Educational excellence framework book rev. 1.5

20302015
EDUCATIONAL EXCELLENCE FRAMEWORK
EEF
UN Sustainable
Development Goals

EEF
UN Sustainable
Development Goals2015 2030
The Hashemite Kingdom of
Jordan
The Deposit Number at The
National Library
(2015/12/5761)

EEF
2015 2030
Developed and Structured By:
Eng. Malek
Mohammed Ghazo
7th Sense Sustainable Excellence_MG
UN Sustainable
Development Goals

EEF
UN Sustainable
Educational Excellence
Framework
EEF Brief Summary

Educational Excellence Framework
EEF Brief Summary
EEF Brief Summary
EEF Brief Summary
6/64

EEF Brief Summary
EEF Brief Summary
EEF Brief Summary
7/64

EEF Brief Summary
EEF Brief Summary
EEF Brief Summary
8/64

EEF
UN Sustainable
Framework
EEF Table of Conetnts

13
7 Educational Excellence Framework
9 Educational Excellence Framework
15 Educational Excellence Framework Last Page 64
59
EEF Corporate Social Responsibility Initiative
Innovationialization Era
Corporate Innovation Excellence Framework Model
2
3 13
PAGE
Number
1 4
Contents Title#
Author
EEF Enablers - Results & EEF Assessment Weights
EEF Structure
4
8 45
6 41
5 17EEF Model
EEF Road Map
EEF Input Stage - Award Model (English)
EEF
UN Sustainable
15
11
EEF Overview
EEF Vs SDGs
Key Performance Indicators Alignment (Leading & Lagging KPI)
43
14 Educational Excellence Framework EEF References 61
53
12 57
11 55
EEF PAPP - Public Academic Private Partnership
EEF Input Stage - Award Model (Arabic) 49
10

EEF
2015 2030
Framework
EEF Structure
UN Sustainable
Development Goals

EEF Structure
EEF Structure
EEF Structure
Continuous
Development
Continuous
Learning
Business
Excellence
Educational
Excellence
Business Excellence
People Processes Partnerships
School Students
School Teachers
Parents
School Administrators
University Students
U-P University Teachers
Parents & Society Citizens
U-P University Administrators
Employees
Employers
Leaders and Managers
Region and World Citizens
Educational Strategy Planning
Educational Strategy Execution
Educational Strategy Improvement
Business Strategy Planning
Business Strategy Execution
Business Strategy Improvement
Education-Business Alignment
Education-Society Alignment
Business-Society Alignment
UN Goals-Education Alignment
UN Goals-Business Alignment
UN Goals-Societies Alignment
Academia-Business Partnerships
Academia-Society Partnerships
Business-Society Partnerships
Business-Government Partnerships
Academia-Government Partnerships
Businesses Benchmarking
Academia Benchmarking
Public Sector Benchmarking
Values Partnerships
Purpose Partnerships
Social Responsibility Partnerhsip
Social Accountability Partnerhsip
Current
World
Sustainable
World
Contin
uous
Improv
em-ent
Output-
Impact
Stage:
Employment
Continu-
ous
Improvem-
ent
In-Process
Stage:
Post
Graduate
Education
Continu-ous
Improvem-
ent
Input
Stage:
Schools
&
Under-
graduate
Education
http://www.unprme.org _ http://www.un.org _ http://www.efqm.org 12/64

EEF
2015 2030
Framework
EEF Enablers-Results
EEF Assessment Weights
UN Sustainable
Development Goals

People
Results
Leadership
Processes
Products &
Services
Strategy
People
Partnerships
& Resources
Enablers Results
Purpose
Method
Research
Values
Partnership Dialogue
Customers
Results
Society
Results
Key
Results
Society
Business
Academia
Social
Responsibility
Online
Learning
Creativity
&
Innovation
Seminars,
Forums,
Meetings,
Discussions
....
50
50
50
50
50
87.5
75
87.5
87.5
87.5
50 75 50 75
75
675 325
Social
Responsibility
&
Social
Accountability
Learning & Development
Values & Morals
Sustainability

