How to succeed at education reform: The case for Saudi Arabia and the greater GCC region (page 2 of 2)

i. A group of operating entities - consisting of a curriculum agency, teacher association and career agency, responsible for implementing the strategy action plans - must be comprised of talented individuals able to coordinate between various agencies and government institutions. Central to these entities' success is a relatively autonomous governance structure and clear accountability of strategy results.

ii. Education sector governance, characterized by decentralization and empowerment at various levels of the education system, is central to having a flexible education operating model, and in prompting innovation for addressing specific challenges.

iii. Finally, the implementation of strategic goals requires appropriate funding to ensure proper delivery and sustainability of strategic action plans. Funding requires efficiency and equity without compromising quality. In all levels of education, accountability is paramount in ensuring that funding is channeled efficiently.

3. A sound education infrastructure will ensure the delivery and realization of strategic goals. Booz Allen's research identified the four main pillars on which a strong educational system is built.

a. Quality of human capital - teachers hold a unique stakeholder position as the link between the education system, students, and parents - thus requiring them to be of high caliber. Developing teacher quality requires the screening, attracting, training and retaining of educated and talented individuals.

b. Curriculum - this must always be linked to socio-economic priorities. More emphasis is needed on mathematics, sciences, and technology if GCC countries are to be part of a global economy. English courses must additionally be taught in schools at an earlier age, to meet the demands of the private sector and allow for the transfer of knowledge from the expatriate community. In addition, the GCC region needs a wider curriculum choice for students, to equip them for both vocational and academic skills.

c. Frequent assessment and monitoring must be implemented on teaching quality and curriculum adaptation, through international tests and other local measures for educational effectiveness.

d. The Learning environment must expand outside of the classroom. Taking students to museums, theaters and scientific competitions allows for a wider learning experience. Equally important is making use of information technology, to expand the borders of knowledge among students and teachers alike.

"Going forward, each GCC country's strategic plans - some of which were formulated over the past few years - must ensure that a comprehensive approach is adopted in proceeding with education reform," said Samman. "In addition, the experiences of other countries like Jordan should be taken into account to avoid potential implementation pitfalls," he concluded.

Booz Allen Hamilton's study on education reform indicates that while the impact of an aggressive education policy may not become apparent until years after implementation, the experience of Singapore, South Korea and other countries indicate that noticeable results can occur in a decade, while full economic impact may require between three to four decades.

This by no means indicates that the policy maker's and business leaders' job is complete; instead, it outlines the nature of any good education policy - namely, a continuous process of adjustments and evolvement based on a holistic strategy approach.