In the context of taking the necessary steps to execute the Gulf Arab States Educational Research Center's program plan for the financial cycle of 2025-2026, which was approved by the General Conference of Ministers of Education in the member states of the Arab Bureau of Education for the Gulf States (ABEGS), and in order to improve the quality of the program's execution and benefit from research expertise in the Gulf and the Arab region as a whole, we are pleased to announce the opening of the Gulf Arab States Educational Research Center (GASERC).

The technical and financial proposals will be selected based on their compliance with the terms and conditions outlined in the tender documents, their quality, the proposer's understanding of the program's subject and theoretical background, and the submission of a detailed plan for the execution of the program's various methodological and procedural aspects within the approved framework. We hope that this action will strengthen cooperation between GASERC, research centers, and educational researchers, thereby contributing to the advancement of educational research and enhancing the center's program outcomes.

Dr. Mohammed Mutair Al Sharija

      GASERC Director       

Program Description

This program aims to enhance and develop creativity and innovation skills among general education students (grades 10-12) in member countries of the Arab Bureau of Education for the Gulf States. It seeks to achieve this by advancing educators' knowledge and skills in developing innovative curricula and stimulating educational practices. These efforts will help unlock students' creative potential and foster their innovative abilities, thus preparing them to actively contribute to the development and prosperity of their communities. The program focuses on strengthening the capabilities of curriculum developers and teachers, enabling them to equip secondary school students with creativity and innovation skills. The program will achieve this by designing both in-class and extracurricular activities. The program will also leverage regional and international educational practices in this field to design a reference guide for curriculum developers and teachers. This guide will assist them in creating curricula that align with global goals focused on investing in innovative human capital, and it will be in line with the strategic directions of the member states.

Program Objectives

• Enhance creativity and innovation skills among general education students (grades 10-12) in member countries of the ABEGS.
• Support teachers and educational specialists in implementing effective practices to foster creativity and innovation in classrooms.
• Increase awareness of the importance of developing creativity and innovation skills among students and their impact on improving their academic and professional outcomes.

Target Audience

• Curriculum developers.
• School principals.
• Teachers.

Activities

1. Develop a reference guide for curriculum developers and teachers on creativity and innovation skills, along with strategies for their development. This will include detailed matrices for designing the necessary educational activities and the appropriate strategies for their implementation.
2. Organize a workshop for educational specialists in member countries to explore how to effectively utilize the reference guide.

Expected Outcomes

1. A reference guide for curriculum developers and teachers on creativity and innovation skills for general education students in secondary schools in member countries.
2. A final report on the outcomes of the workshop and its recommendations.

Implementation Duration

• 7 months

Project Description

Authentic Assessment is an educational evaluation approach aimed at assessing students' skills and knowledge in real-world contexts and practical situations, reflecting how these skills and knowledge are used in daily life or professional settings. This type of assessment focuses on measuring students' ability to practically apply what they have learned, rather than merely recalling information. It differs from traditional paper-and-pencil assessments, which primarily evaluate a student's mastery of facts and knowledge without adequately judging their ability to apply them.

Authentic assessments involve tasks that mirror real-world challenges, making them more engaging, motivating, and relevant to students' actual skills. These assessments require a high level of thinking, greater problem-solving abilities, and the capacity to choose the appropriate skills, as well as determine when and how to apply them. Authentic Assessment serves as an effective approach to achieving these goals by emphasizing the evaluation of students' ability to demonstrate their understanding of key learning objectives within real-world contexts through performance-based tasks that simulate actual demands.

This program aims to highlight the importance of authentic assessment, familiarize educators with its key tools, and explore policies for its implementation in public schools within the member states of the Arab Bureau of Education for the Gulf States. It also seeks to showcase global experiences and best practices in the field while developing a practical guide to train specialists and stakeholders on effective methods for employing authentic assessment in education.

Project Objectives

• Explore the latest global trends in employing authentic assessment in teaching and learning.
• Document policies and procedures for implementing authentic assessment in teaching and learning within schools in the member states.
• Build the capacities of curriculum developers and teachers in employing authentic assessment for learning evaluation.
• Raise awareness among educational specialists and practitioners about the importance of authentic assessment and its applications in teaching and learning processes.