EEF
2015 2030
Framework
EEF Overview
UN Sustainable
Development Goals

EEF Overview
EEF Overview
EEF Overview
INPUT STAGE (Undergraduate Studies) - BEFORE POSTGRADUATE STUDIES-
IN PROCESS STAGE -DURING POSTGRADUATE STUDIES-
First milestone is passed, now we have graduated students equipped with
knowledge, excellence concepts and PRME principles. They are ready to do more and
more, create and innovate, develop their societies and become the change needed in
this world, they are willing to research and experiment towards a brighter world and
they are willing to lead themselves and others to sustain a better future
All researches done in earlier stages can be used now as initiators for a wider research and
move forward to development phases. More budgets can be utilized at this stage as
partnerships can be stronger and more productive with private sector and even the public
sector. Students will be more energetic as they are more aware of what they will do, how they
will do it in and to track through their current & future journey
All PRME principles need to be embedded in Schools Curriculum and in this way the
whole primary and secondary educational system is structured in order to ensure
that we do develop students that are capable to absorb effects and impacts of such
principles when they face them in their future stages of education and even
employment
Frameworks which do support collaborative learning and change of information,
skills and capabilities are what we need at all stages of human development in order
to ensure we put our students and future leaders on the right track where they can
develop together, work together and where they can know which peace of the
whole bright picture we all aim for they can fill
Check later in this framework model book an award that can be directed to all students which
can help them understand what planning is, what are their capabilities, what is missing for
each of them and need to learned/earned, how to be a social developer and a lot more...
At this Stage we can be confident that students have absorbed the real meaning of
social responsibility, many of them will have many ideas and thoughts and projects
to think more of and even to implement especially that by now they will have more
freedom to do more, they have more time, they can meet more people with
different backgrounds, they are more powerful to express their feelings and thinking
Again, All PRME principles need to be embedded in universities Curriculum in order to build on what was
done in schools and to make sure that our students develop along with the development of these
principles. At this stage we would expect universities to adopt an excellence framework along with all its
criteria in order to ensure continuous developments and improvements are fully embedded within their
environment and to make sure that all their stakeholders needs and expectations are met and exceeded
where possible
INPUT STAGE (Schools) - BEFORE POSTGRADUATE STUDIES-
PRME
Principles for
Responsible
Management
Education
EFQM
European Foundation
for Quality
Management
First Milestone of
the Overall EEF
Journey
Second Milestone of
the Overall EEF
Journey
So our students are now equiped with all what is needed to conduct researches while being
guiding with PRME principles to ensure that all excellence criteria are met. This means that by
now we have planted excellence education and practical excellence within our new
generation which is leading to have more theories ready to be implemented in practice and
therfore bridge the gap between academia and the business world
PRME 6 principles are not just directed to academic institutions but also to students.
This means while these academic institutions implement the different principles
they would be expecting their students to absorb the benefits of implementation
and also to implement them throughout their research, way of study, how they
develop their projects and even while structuring their thinking
Same applies here, while academic institutions get assessed based on the educational excellence model
that was built up based on the 2 models of PRME and EFQM, we can by now expect the same from
students in terms of adopting the EFQM excellence model within their structuring of assignments, project
and eventually their thinking and big picture consideration which will result in being able to link every
theory and academic aspect with the real business world, tools and processes needed to implement and
benefit from them
So, each student can now be looked at as 2 in 1, having together theories and required
thinking of how to implement them in practice and become able to explain them to business
members, managers and business leaders in order to get the required buy-in from them to
continuously link practical work and strategies with theoretical work and research in order to
approach the ultimate usage of R&D framework
Universities at this stage will be assessed based on the overall framework of (PRME and EFQM
Excellence Model - EEF) while students will go through not just a modules based educational
system but A Points Based Educational System where they have more options to develop
themselves within
OUTPUT (IMPACT) STAGE -AFTER POSTGRADUATE STUDIES-
EDUCATIONAL EXCELLENCE FRAMEWORK MODEL
EEF Model
Current Generations Vs Future Generations
-Win Win Journey-
Third Milestone of
the Overall EEF
Journey
Nth Milestone of the
Overall EEF Journey
EEF Model Employees understand that new skills and competencies need to be earned
throughout their business world journey through different channels, whether attending new
trainings, reading more articles and case studies, collaborating with other EEF employees to
learn from them, attend seminars and forums or even pursuing further academic studies
It’s going to be an un-ended journey where learning and development will be experienced and
earned continuously while graduating from current levels of this sustainable journey and
through witnessing newly created journey levels that need to be effectively passed
Highly enthusiastic students, full of energy citizens and highly resilient leaders ready
to enter the practical world while equipped with all needed knowledge and practice
to start big while knowing deeply inside that their journey has just started and their
continuous development and learning has to continue
Employers and companies will enjoy a rich talented pool of employees working all together
towards their own successes and companies goals and vision. They will experience much
higher level of alignment between employees values and personal goals along with company's
ones keeping in mind that companies have to fully implement business excellence model to
walk through the excellence journey and ensure they have the needed culture to welcome EEF
Model employees within their companies
EEF Model Employees are capable to understand their own level of practical
maturity and even their thinking maturity in order to be able to identify their own
skills and competencies which they can utilize throughout their business world
journey
UN Sustainable
Development Goals
United Nations will be the greatest sponsor for this sustainable journey where gaps between academia and
business worlds are bridged throughout a great vision of wisely consuming available resources and
working together towards sustaining and providing required resources for future generations.
Current Generations Vs Future Generations_Win Win Journey_

Framework
EEF Model
EEF
Points Based Educational
Management Excellence
Framework
For Both Educational Institutes &
Students
EEF
2015 2030
UN Sustainable
Development Goals

