I tried some third world countries that is the educational model based on skills and situations and embodied in their curricula, and these countries are: Morocco, Tunisia, Oman, Saudi Arabia, the belief in the need of the learner to such skills in the context of the development of teaching Arabic diagnosis and the reality of the situation and progress towards the example.
2.1.1 Kingdom of Morocco:
The Ministry of National Education In the Kingdom of Morocco to adopt the approach of teaching competencies, and apply them to educational institutions since the 2002 2003 school year after a comprehensive review of educational curricula and re-formulation of objectives in line
With the new curriculum, and focused on the importance of the National Charter surveillance Ongoing examinations, and the need to develop to improve the quality of education at all school levels. It was therefore necessary to resort to plan calendar suitable for monitoring Continuous and periodic examinations of the other standard, and can adopt the approach that consists Of the following themes: building a framework of reference for the calendar from the identification and function Evaluation, and analysis of the official curriculum and the end of the development agenda for the allocation of competences on Evaluation.
2.1.2 Tunisia
As did Tunisia in the review of educational curricula, and adopt a program of teaching competencies, and began the initial phase of the APC in an attempt to build an integrated manner. This is based on learning style to the basic concepts :
I: basic skills: a set of integrated capabilities for knowledge and mental and motor skills employed in significant positions. Which is the minimum required to continue learning and the subsequent acquisition of new competencies.
II: the final target fusion: an integrated competencies requires owned at the end of the year or class to continue learning later. This objective constitutes the basic skills to be practiced in the adequacy of major and significant positions.
2.1.3 Sultanate of Oman:
As well as the faculties of education in the Sultanate of Oman employ the entrance of skills, in an attempt to develop frameworks of Omani teachers, highly qualified, to fill the needs of the education sector at various levels and specialties, are interested in the quality of graduates and their efficiency and their ability to perform well and adapt and keep pace with developments. I put the Directorate General of the Faculties of Education Ministry of Education Ali plans and mechanisms to update the teachers to keep pace with the development witnessed by the Sultanate in the educational process, and to make these schools keep pace with conventions that include the education sector.
And the "Guide for the induction in primary education colleges of education" The new roles of teachers, especially teachers of basic education and professional Kvayate.
2.1.4 Saudi Arabia:
Language skills curriculum designed primarily for the leopard high school (the school dedicated to the experience of secondary flexible), and care is taken to be valid for the application in the scientific section of the high school. And was initially an experiment to a particular school, then studied and circulated to forty-two schools in the Kingdom, including six schools in the city of Riyadh.
Experience and skills did not include all the stages, but were limited to high school, and the Arabic language only.
التسميات
education