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 Ghazo7th 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 SummaryEducational Excellence Framework

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



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

Continuous

Improvem-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


FrameworkEEF Enablers-Results

EEF Assessment Weights

UN Sustainable

Development Goals


EEF Enablers-Results





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-

PRMEPrinciples for

Responsible

Management

Education

EFQMEuropean 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

FrameworkFor Both Educational Institutes &

Students


EEF

2015 2030UN 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-

Company Employees

Company Culture

Society,Region, World

Employers & manage-

ment

Schools Administration need to

be structured

and managed within the EEF Model

Region and the world need to be part of the curriculum

development through

the UN programs and goals

Schools need to

be continuously

assessed based on the EEF

Students by this stage will start to

be part of bridging the gap

between Businesses and

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 Administration need to

be structured


Universities

need to be continuously


Universities

need to be

continuously


Employees equiped with the

EEF model will now be able to

join a highly competitive

business world while being able

to work and innovate within structured and

consistent methodologies

University Administration need to

be structured


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 & CI Implementation Planning Initiation

Mo. & Meas. & CI. Imp. Pl. In.

Mo. & Meas. & CI. Imp. Pl. In.

Monitoring & Measurement & CI Implementation Planning Initiation



EEF

UN Sustainable



Framework

EEF Vs SDGs

KPIs (Lead & Lag)


EEF Vs SDGs - KPIs (Lead Lag)


EEF Vs SDGs - KPIs (Lead Lag)Educational Excellence Framework

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

2.4 2.3

3.9 3.7 3.6

3.12 3.11

3.10

6.6 6.5 6.3

6.8

6.7

7.3 7.2 7.5 7.4

12.2 12.1 12.4 12.3

12.7 12.6

12.5

12.8 12.10 12.9

Lagging KPIs

13.3 13.1 13.5

14.5 14.3 14.2

14.8

14.7

15.2 15.6 15.4

15.9

15.8

15.10 15.12 15.11

16.2 16.1 16.5 16.4

16.8 16.7

16.6

16.10 16.12 16.11

4.2 4.1 4.4 4.3

4.7 4.6

4.5

4.8 4.10 4.9

4.11

5.2 5.1 5.4 5.3

5.7 5.6

5.5

5.8 5.9

8.2 8.1 8.4 8.3

8.7 8.6

8.5

8.8 8.10 8.9

8.11 8.12

9.2 9.1 9.4 9.3

9.7 9.6

9.5

9.8

10.2 10.1 10.4 10.3

10.7 10.6

10.5

10.8 10.9 10.10

11.2 11.1 11.4 11.3

11.7 11.6

11.5

11.8 11.9 11.10

17.2 17.1 17.4 17.3 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 – Readiness80% 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

participantsCriteria # 7: Expected output/outcome/impact on society

Participants link between expected future outcome/impact and needs

of surrounding communities and environment.

This criteria focuses on the current baseline and expected output/outcome/impact during and after executing the

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

This criteria focuses on the current baseline and expected output/outcome/impact during and after executing the 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

%10: المئوي الوزن %25: المئوي الوزن %15: المئوي الوزن%25: المئوي الوزن %25: المئوي الوزن