EEF Model - Full Model

EEF Model - Part 1
EEF Model - Part 1
EEF Model - Part 1

EEF Model - Part 1.1

EEF Model - Part 2
EEF Model - Part 2
EEF Model - Part 2

EEF Model - Part 3
EEF Model - Part 3
EEF Model - Part 3

EEF Model - Part 4
EEF Model - Part 4
EEF Model - Part 4

EEF Model - Part 5
EEF Model - Part 5
EEF Model - Part 5

EEF
2015 2030
Framework
EEF Initial Road
Map
UN Sustainable
Development Goals

EEF Road Map
EEF Road Map
EEF Road Map
Students
Parents
Teachers
Schools
Admini-
stratives
Schools
Underg-
raduate
Students
Parents
and
Society
Doctors and
Professors
University
Administr-
atives
Under-
graduate
Univers-
Post
GraduateS
tudents
Region
& World
Doctors &
Professors
and Experts
University
Administ-
ratives
Post
Graduate
Univers-
CompanyEmployees
Company
Culture
Society,R
egion,
World
Employers
& manage-
ment
Schools
Administrati
on need to
be
structured
and
managed
within the
EEF Model
Region and
the world
need to be
part of the
curriculum
developmen
t through
the UN
programs
and goals
Schools
need to
be
continuously
assessed
based on
the EEF
Studentsby this
stage will start to
be part of
bridging the gap
between
Businessesand
Academia
through
implementing
the EEF model in
their theoratical
and practical
projects
Parents
should be
part of the
developme
nt of
curriculum
over the 12
years of
education
Students
need to be
developed
over 12
years of
schools
education
within the
PRME &
EFQM
Teachers need to be trained and continuously developed within the PRME & EFQM principles & criteria in order reflect the linkages
between both to their students
University
Administrati
on need to
be
structured
and
managed
within the
EEF Model
Universities
need to be
continuously
assessed
based on
the EEF
Universities
need to
be
continuously
assessed
based on
the EEF
Employees
equiped with the
EEF model will
now be able to
join a highly
competitive
businessworld
while being able
to work and
innovatewithin
structuredand
consistent
methodologies
University
Administrati
on need to
be
structured
and
managed
within the
EEF Model
Society,
Region and
the world
shoud have
the first word
when
identifying n
sustainable
needs and
future
expectations
Students by
this stage have
absorbed the
EEF and will
continue to
adapt to it
throughout
their
university
years
Parents and
Society need to
continue on
being involved
in the
development of
university
educatoinal
plans and
students
development
programs
Doctors, professors and eperts need to supervise cooperation projects between businesses and their universities while allowing
students to creatively and innovatively coordinate and manage these projects
Employers and managements need to be trained and developed based on the EEF model in order to understand their future employee's thinking backgrounds and
to better understand the gap between theories and prctice to become a helpful partner in projects managed with Academia and collect back all possible benefits
to their businesses
Doctors and professors need to develop and structure researches within the PRME and EFQM principles and criteria
in order to help link the business world with Academia
Companies
need to be
continuously
assessed
based on
their
business
excellence
used models
Compnay
culture
management
and trainings
will need to be
structured and
managed
within business
excellence and
PRME models
repectevily
Years: 6 - 18 Years: 19 - 22 Years: 23 - 24 Years: 25 - 60
Monitoring& Measurement& CIImplementationPlanningInitiation
Mo. & Meas. & CI.Imp.Pl.In.
Mo. & Meas. & CI.Imp.Pl.In.
Monitoring& Measurement& CIImplementationPlanningInitiation

EEF
UN Sustainable
Framework
EEF Vs SDGs
KPIs (Lead & Lag)

EEF Vs SDGs - KPIs (Lead Lag)
Leading KPIs in this case are the SDGs' Targets which should be directly
affected and accomplished based on the execution of the EEF model
(EEF Model Results & Outcome)
Lagging KPIs in this case are the SDGs' Targets which will be in-directly
affected based on the execution of the EEF model
(EEF Model Impact)
Leading KPIs
SDGs
Lagging KPIs
SDGs
1.1 1.4 1.5
2.42.3
3.93.73.6
3.123.11
3.10
6.66.56.3
6.8
6.7
7.37.2 7.57.4
12.212.1 12.412.3
12.712.6
12.5
12.8 12.1012.9
Lagging KPIs
13.313.1 13.5
14.514.314.2
14.8
14.7
15.2 15.615.4
15.9
15.8
15.10 15.1215.11
16.216.1 16.516.4
16.816.7
16.6
16.10 16.1216.11
4.24.1 4.44.3
4.74.6
4.5
4.8 4.104.9
4.11
5.25.1 5.45.3
5.75.6
5.5
5.8 5.9
8.28.1 8.48.3
8.78.6
8.5
8.8 8.108.9
8.11 8.12
9.29.1 9.49.3
9.79.6
9.5
9.8
10.210.1 10.410.3
10.710.6
10.5
10.8 10.9 10.10
11.211.1 11.411.3
11.711.6
11.5
11.8 11.9 11.10
17.217.1 17.417.3 17.5
Leading KPIs
Targets
20302015
EEF
UN Sustainable
Development
Goals
44/64

EEF
2015 2030
Framework
EEF Input Stage
Excellence in School Projects
Award Criteria (English)
UN Sustainable
Development Goals