Target Groups

• Educational policymakers
• Curriculum developers
• Teachers

Activities

1. Conduct an analytical study on global trends in employing authentic assessment and methods of implementing it in education.
2. Document the current status of authentic assessment in teaching and learning in the member states of the Arab Bureau of Education for the Gulf States, based on relevant policies, regulations, and official guidelines governing evaluation procedures.
3. Develop a practical guide for training curriculum designers and teachers on how to apply authentic assessment in teaching and learning.
4. Organize a training workshop for curriculum designers and teachers in the member states on designing and implementing authentic assessment

Outputs

1. An analytical study on modern global trends and practices in using authentic assessment in general education, and policies of implementing it in evaluating student learning in the member states.
2. A practical guide for implementing authentic assessment in public schools within member states.
3. A final report on the training workshop.

Duration of the project

• 12 months

Proposals will be accepted until March 15, 2025

Program Description

Students with disabilities face significant challenges in accessing appropriate education within traditional learning environments. These challenges extend beyond physical or sensory barriers to include psychological and social obstacles that can hinder their full integration into the school community. As a result, the inclusion of students with disabilities in the educational process continues to be a challenge for educational institutions, which strive to meet the specific needs of this group to ensure they fully benefit from education, in accordance with legislative and societal commitments to justice and equality in educational opportunities.

In response to these challenges, technology has emerged as a promising solution that can fundamentally transform how the educational needs of these students are addressed. Modern technologies, including advanced applications, assistive tools, and interactive platforms, offer new opportunities for designing inclusive educational environments. These technologies provide solutions that enhance the ability of students with disabilities to actively participate in the educational process. Consequently, technology can play a vital role in overcoming the barriers faced by this group, enabling them to fully benefit from available educational opportunities.

This program aims to study and analyze contemporary global practices in utilizing technology to support the education of students with disabilities, with a particular focus on auditory and visual impairments. It will also offer practical guidelines for teachers on how to effectively apply these technologies through innovative educational practices.

Program Objectives

• Familiarize participants with modern models and practices for using technology to integrate students with auditory and visual impairments into education.
• Facilitate equal educational opportunities for students with auditory and visual impairments, improving their academic performance.
• Strengthen teachers' ability to use technological tools interactively and appropriately to meet the needs of students with auditory and visual impairments.
• Support educational institutions in member countries in meeting the needs of students with auditory and visual impairments, assisting them in applying advanced educational technologies to create inclusive learning environments.

Target Audience

• Educational policymakers.
• Teachers.
• Specialists in teaching students with disabilities.

Activities

1. Conduct an analytical study of contemporary global models and practices in utilizing technology to facilitate the integration of students with auditory and visual impairments into education and enhance their academic performance.
2. Develop a guideline for teachers on the best methods and practices for using technology to support the education of students with auditory and visual impairments and create inclusive learning environments.
3. Organize a workshop for specialists in member countries on the use of advanced technological tools to support the education of students with auditory and visual impairments and foster inclusive learning environments.

Expected Outcomes

1. An analytical study of contemporary global models and practices in utilizing technology to facilitate the integration of students with auditory and visual impairments into education.
2. A guideline for teachers on effective methods and practices for using technology to support the education of students with auditory and visual impairments and facilitate their integration into educational environments.
3. A final report on the outcomes of the workshop.

Implementation Duration

12 months

Project Description

The field of educational research is undergoing a significant transformation with the advent of artificial intelligence (AI) tools, offering tremendous potential to enhance research and development in education. However, the use of these tools introduces new ethical challenges that require careful consideration. It is therefore crucial to develop guiding frameworks to ensure the responsible and ethical use of AI tools in educational research, aligned with scientific principles and research ethics.

In its efforts to structure and advance educational research methodologies, the Gulf Arab States Educational Research Center (GASERC) aims to raise awareness of the mechanisms and ethics of using AI tools in educational research. This program focuses on developing a set of guiding and procedural frameworks for researchers and educational specialists in this field.

Project Objectives

• Enhancing the capabilities of educational researchers in Ministries of Education across member states.
• Raising awareness about the ethics of using AI technology tools and open data in educational research.
• Highlighting ethical risks associated with using AI tools and open data in educational research.
• Developing practical procedures to optimize the use of AI tools and open data in educational research in light of rapid technological advancements.
• Enriching the Arabic library with modern references that address emerging issues in educational research.