المتوفرة والقدرات المشروع إلنجاز الالزمة القدرات المشاركين يحدد

.مشترك كل لدى

والنتائج الجماعي العمل بين الرابط ديمومة على المشاركين يعمل

.التشاركية هذه نتيجة والمتحققة اإليجابية التشاركية

قدر أكبر لتحقيق المجتمعية مساهمتم ترويج على المشاركين يعمل

. المجتمع أفراد من المباشرة وغير المباشرة المشاركة من ممكن

يحددونها التي المساعي مع المشروع ربط على المشاركين يعمل

.وتماسكه المجتمع بناء في والمساهمة األخرين لخدمة

تحقيق في المساهمة في المجتمع أفراد إشراك على المشاركين يعمل

.لديهم المتاحة القدرات على بناءا المشروع أهداف

تم الذي المشروع لترابط المشاركين تحديد على المعيار هذا يركز

. بهم المحيط المجتمع إحتياجات مع إختياره

تحقيق في المجتمع أفراد إلشراك المشاركين مساعي على أيضا يركز

وأفراده المجتمع على المنعكسة اإليجابية واألثار المشروع أهداف

.المشروع تنفيذ نتيجة

أهداف مع وترابطها بهم المحيط المجتمع إحتياجات المشاركين يحدد

. والفرعية الرئيسية المشروع

المجتمع على المنعكسة اإليجابية األثار تحديد على المشاركين يعمل

على كل) المشروع أهداف تحقيق على بناءا وأفراده بهم المحيط

.(حدى

حيث من التعبير في الحرية مع المشروع ربط على المشاركين يعمل

تهم والتي العامة القضايا مختلف في واألفكار باألراء واألخذ تقديم

واضحة ورؤيا وعي لديها منفتحة أجيال خلق بهدف المجتمع

.والتنمية التقدم عجلة دفع في للمساهمة

.والجاهزية الممكنات لمعايير للمبادرات النهائي التقييم من% 80 تخصيص تم: الجاهزية- الممكنات

واألهداف النتائج تحقيق إلى للوصول اكبر فرصة النهاية في الفعال التخطيط يضمن حيث كبيرين وجهد وقت على بالعادة يستحوذ والذي الناجح التخطيط وهو للمشاركين مشروع أي وإستدامة نجاح ركائز أهم أحد يإيصال لنقوم والمشاريع لألفكار الفعال والبناء التخطيط ثقافة نشر على نساعد حتى

.تنفيذه المراد المشروع من المرجوة

(الحاجة حسب هنا المشروع/للمبادرة المقدمة تفاصيل إضافة يتم): مقدمة

(الحاجة حسب هنا المشروع/بالمبادرة التعريف تفاصيل إضافة يتم)": المشروع/المبادرة" ب تعريف

(الحاجة حسب هنا للمشروع والداعمة الراعية للمؤسسة اإلستراتيجية األهداف مع المشروع/المبادرة ترابط تفاصيل إضافة يتم): للمشروع والداعمة الراعية للمؤسسة اإلستراتيجية األهداف مع" المشروع/المبادرة" ترابط


(الحاجة حسب هنا والدولية الوطنية واألهداف القيادة توجهات مع المشروع/للمبادرة ترابط تفاصيل إضافة يتم): والدولية الوطنية واألهداف القيادة توجهات مع" المشروع/المبادرة" ترابط