EEF Input Stage
EEF Input Stage - Excellence in School Projects Award Criteria (English)
EEF Input Stage
Enablers – Readiness
80% of the whole award assessment weight was allocated for the enablers and readiness criteria.
This was done in order to help in spreading around the culture of planning and effective modelling of thoughts, ideas and projects with a main aim towards structuring one of the main pillars for success and sustainability which is;
Effective planning. This pillar usually occupies most of the time and effort reserved for any project, since effective planning guarantees bigger opportunity towards accomplishing desired goals and results
Introduction (Initiative/Project introduction content to be added here)
Initiative/Project Identification (Initiative/Project identification content to be added here)
Initiative/Project Alignment with Sponsor Organization Strategic Goals (Initiative/Project Alignment Details to be added here)
Initiative/Project Alignment with the National and International Goals (where appropriate)
Excellence In School Projects Award - EISP Award Model
Criteria # 2: Planning and goals identification
Participants divide the project into phases based on the identified
main goals.
Participants distribute project’s main goals on project phases while
ensuring the clear relation between each goal and related project
phase.
Criteria # 1: Identify the initiative and related goals Criteria # 5: Productive team work
This criteria focuses on directing participants towards developing a comprehensive framework in order
to identify the main goal for the initiative and its title while identifying all related goals.
Participants adopt the team work methodology when identifying different ideas for the
main initiative which can then be transferred into doable projects.
Participants analyze identified ideas and chose the best one that does intersect with
their vision, values and common thoughts.
Participants identify the overall and comprehensive goal of the initiative’s project.
Participants identify project’s main goals taking into considerations their alignment
with project’s vision and the overall goal.
Participants identify the total time to execute the project and
required time for each of the project phases.
Participants identify the time needed to accomplish each goal while
taking into considerations the right sequence of accomplishing each
goals and any parallel work need to be done.
This criteria focuses on helping participants to focus on building their
project plans within the time period allocated for the project to be
accomplished while depending on all requirements needed to initiate
and execute the project.
This criteria focuses as well on supporting participants in identifying
their internal capabilities (known & still to be known capabilities)
which can help in executing the project.
Participants identify unavailable capabilities and set plans to
overcome this shortage or to build them.
Criteria # 3: Volunteering
This criteria focuses on identifying the linkage between the
project and the social work participants welling to be part of
whether on the school level, neighborhood level or national
level.
Participants identify the contribution of the project in strengthening the
citizenships good spirit and the planting of loyalty, tolerance and responsible
values.
Participants identify the linkage between the project and environmental,
educational, health, cultural, artistic, scientific and other related aspects.
Participants identify the impact of the project on the surrounding society
whether on the school level, neighborhood level or national level.
This criteria focuses on the importance of team work between
participants in order to accomplish project’s main goals through
directing participants to create a positive and creative environment
that supports their willingness to share efforts between each other
towards accomplishing final results that will be collaborative, positive
and productive while concentrating as well on the team work with
external parties and entities.
Participants work together to ensure the availability of all
requirements needed to help in having the most efficient team work
between them.
Participants work together to ensure the availability of all
requirements needed to help in having the most efficient team work
with society members.
Criteria # 4: Social Involvement
This criteria focuses on identifying the linkage between the
project and surrounding community needs.
It focuses as well on participants working together to involve
community members in accomplishing projects goals and the
positive expected impact aimed to be reflected on the
community and community members.
Participants identify the needs of surrounding community and their
linkage with project’s main goals and sub goals.
Participants work together to identify the positive impact of the
project that is reflected on surrounding community and community
members in linkage with accomplishing each of the project’s goals.
Participants work together to sustain the linkage between team
working and all positively accomplished results due to the increase in
team work efficiency.
Participants promote their social contribution in order to collect back
the most direct and indirect involvement from community members.
Participants work together to link the project with their identified drivers for
helping others and contribute in society building.
Participants work together to link the project with the freedom of speech
through taking into considerations all thoughts and ideas of participants and
community members in issues that are important for the whole community with
a main focus on building generations that have more awareness accompanied
with clear vision towards pushing forward the wheel of continuous development
and growth.
Participants work together on involving community members in the
contribution of project’s goals accomplishment based on their
capabilities and project’s needs.
Participants identify needed capabilities to execute the project and
identify each participant’s capabilities.
Weight: 10% Weight: 25% Weight: 25%Weight: 15% Weight: 25%
46/64

EEF Input Stage
EEF Input Stage - Excellence in School Projects Award Criteria (English)
EEF Input Stage
Introduction (Initiative/Project introduction content to be added here)
Initiative/Project Identification (Initiative/Project identification content to be added here)
Initiative/Project Alignment with Sponsor Organization Strategic Goals (Initiative/Project Alignment Details to be added here)
Initiative/Project Alignment with the National and International Goals (where appropriate)
Excellence In School Projects Award - EISP Award Model
Results – Expected output/outcome/impact
20% of the whole award assessment weight was allocated for the results criteria.
This percentage of the assessment weight was assigned since we have taken into considerations participants ages and the limited experience they have in the overall project/initiative goals analysis in order to identify expected results and future impacts. For this reason, teachers and tutors rule in this part of the award would be bigger as of the expected impact of them on students in terms
of identifying and assessing project/initiative impacts. Moreover, teachers and tutors are expected to help students in structuring their plans and direct their efforts towards accomplishing expected impacts in the most efficient and effective ways.
This criteria focuses on the current baseline and expected
output/outcome/impact during and after executing the
project on participants and the development of their personal
abilities and capabilities in the different educational and
practical aspects.
Participants identify expected output/outcome/impact due to the
execution of project’s main goals on the development of their
personal abilities and capabilities.
knowledge and educational capabilities.
knowledge and practical capabilities.
execution of project’s main goals on the development of any other
knowledge and capabilities.
Weight: 7.5%Weight: 7.5%
Criteria # 8: Expected output/outcome/impact on
participants
Criteria # 7: Expected output/outcome/impact on society
Participants link between expected future outcome/impact and needs
of surrounding communities and environment.
project on the surrounding community whether on the school
level, neighborhood level or the national level.
execution of project’s main goals on the targeted community
(community as whole).
execution of project’s main goals on the targeted community
(community as members and citizen groups).
team working with society members in executing project’s goals and
recognize every collaborative effort with them.
Participants measure output/outcome/impact on the society (taking
into consideration what is available to help in these measurements
and participants’ abilities/capabilities to prepare measurement
indicators and actually running them).
Criteria # 6: Expected output/outcome/impact on future
vision
project on the future vision that should be identified by
participants based on the linkage between their project’s main
goal and award’s theme.
Participants identify expected short term output/outcome/impact due
to the execution of project’s main goals.
Participants identify expected long term outcome/impact due to the
execution of project’s main goals.
Weight: 5%
47/64

EEF
UN Sustainable
Framework
EEF Input Stage
Excellence in School Projects
Award Criteria (Arabic)

