Governance

Guiding Principles

Our Mission:
Implementing modern educational methodologies in a safe and stimulating environment that developlifelong learning skills and promote national identity as a contribution to global and digital citizenship.

Our Vision:
A distinguished intercultural learning that creates a leading  personalitytaking pride into the past, living the present, and looking forward to a better future to contribute to the sustainable development.

Our Core Values:
1- Honesty: Our schools contribute to deepening the value of honesty in thought and practice.
2- Responsibility: Our schools instill a high level of awareness of responsibility in their students.
3- Initiative: Our schools seek to deepen the promotion of initiative as an indicator of creativity.
4- Confidence: Our diverse curricula and multiple means enable our students to gain confidence in themselves.
5- Respect: Our schools focus on training our students to accept diverse perspectives as a source of inspiration.
6- Diversity: Our schools value diversity as a source of strength that enhances students' learning in various subjects.
7- Positive Change: Our schools support positive change in line with our Islamic beliefs.

Strategic Objectives:
1- Consolidating Islamic values and national identity, while understanding diverse cultures and respecting others.
2- Providing distinguished and innovative educational experiences that empower learners to effectively engage in a changing world.
3- Improving the learning-stimulating environment that fosters creativity, enabling learners to achieve excellence according to local and international standards.
4- Developing integrated educational programs focusing on sustainable personal and professional development of learners to become responsible global citizens.
5- Supporting learners' social and professional skills, and enhancing digital citizenship.
6- Establishing governance standards in an environment that ensures continuous professional growth for staff.
7- Enhancing effective communication with community institutions, and building bridges of cooperation and community partnership to achieve educational goals.

Governance


Governance refers to the set of structures and processes necessary to guide and control an institution, determine and distribute rights and responsibilities among its key participants, ensure the understanding of the institution's members, board of directors, and principals, as well as define the rules and procedures for decision-making within the institution.

Governance aims to achieve several objectives within the institution, including:
1- Providing strategic direction.
2- Ensuring goal achievement.
3- Ensuring proper risk management.
4- Ensuring responsible use of the institution's resources.
5- Achieving justice, transparency, and ensuring accountability.

Governance in Al-Bassam Schools:
1- The schools have an approved five-year strategic plan that includes 5 areas covering aspects of school work, and procedural plans for all departments derived from the schools' strategic plan.
2- The schools have 38 approved policies that provide clear frameworks for all administrative, educational, and financial practices within the schools. These policies are subject to necessary review and development; as we have reached the third edition for the year 2019, and work is underway on the fourth edition.
3- The school has an approved job description for all positions; it defines duties, responsibilities, work relationships, and tasks. This description is subject to development as needed; as we have reached the third edition for the year 2024.
4- The schools work to ensure the clarity of relationships between the organizational structures in the schools, including owners, advisory boards, and educational councils to ensure understanding of the roles of these councils.
5- The schools have approved and clear penalty regulations for all relevant parties.
6- The schools have professional standards specific to schools, including 12 different educational and administrative job categories that provide general frameworks for performance for each category.
7- There are official evaluation processes that use various methods such as surveys, self-assessment tools, self-review forms, and other evaluation mechanisms to assess the quality of governance, management, and school leadership processes according to organized timelines to obtain reliable data on the quality of these processes and their need for adjustment and development.

 

For further clarification of the relationships between the components of governance in Al-Bassam schools; there is a council for each school (elementary – middle – secondary) in each complex, consisting of the school principal, vice principals, and a number of teachers; they discuss school matters in accordance with the ministerial regulatory regulations for those councils, and there is a higher administration for each complex; including the deputy for educational affairs, the quality assurance unit leader, and school leaders in the complex. This council is responsible for discussing matters related to the complex and making necessary decisions in light of the adopted policies and regulations.

Next is the educational council for Al-Bassam educational complexes, chaired by the Chairman of the educational council for Al-Bassam schools, and its membership includes the deputies for educational affairs (boys, girls) and the director of the international school, and the quality assurance unit leader. This council is responsible for discussing general matters related to the complexes, strategic plans, discussing and approving policies, budget discussions, and other matters outlined in the internal regulations of the educational council.
There is also the advisory council for schools; a body consisting of nine members appointed by the chairman of the advisory council, comprising four committees: the education and learning committee, the community partnership committee, the students' academic achievement committee, and the support systems committee. The council is responsible for discussing and supporting the guiding statements (core values, vision, mission, goals), educational policies in schools, providing opinions and advice on developmental programs for schools, and other matters outlined in the internal regulations of the advisory council.

Quality Assurance and Performance Assessment Unit

The Quality and Development Department at Al-Bassam Schools is responsible for a set of tasks, including the following:
• Disseminating a culture of quality in the school departments.
• Preparing and monitoring the implementation of the strategic plan, and the procedural plans for the schools.
• Evaluating the performance level in the educational complex, and benefiting from feedback.
• Working on implementing and monitoring evaluation and academic accreditation.
• Identifying possible areas of improvement and proposing necessary actions to achieve them.
• Proposing the formation of work teams in the tasks suggested by the unit.

Training and Development Department

Our Vision 2030 has adopted a human capability development program as part of several programs to achieve the vision. The Kingdom has taken steady steps to enhance the capabilities of its citizens through the expansion of the human development system, which plays an active role in all stages of life and makes it more sustainable to keep pace with future changes. Therefore, the Al-Bassam Educational Group has emphasized within its vision and mission that training and developing human resources play a fundamental role in the development process, representing the highest and most impactful investment elements. Our schools are keen on improving the performance level of employees and increasing their productivity to enhance work.
Training at the Al-Bassam Educational Complex is considered one of the means to develop human capital, relied upon to raise the functional efficiency of staff to cope with the challenges represented by the changing work requirements through internal and external training programs derived from the general training plan linked to our schools' strategic plan.

International Accreditations and Partnerships

Al-Bassam Schools consider applying for accreditation from any international educational organization as a real opportunity to objectively study the situation, identify strengths and weaknesses according to the standards of these organizations, and develop necessary plans to improve performance to meet their requirements. This reflects on achieving the schools' guiding principles, strategic goals, and fulfilling the aspirations of our education partners. Therefore, Al-Bassam Schools have made continuous and significant efforts over the years to develop aspects of their work to meet the requirements of various accreditation organizations, aiming to improve their operations and outputs, not just for the sake of obtaining accreditation from those organizations.

Our schools have obtained a number of accreditations from leading international educational organizations, including:

• Accreditation from the American AdvancED organization in 2015
• Membership in the CIS organization in 2018
• Accreditation from the International Baccalaureate Organization for the Primary Years Programme at Al Bassam International Schools (PYP) in 2020
• Membership in the American Cognia organization in 2021
• Accreditation from the American STEM organization in 2024
• Qualification for enrollment in the British Secondary Certificate program by adding the CPP program curriculum in English, Mathematics, and Science for upper elementary students in support of the ministerial curriculum.
• Our schools are also an accredited center for Cambridge, Edexcel, IELTS, and CELA language tests.

Our schools are also affiliated with a number of partnerships with international educational institutions such as the British Council, De La Salle Academy Liverpool, and Old Hall Grammar in Britain.

Our Partners

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