Target Groups

• Researchers in educational fields.
• Officials and specialists in research centers and departments within Ministries of Education in member states

Activities

1. Preparing a guideline on the ethics of using AI technology tools and open data in educational research, based on global best practices.
2. Preparing a practical guide on available AI tools and open data technologies for use in educational research.
3. Conducting a workshop for specialists in member states on the use of AI tools and open data in educational research.

Outputs

1. A guideline on the ethics of using advanced technologies (AI and open data) in educational research.
2. A practical guide on advanced technologies (AI and open data) available for use in educational research.
3. A final report on the workshop.

Duration of the project

• 12 months

Proposals will be accepted until March 15, 2025

Program Description

Goal 16 of the Sustainable Development Goals (SDGs) states, "Promote peaceful and inclusive societies for sustainable development, provide access to justice for all, and build effective, accountable, and inclusive institutions at all levels." In alignment with this goal, the Arab Bureau of Education for the Gulf States has developed an awareness program aimed at promoting values of tolerance and acceptance in the form of a reference guide designed to strengthen these values among students. Building upon these efforts, the current program focuses on identifying effective approaches to integrate concepts of peace into curricula and educational practices in member countries. It will involve the creation of a comprehensive reference guide for educational policymakers, curriculum developers, and teachers, covering global policies and practices in the field of education for peace.

Program Objectives

• Familiarize participants with the latest trends, policies, and global practices regarding education for peace.
• Integrate concepts of peace and tolerance into curricula and educational practices in member countries.
• Build the capacity of curriculum developers and teachers to promote the concept of peace among students through curricula and teaching practices.
• Raise awareness of the importance of education for peace and its role in achieving social stability and sustainable development.

Target Audience

• Decision-makers in the Ministries of Education in member countries.
• Curriculum developers.
• Teachers.

Activities

1. Develop a comprehensive reference guide on the latest trends, policies, and global practices in education for peace.
2. Organize a workshop for policymakers and educational specialists in member countries to review the content of the reference guide and explore strategies for integrating peace concepts into the educational process.

Expected Outcomes

1. A reference guide on global policies and practices on education for peace.
2. A final report on the outcomes and recommendations from the specialized workshop.

Implementation Duration

7 months

Project Description

This program builds on the outcomes of the previous financial cycle’s program on teaching and learning English at the primary school level. The current program focuses on middle school students, a critical transitional stage in a student’s educational journey, where learners deepen their understanding of the English language and advance their foundational skills into more complex competencies. These skills enable students to communicate effectively and better comprehend linguistic content.

This stage requires advanced teaching strategies that align with the academic development of students at this age, as well as the psychological and cognitive changes they experience. Educational strategies at this level should emphasize fostering students' interest in the English language through realistic and interactive experiences that develop the linguistic skills needed for real-life contexts.

The program emphasizes the development of modern teaching strategies that encourage active student participation and effective use of the English language in diverse contexts. Additionally, it highlights the integration of technology to enhance the English language learning experience at the middle school level. The program aims to equip English teachers with innovative teaching skills and methods based on global best practices in this field.

Project Objectives

• Develop strategies for teaching and learning English for middle school students.
• Enhance the skills of middle school English teachers to meet the educational needs of students at this level.
• Strengthen middle school students’ ability to use English in various life and academic contexts.

Target Groups

1. Specialists in developing English language curricula.
2. Supervisors of English language teaching at the middle school level.
3. English language teachers in middle schools.

Activities

1. Review the study conducted by GASERC on teaching and learning English at the primary school level.
2. Conduct an evaluative study on the strategies used in member states for teaching English to middle school students and explore ways to improve them based on global best practices in the field.
3. Develop a training guide for teachers on effective strategies for teaching English to middle school students.
4. Organize a training workshop on designing and implementing effective strategies for teaching English at the middle school level.

Outputs

1. An evaluative study of English teaching strategies at the middle school level in member states, along with recommendations for their development based on global best practices.
2. A training guide for teachers on effective strategies for teaching English to middle school students.
3. A final report summarizing the outcomes of the training workshop.

Duration of the project

• 12 months

Proposals will be accepted until March 15, 2025