EEF Input Stage
EEF Input Stage - Excellence in School Projects Award Criteria (Arabic)
EEF Input Stage
‫الوزن‬‫المئوي‬:10% ‫الوزن‬‫المئوي‬:25% ‫الوزن‬‫المئوي‬:25%‫الوزن‬‫المئوي‬:15% ‫الوزن‬‫المئوي‬:25%
‫يحدد‬‫المشاركين‬‫القدرات‬‫الالزمة‬‫إلنجاز‬‫المشروع‬‫والقدرات‬‫المتوفرة‬
‫لدى‬‫كل‬‫مشترك‬.
‫يعمل‬‫المشاركين‬‫على‬‫ديمومة‬‫الرابط‬‫بين‬‫العمل‬‫الجماعي‬‫والنتائج‬
‫التشاركية‬‫اإليجابية‬‫والمتحققة‬‫نتيجة‬‫هذه‬‫التشاركية‬.
‫يعمل‬‫المشاركين‬‫على‬‫ترويج‬‫مساهمتم‬‫المجتمعية‬‫لتحقيق‬‫أكبر‬‫قدر‬
‫ممكن‬‫من‬‫المشاركة‬‫المباشرة‬‫وغير‬‫المباشرة‬‫من‬‫أفراد‬‫المجتمع‬.
‫يعمل‬‫المشاركين‬‫على‬‫ربط‬‫المشروع‬‫مع‬‫المساعي‬‫التي‬‫يحددونها‬
‫لخدمة‬‫األخرين‬‫والمساهمة‬‫في‬‫بناء‬‫المجتمع‬‫وتماسكه‬.
‫يعمل‬‫المشاركين‬‫على‬‫إشراك‬‫أفراد‬‫المجتمع‬‫في‬‫المساهمة‬‫في‬‫تحقيق‬
‫أهداف‬‫المشروع‬‫بناءا‬‫على‬‫القدرات‬‫المتاحة‬‫لديهم‬.
‫يركز‬‫هذا‬‫المعيار‬‫على‬‫تحديد‬‫المشاركين‬‫لترابط‬‫المشروع‬‫الذي‬‫تم‬
‫إختياره‬‫مع‬‫إحتياجات‬‫المجتمع‬‫المحيط‬‫بهم‬.
‫يركز‬‫أيضا‬‫على‬‫مساعي‬‫المشاركين‬‫إلشراك‬‫أفراد‬‫المجتمع‬‫في‬‫تحقيق‬
‫أهداف‬‫المشروع‬‫واألثار‬‫اإليجابية‬‫المنعكسة‬‫على‬‫المجتمع‬‫وأفراده‬
‫نتيجة‬‫تنفيذ‬‫المشروع‬.
‫يحدد‬‫المشاركين‬‫إحتياجات‬‫المجتمع‬‫المحيط‬‫بهم‬‫وترابطها‬‫مع‬‫أهداف‬
‫المشروع‬‫الرئيسية‬‫والفرعية‬.
‫يعمل‬‫المشاركين‬‫على‬‫تحديد‬‫األثار‬‫اإليجابية‬‫المنعكسة‬‫على‬‫المجتمع‬
‫المحيط‬‫بهم‬‫وأفراده‬‫بناءا‬‫على‬‫تحقيق‬‫أهداف‬‫المشروع‬(‫كل‬‫على‬
‫حدى‬).
‫يعمل‬‫المشاركين‬‫على‬‫ربط‬‫المشروع‬‫مع‬‫الحرية‬‫في‬‫التعبير‬‫من‬‫حيث‬
‫تقديم‬‫واألخذ‬‫باألراء‬‫واألفكار‬‫في‬‫مختلف‬‫القضايا‬‫العامة‬‫والتي‬‫تهم‬
‫المجتمع‬‫بهدف‬‫خلق‬‫أجيال‬‫منفتحة‬‫لديها‬‫وعي‬‫ورؤيا‬‫واضحة‬
‫للمساهمة‬‫في‬‫دفع‬‫عجلة‬‫التقدم‬‫والتنمية‬.
‫الممكنات‬-‫الجاهزية‬:‫تم‬‫تخصيص‬80%‫من‬‫التقييم‬‫النهائي‬‫للمبادرات‬‫لمعايير‬‫الممكنات‬‫والجاهزية‬.
‫حتى‬‫نساعد‬‫على‬‫نشر‬‫ثقافة‬‫التخطيط‬‫والبناء‬‫الفعال‬‫لألفكار‬‫والمشاريع‬‫لنقوم‬‫يإيصال‬‫أحد‬‫أهم‬‫ركائز‬‫نجاح‬‫وإستدامة‬‫أي‬‫مشروع‬‫للمشاركين‬‫وهو‬‫التخطيط‬‫الناجح‬‫والذي‬‫يستحوذ‬‫بالعادة‬‫على‬‫وقت‬‫وجهد‬‫كبيرين‬‫حيث‬‫يضمن‬‫التخطيط‬‫الفعال‬‫في‬‫النهاية‬‫فرصة‬‫اكبر‬‫للوصول‬‫إلى‬‫تحقيق‬‫النتائج‬‫واألهداف‬
‫المرجوة‬‫من‬‫المشروع‬‫المراد‬‫تنفيذه‬.
‫مقدمة‬:(‫يتم‬‫إضافة‬‫تفاصيل‬‫المقدمة‬‫للمبادرة‬/‫المشروع‬‫هنا‬‫حسب‬‫الحاجة‬)
‫تعريف‬‫ب‬"‫المبادرة‬/‫المشروع‬:"(‫يتم‬‫إضافة‬‫تفاصيل‬‫التعريف‬‫بالمبادرة‬/‫المشروع‬‫هنا‬‫حسب‬‫الحاجة‬)
‫ترابط‬"‫المبادرة‬/‫المشروع‬"‫مع‬‫األهداف‬‫اإلستراتيجية‬‫للمؤسسة‬‫الراعية‬‫والداعمة‬‫للمشروع‬:(‫يتم‬‫إضافة‬‫تفاصيل‬‫ترابط‬‫المبادرة‬/‫المشروع‬‫مع‬‫األهداف‬‫اإلستراتيجية‬‫للمؤسسة‬‫الراعية‬‫والداعمة‬‫للمشروع‬‫هنا‬‫حسب‬‫الحاجة‬)
‫ترابط‬"‫المبادرة‬/‫المشروع‬"‫مع‬‫توجهات‬‫القيادة‬‫واألهداف‬‫الوطنية‬‫والدولية‬:(‫يتم‬‫إضافة‬‫تفاصيل‬‫ترابط‬‫للمبادرة‬/‫المشروع‬‫مع‬‫توجهات‬‫القيادة‬‫واألهداف‬‫الوطنية‬‫والدولية‬‫هنا‬‫حسب‬‫الحاجة‬)
‫المعيار‬‫الثاني‬:‫التخطيط‬‫وتحديد‬‫القدرات‬
‫يقسم‬‫المشاركين‬‫المشروع‬‫إلى‬‫مراحل‬‫بناءا‬‫على‬‫األهداف‬‫الرئيسية‬
‫للمشروع‬.
