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The "National Program for Evaluation, Classification, and School Accreditation" (second cycle) launched by the "Education and Training Evaluation Commission" is considered an important strategic step to improve the quality of education and enhance the culture of institutional excellence in public education schools. However, its effectiveness and the sustainability of its impact increase as it relies on a genuine partnership with the educational field and takes into account the real challenges faced by schools of various types.

From the educational field, perspectives have emerged from school principals that contribute—if taken into account—to the development of the program and the improvement of its effectiveness.

One of the most notable observations is that specialists in the field of evaluation are appreciated and respected; however, many of them have been disconnected from the educational field for a considerable period, at a time when schools are witnessing rapid changes and developments in educational systems and practices.

This reality may sometimes limit the accurate understanding of all the details of daily school work and its actual challenges.

Based on this, school leaders see the importance of adopting more efficient and modern mechanisms; among the most prominent of these is the employment of AI-supported technologies in evaluation processes, due to their effective role in monitoring significant observations, analyzing data, reducing variability in judgments, and enhancing fairness and accuracy in evaluation results.

School principals also pointed out the issue of including the school environment within the areas of evaluation, at a time when the school has become increasingly responsible for technical, educational, and administrative aspects, without having sufficient authority to influence many elements of the school environment.

From their perspective, this area is an additional burden that may drain the time and effort of the school, at the expense of focusing on improving learning outcomes and the quality of educational practices.

Another important observation is that subjecting public, private, and international schools to the same classification and evaluation standards may place public schools in a difficult position, due to the existence of substantial differences in capabilities, financial support, student numbers, and the nature of the internal and external school environment. This necessitates a reconsideration of the comparison and classification mechanisms to ensure fairness and equal opportunities.

Finally..

The Education and Training Evaluation Commission confirmed that this cycle is a standard for the rights of the learner and their protection, expanding the scope of school partners to include the mother and father, enhancing the quality of relationships within the work environment, improving technical and educational performance in the classroom, and achieving the objectives of "Vision 2030".