MAKKAH: The Ministry of Education revealed the completion of the process to rectify the conditions of community schools in Makkah, and the accomplishment of the largest educational correction of more than 70,000 minority students.
Mohammed Mahdi Al-Harthy, director general of education in Makkah Province, told a local publication that with the integrated efforts and support of the Ministry of Education and the relevant authorities, the largest educational correction process was completed and the last stage involved correcting the status at primary schools and the introduction of 121 schools, of which 109 schools were allocated for elementary schools for boys and girls, 12 for intermediate levels of study for boys and girls, which will serve 41,312 male and female students.
Al-Harthi pointed to the attention and follow-up of Makkah Gov. Prince Khaled Al-Faisal on this important file, to achieve the vision of developing Makkah by building the human capabilities and the development of the place, in addition to the interest and follow-up by Minister of Education Dr. Ahmed Al-Issa, and the leadership of the ministry and the Directorate General of Education in Makkah until the completion of the regularization of the minorities’ schools.
He explained that the Directorate General of Education in Makkah began implementing the first stage of the procedures for addressing the situation of minority schools in the academic year 1435-1436.
The first stage involved 12 steps which included male and female teachers through testing them and determining their eligibility to teach in elementary schools. Those who did not pass the necessary tests were transferred to administrative support jobs.
With regard to the admission of students, a test was introduced to determine the level of students at the intermediate and secondary levels.
He said the schools that were identified as qualified included the buildings of charity schools, and other intermediate and secondary night schools were developed to accommodate students according to tests, pointing out that the ministry allowed private schools to open night classes to educate minorities.
“The second stage of addressing the situations of minority schools during the academic year 1436-1437, involved the implementation of five steps to integrate male and female students in the public schools by defining the needs of the schools,” he explained.
Mohammed Mahdi Al-Harthy, director general of education in Makkah Province, told a local publication that with the integrated efforts and support of the Ministry of Education and the relevant authorities, the largest educational correction process was completed and the last stage involved correcting the status at primary schools and the introduction of 121 schools, of which 109 schools were allocated for elementary schools for boys and girls, 12 for intermediate levels of study for boys and girls, which will serve 41,312 male and female students.
Al-Harthi pointed to the attention and follow-up of Makkah Gov. Prince Khaled Al-Faisal on this important file, to achieve the vision of developing Makkah by building the human capabilities and the development of the place, in addition to the interest and follow-up by Minister of Education Dr. Ahmed Al-Issa, and the leadership of the ministry and the Directorate General of Education in Makkah until the completion of the regularization of the minorities’ schools.
He explained that the Directorate General of Education in Makkah began implementing the first stage of the procedures for addressing the situation of minority schools in the academic year 1435-1436.
The first stage involved 12 steps which included male and female teachers through testing them and determining their eligibility to teach in elementary schools. Those who did not pass the necessary tests were transferred to administrative support jobs.
With regard to the admission of students, a test was introduced to determine the level of students at the intermediate and secondary levels.
He said the schools that were identified as qualified included the buildings of charity schools, and other intermediate and secondary night schools were developed to accommodate students according to tests, pointing out that the ministry allowed private schools to open night classes to educate minorities.
“The second stage of addressing the situations of minority schools during the academic year 1436-1437, involved the implementation of five steps to integrate male and female students in the public schools by defining the needs of the schools,” he explained.