‫يوزع‬‫المشاركين‬‫أهداف‬‫المشروع‬‫على‬‫مراحل‬‫المشروع‬‫حيث‬
‫يراعون‬‫العالقة‬‫الواضحة‬‫وترابط‬‫األهداف‬‫بالمرحلة‬‫المختارة‬(‫كل‬
‫هدف‬‫على‬‫حدى‬).
‫يتبنى‬‫المشاركين‬‫النهج‬‫الجماعي‬‫في‬‫تحديد‬‫عدد‬‫من‬‫األفكار‬‫للمبادرات‬
‫والتي‬‫يمكن‬‫أن‬‫تترجم‬‫إلى‬‫مشاريع‬‫قابلة‬‫للتنفيذ‬.
‫يدرس‬‫المشاركين‬‫قائمة‬‫المشاريع‬‫ويحددون‬‫المشروع‬‫األنسب‬‫والذي‬
‫يحترم‬‫توجهاتهم‬‫وتطلعاتهم‬‫وأفكارهم‬‫جميعا‬.
‫يحدد‬‫المشاركين‬‫الهدف‬‫العام‬‫والشمولي‬‫للمشروع‬.
‫يحدد‬‫المشاركين‬‫األهداف‬‫الرئيسية‬‫للمشروع‬‫مع‬‫األخذ‬‫بعين‬‫اإلعتبار‬
‫ترابطها‬‫مع‬‫توجهات‬‫المشروع‬‫والهدف‬‫الرئيسي‬.
‫يحدد‬‫المشاركين‬‫الوقت‬‫الكلي‬‫إلنجاز‬‫المشروع‬‫والوقت‬‫الالزم‬‫إلنجاز‬
‫كل‬‫مرحلة‬‫من‬‫مراحل‬‫المشروع‬.
‫يحدد‬‫المشاركين‬‫الوقت‬‫الالزم‬‫لتحقيق‬‫كل‬‫هدف‬‫مع‬‫األخذ‬‫بعين‬
‫اإلعتبار‬‫تسلسل‬‫تحقيق‬‫األهداف‬‫وإزداجية‬‫العمل‬‫إن‬‫وجدت‬.
‫المعيار‬‫األول‬:‫تحديد‬‫المبادرة‬‫وأهدافها‬ ‫المعيار‬‫الخامس‬:‫العمل‬‫الجماعي‬‫الهادف‬
‫يركز‬‫هذا‬‫المعيار‬‫على‬‫توجيه‬‫المشاركين‬‫إلى‬‫بناء‬‫إطار‬‫شامل‬‫لتحديد‬‫الهدف‬‫العام‬
‫للمبادرة‬‫وتسميتها‬‫مع‬‫تحديد‬‫األهداف‬‫الرئيسية‬‫للمشروع‬.
‫يركز‬‫هذا‬‫المعيار‬‫على‬‫مساعدة‬‫المشاركين‬‫للتركيز‬‫على‬‫بناء‬‫خططهم‬‫للمشروع‬
‫المراد‬‫تنفيذه‬‫منذ‬‫البداية‬‫بناءا‬‫على‬‫المدة‬‫الزمنية‬‫المراد‬‫تنفيذ‬‫المشروع‬‫خاللها‬
‫وإعتمادا‬‫على‬‫المتطلبات‬‫المرجو‬‫وجودها‬‫إلنشاء‬‫وتنفيذ‬‫المشروع‬.
‫يركز‬‫هذا‬‫المعيار‬‫أيضا‬‫على‬‫مساعدة‬‫المشاركين‬‫على‬‫تحديد‬‫قدراتهم‬‫الكامنة‬
‫والظاهرة‬‫والتي‬‫يمكن‬‫أن‬‫تساعد‬‫على‬‫تنفيذ‬‫المشروع‬.
‫يحدد‬‫المشاركين‬‫القدرات‬‫واإلمكانيات‬‫الغير‬‫متوفرة‬‫وخططهم‬
‫لتعويضها‬‫والعمل‬‫على‬‫إيجادها‬.
‫المعيار‬‫الثالث‬:‫التطوعية‬
‫يركز‬‫هذا‬‫المعيار‬‫على‬‫تحديد‬‫المشاركين‬‫لترابط‬‫المشروع‬‫الذي‬‫تم‬
‫إختياره‬‫مع‬‫العمل‬‫التطوعي‬‫المراد‬‫اإلنخراط‬‫به‬‫سواءا‬‫في‬‫المدرسة‬‫أو‬
‫الحي‬‫أو‬‫على‬‫المستوى‬‫الوطني‬.
‫يحدد‬‫المشاركين‬‫مساهمة‬‫المشروع‬‫في‬‫تعزيز‬‫روح‬‫المواطنة‬
‫وغرس‬‫قيم‬‫اإلنتماء‬‫واإلنضباط‬‫السلوكي‬.
‫يحدد‬‫المشاركين‬‫ترابط‬‫المشروع‬‫مع‬‫المجاالت‬،‫البيئية‬،‫التربوية‬
،‫الصحية‬،‫الثقافية‬‫الفنية‬‫والعلمية‬.
‫يحدد‬‫المشاركين‬‫تأثير‬‫المشروع‬‫على‬‫المجتمع‬‫المحلي‬‫سواء‬‫في‬
‫المدرسة‬‫أو‬‫الحي‬‫أو‬‫تأثير‬‫وطني‬.
‫يركز‬‫هذا‬‫المعيار‬‫على‬‫أهمية‬‫العمل‬‫الجماعي‬‫بين‬‫المشاركين‬‫لتحقيق‬
‫األهداف‬‫الكلية‬‫للمشروع‬,‫حيث‬‫يسعى‬‫المشاركين‬‫دائما‬‫لتوفير‬‫جو‬
‫إيجابي‬‫خالق‬‫يدعم‬‫مساعي‬‫تشارك‬‫الجهود‬‫بينهم‬‫وألن‬‫تكون‬‫النتائج‬
‫النهائية‬،‫هادفة‬‫تشاركية‬‫وإيجابية‬‫مع‬‫التركيز‬‫أيضا‬‫على‬‫العمل‬
‫الجماعي‬‫مع‬‫األطراف‬‫الخارجية‬.
‫يعمل‬‫المشاركين‬‫على‬‫توفير‬‫اإلحتياجات‬‫المطلوبة‬‫للمساعدة‬‫في‬‫دعم‬
‫مساعي‬‫العمل‬‫الجماعي‬‫في‬‫ما‬‫بينهم‬.
‫يعمل‬‫المشاركين‬‫على‬‫توفير‬‫اإلحتياجات‬‫المطلوبة‬‫للمساعدة‬‫في‬‫دعم‬
‫مساعي‬‫العمل‬‫الجماعي‬‫مع‬‫أفراد‬‫المجتمع‬.
‫المعيار‬‫الرابع‬:‫المشاركة‬‫المجتمعية‬
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EEF Input Stage
EEF Input Stage - Excellence in School Projects Award Criteria (Arabic)
EEF Input Stage
