not less than 75% in the three stages of education.

To create knowledge and art through

research, teaching and learning to transfer

intellectual products to society.

Extra / C0-curricular Activities

Mission

provide learners with opportunities to

develop leadership and responsibility.

nourish learners’ talents.

intensify creativity and innovation.

Strategic objectives

Extra / C0-curricular Activities

provide enjoyment, a competitive spirit and self-esteem.

link classroom language to learners’ experiences.

foster personal development through the improvement of their language and computer skills.

enhance social communication skills through co-operative learning.

increase the learners’ intrinsic motivation become lifelong and independent learners.

Participation of gifted and talented

learners in local debates and seminars.

Participation of 90% of gifted and talented

learners in the approved annual

competitions.

Extra / C0-curricular ActivitiesPerformance

Indicators

Participation of 50% of learners, including

those with special needs, in the extra-curricular

activities.

Participation of all learners, including those

with special needs, in co-curricular activities.

Participation of all learners, including those

with special needs, in the extensive reading

project.