‫مقدمة‬:(‫يتم‬‫إضافة‬‫تفاصيل‬‫المقدمة‬‫للمبادرة‬/‫المشروع‬‫هنا‬‫حسب‬‫الحاجة‬)
‫تعريف‬‫ب‬"‫المبادرة‬/‫المشروع‬:"(‫يتم‬‫إضافة‬‫تفاصيل‬‫التعريف‬‫بالمبادرة‬/‫المشروع‬‫هنا‬‫حسب‬‫الحاجة‬)
‫ترابط‬"‫المبادرة‬/‫المشروع‬"‫مع‬‫توجهات‬‫القيادة‬‫واألهداف‬‫الوطنية‬‫والدولية‬:(‫يتم‬‫إضافة‬‫تفاصيل‬‫ترابط‬‫للمبادرة‬/‫المشروع‬‫مع‬‫توجهات‬‫القيادة‬‫واألهداف‬‫الوطنية‬‫والدولية‬‫هنا‬‫حسب‬‫الحاجة‬)
‫يحدد‬‫المشاركين‬‫األثار‬‫المترتبة‬‫نتيجة‬‫تحقيق‬‫أهداف‬‫المشروع‬
‫الرئيسية‬‫على‬‫المجتمع‬‫المستهدف‬‫نتيجة‬‫تنفيذ‬‫المشروع‬(‫المجتمع‬
‫كبيئة‬‫محيطة‬).
‫الرئيسية‬‫على‬‫المجتمع‬‫المستهدف‬‫نتيجة‬‫تنفيذ‬‫المشروع‬(‫المجتمع‬
‫كأفراد‬‫ومجموعات‬‫سكانية‬).
‫يحدد‬‫المشاركين‬‫األثار‬‫المترتبة‬‫نتيجة‬‫مشاركة‬‫جهود‬‫أفراد‬‫المجتمع‬
‫في‬‫تحقيق‬‫األهداف‬‫الرئيسية‬‫لألعتراف‬‫بها‬‫وتضمينها‬‫ضمن‬‫مسببات‬
‫النجاح‬‫وتحقيق‬‫األهداف‬.
‫يقوم‬‫المشاركين‬‫بقياس‬‫هذه‬‫األثار‬‫على‬‫المجتمع‬(‫مع‬‫األخذ‬‫بعين‬
‫اإلعتبار‬‫اإلمكانيات‬‫المتوفرة‬‫إلجراء‬‫القياس‬‫وقدرة‬‫المشاركين‬‫على‬
‫إعداد‬‫مؤشراته‬‫وتنفيذه‬).
‫المعيار‬‫األول‬:‫األثار‬‫المتوقعة‬‫للرؤية‬
‫المستقبلية‬
‫يركز‬‫هذا‬‫المعيار‬‫على‬‫األثار‬‫المتوقعة‬‫قبل‬‫وأثناء‬‫وبعد‬‫تنفيذ‬‫المشروع‬
‫على‬‫الرؤية‬‫المستقبلية‬‫التي‬‫يتم‬‫تحديدها‬ً‫ا‬‫بناء‬‫على‬‫الهدف‬‫العام‬
‫واألهداف‬‫الرئيسية‬‫التي‬‫تم‬‫تحديدها‬.
‫يحدد‬‫المشاركين‬‫األثار‬‫المستقبلية‬‫قصيرة‬‫المدى‬‫والمتوقع‬‫حدوثها‬
‫نتيجة‬‫تحقيق‬‫أهداف‬‫المشروع‬‫الرئيسية‬.
‫يحدد‬‫المشاركين‬‫األثار‬‫المستقبلية‬‫طويلة‬‫المدى‬‫والمتوقع‬‫حدوثها‬
‫نتيجة‬‫تحقيق‬‫أهداف‬‫المشروع‬‫الرئيسية‬.
‫الوزن‬‫المئوي‬:5%
‫يقوم‬‫المشاركين‬‫بالربط‬‫بين‬‫األثار‬‫المستقبلية‬‫وإحتياجات‬‫المجتمع‬
‫والبيئة‬‫المحيطة‬.
‫الوزن‬‫المئوي‬:7.5%‫الوزن‬‫المئوي‬:7.5%
‫المعيار‬‫الثالث‬:‫األثار‬‫المتوقعة‬‫على‬‫المشاركين‬‫المعيار‬‫الثاني‬:‫األثار‬‫المتوقعة‬‫على‬‫المجتمع‬
‫الرئيسية‬‫على‬‫تطور‬‫القدرات‬‫واإلمكانيات‬‫الشخصية‬‫لديهم‬.
‫الرئيسية‬‫على‬‫تطور‬‫معلوماتهم‬‫وقدراتهم‬‫التعليمية‬.
‫الرئيسية‬‫على‬‫تطور‬‫معلوماتهم‬‫وقدراتهم‬‫العملية‬.
‫الرئيسية‬‫على‬‫تطور‬‫أي‬‫معلومات‬‫وقدرات‬‫أخرى‬.
‫على‬‫المشاركين‬‫أنفسهم‬‫من‬‫حيث‬‫تطور‬‫القدرات‬‫واإلمكانيات‬‫لديهم‬.
‫يركز‬‫أيضا‬‫على‬‫األثار‬‫المترتبة‬‫على‬‫المشاركين‬‫في‬‫النواحي‬‫التعليمية‬
‫والعملية‬‫وغير‬‫ذلك‬
‫على‬‫المجتمع‬‫المحيط‬‫سواء‬‫المدرسة‬‫أو‬‫الحي‬‫أو‬‫على‬‫المستوى‬
‫الوطني‬‫ككل‬.
‫النتائج‬–‫األثار‬‫المتوقعة‬:‫تم‬‫تخصيص‬20%‫من‬‫وزن‬‫التقييم‬‫النهائي‬‫لألثار‬‫المتوقعة‬‫للمبادرة‬/‫المشروع‬.
‫حيث‬‫تم‬‫األخذ‬‫بعين‬‫اإلعتبار‬‫أعمار‬‫المشاركين‬‫ومحدودية‬‫خبرتهم‬‫بالتحليل‬‫الشمولي‬‫ألهداف‬‫وأفكار‬‫المشروع‬‫لتحديد‬‫النتائج‬‫العامة‬‫واألثار‬‫المستقبلية‬‫المترتبة‬‫نتيجة‬‫تنفيذ‬‫المشروع‬.‫لهذا‬‫السبب‬‫سوف‬‫يكون‬‫تأثير‬‫المعلمين‬‫والمشرفين‬‫أكبر‬‫على‬‫الطالب‬‫في‬‫تحديد‬‫وتقييم‬‫هذه‬‫األثار‬‫وسوف‬
‫يساعدونهم‬‫على‬‫بناء‬‫خططهم‬‫وتوجيه‬‫جهودهم‬‫لتحقيق‬‫هذه‬‫النتائج‬‫بالصورة‬‫الفضلى‬‫الممكنة‬.
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EEF
2015 2030
Framework
EEF - PAPP
Public Academic Private
Partnership
UN Sustainable
Development Goals

EEF - PAPP
EEF - PAPP
EEF - PAPP
1 2
3 4
5
i ii iii iv v
This to be done through our children and benefit back through: Minds' developments, Curriculm improvements, More Citizens Involvement and More Citizens Impowerment
Layer 2: Schools (Grade 1 to Grade 11/12)
Layer 3: Universities, Colleges, Community Academies, Researchers Layer 4: Postgraduate Universities, PhDs, Post PhDs, Researchers
This +1 Layer, keeps on expanding as it connects more layers towards the top of the PAPP Pyramid, which will as a result become a more intelligent layer that can:
A 4+1 Layers Framework where each layer has its own Charactaristics, Needs, Requirements, Level of Thinking, Level of Understanding and Used Tools
The +1 Layer: Ideas Layer, Which is what holds the other 4 Layers Together in order to ensure their effecient functunality and aim towards an effective collaboration
The +1 Ideas Layer is aimed to be a SMART LAYER that can artificaially operate, manage and Tackle current, Short Term and Long Term Smart Cities Challenges and Problems...
This is a proposed Initial structure for: A Public Academic Private Partnership Framework Model, in order to tackle SMART CITY CHALLENGES
Catalyze creativity
BECOME AN ARTIFICIAL INTELLIGENT LAYER, that can PROPOSE solutions on its own based on shared ideas and through Ideas development pipeline (towards the top
of the PAPP Pyramid)
vi Catalyse Innovation vii
HOLD Ideas Hold Ideas Themes Illustrate Ideas and Ideas Themes Allow Ideas modification
Layer 1: Smart Cities Organizations (Public Sector, Private Sector, NGOs, City Council, Community Centers, Business Associations ...)
PPAP
APPP
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This is completely unlike the current layer structure where gaps between the
different layers are continuously increasing
Current Layers are (Rich, Moderate, Poor)
Society layers are no longer divided into rich/moderate/poor layers
but into Entrepreneurs/Followers/steady still layers
where leadership is providing through its current boost
around the world the fuel needed for the linkage
between these 3 layers and drive the pulling efforts
of the rich layer (entrepreneurships) to the poor layer
(steady still) to join them in the first layer
of the new worldwide society layers
Malek Ghazo
INNOVATIONIALIZATION ERA
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EEF References

EEF References
EEF References
EEF References
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UN Sustainable
Development
Goals
2015 2030
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EEF
UN Sustainable
Development
Goals
2015 2030
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2030
UN Sustainable
Development Goals

Educational excellence framework book rev. 1.5

Educational excellence framework book rev. 1.5

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