القدرات وتحديد التخطيط: الثاني المعيار

الرئيسية األهداف على بناءا مراحل إلى المشروع المشاركين يقسم

.للمشروع

حيث المشروع مراحل على المشروع أهداف المشاركين يوزع

كل) المختارة بالمرحلة األهداف وترابط الواضحة العالقة يراعون

.(حدى على هدف

للمبادرات األفكار من عدد تحديد في الجماعي النهج المشاركين يتبنى

.للتنفيذ قابلة مشاريع إلى تترجم أن يمكن والتي

والذي األنسب المشروع ويحددون المشاريع قائمة المشاركين يدرس

.جميعا وأفكارهم وتطلعاتهم توجهاتهم يحترم

.للمشروع والشمولي العام الهدف المشاركين يحدد

اإلعتبار بعين األخذ مع للمشروع الرئيسية األهداف المشاركين يحدد

.الرئيسي والهدف المشروع توجهات مع ترابطها

إلنجاز الالزم والوقت المشروع إلنجاز الكلي الوقت المشاركين يحدد

.المشروع مراحل من مرحلة كل

بعين األخذ مع هدف كل لتحقيق الالزم الوقت المشاركين يحدد

.وجدت إن العمل وإزداجية األهداف تحقيق تسلسل اإلعتبار

وأهدافها المبادرة تحديد: األول المعيار الهادف الجماعي العمل: الخامس المعيار

العام الهدف لتحديد شامل إطار بناء إلى المشاركين توجيه على المعيار هذا يركز

.للمشروع الرئيسية األهداف تحديد مع وتسميتها للمبادرة

للمشروع خططهم بناء على للتركيز المشاركين مساعدة على المعيار هذا يركز

خاللها المشروع تنفيذ المراد الزمنية المدة على بناءا البداية منذ تنفيذه المراد

. المشروع وتنفيذ إلنشاء وجودها المرجو المتطلبات على وإعتمادا

الكامنة قدراتهم تحديد على المشاركين مساعدة على أيضا المعيار هذا يركز

.المشروع تنفيذ على تساعد أن يمكن والتي والظاهرة

وخططهم متوفرة الغير واإلمكانيات القدرات المشاركين يحدد

.إيجادها على والعمل لتعويضها

التطوعية: الثالث المعيار

تم الذي المشروع لترابط المشاركين تحديد على المعيار هذا يركز

أو المدرسة في سواءا به اإلنخراط المراد التطوعي العمل مع إختياره

.الوطني المستوى على أو الحي

المواطنة روح تعزيز في المشروع مساهمة المشاركين يحدد

.السلوكي واإلنضباط اإلنتماء قيم وغرس

التربوية، البيئية، المجاالت مع المشروع ترابط المشاركين يحدد

.والعلمية الفنية الثقافية، الصحية،

في سواء المحلي المجتمع على المشروع تأثير المشاركين يحدد

.وطني تأثير أو الحي أو المدرسة

لتحقيق المشاركين بين الجماعي العمل أهمية على المعيار هذا يركز

جو لتوفير دائما المشاركين يسعى حيث, للمشروع الكلية األهداف

النتائج تكون وألن بينهم الجهود تشارك مساعي يدعم خالق إيجابي

العمل على أيضا التركيز مع وإيجابية تشاركية هادفة، النهائية

.الخارجية األطراف مع الجماعي

دعم في للمساعدة المطلوبة اإلحتياجات توفير على المشاركين يعمل

.بينهم ما في الجماعي العمل مساعي

دعم في للمساعدة المطلوبة اإلحتياجات توفير على المشاركين يعمل

.المجتمع أفراد مع الجماعي العمل مساعي

المجتمعية المشاركة: الرابع المعيار

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(الحاجة حسب هنا المشروع/للمبادرة المقدمة تفاصيل إضافة يتم): مقدمة

(الحاجة حسب هنا المشروع/بالمبادرة التعريف تفاصيل إضافة يتم)": المشروع/المبادرة" ب تعريف



(الحاجة حسب هنا والدولية الوطنية واألهداف القيادة توجهات مع المشروع/للمبادرة ترابط تفاصيل إضافة يتم): والدولية الوطنية واألهداف القيادة توجهات مع" المشروع/المبادرة" ترابط

المشروع أهداف تحقيق نتيجة المترتبة األثار المشاركين يحدد

المجتمع) المشروع تنفيذ نتيجة المستهدف المجتمع على الرئيسية

.(محيطة كبيئة


المجتمع) المشروع تنفيذ نتيجة المستهدف المجتمع على الرئيسية

.(سكانية ومجموعات كأفراد

المجتمع أفراد جهود مشاركة نتيجة المترتبة األثار المشاركين يحدد

مسببات ضمن وتضمينها بها لألعتراف الرئيسية األهداف تحقيق في

.األهداف وتحقيق النجاح

بعين األخذ مع) المجتمع على األثار هذه بقياس المشاركين يقوم

على المشاركين وقدرة القياس إلجراء المتوفرة اإلمكانيات اإلعتبار

.(وتنفيذه مؤشراته إعداد

للرؤية المتوقعة األثار: األول المعيار

المستقبلية

المشروع تنفيذ وبعد وأثناء قبل المتوقعة األثار على المعيار هذا يركز

العام الهدف على بناءاً تحديدها يتم التي المستقبلية الرؤية على

.تحديدها تم التي الرئيسية واألهداف

حدوثها والمتوقع المدى قصيرة المستقبلية األثار المشاركين يحدد

.الرئيسية المشروع أهداف تحقيق نتيجة

حدوثها والمتوقع المدى طويلة المستقبلية األثار المشاركين يحدد

.الرئيسية المشروع أهداف تحقيق نتيجة

%5: المئوي الوزن

المجتمع وإحتياجات المستقبلية األثار بين بالربط المشاركين يقوم

.المحيطة والبيئة

%7.5: المئوي الوزن%7.5: المئوي الوزن

المجتمع على المتوقعة األثار: الثاني المعيارالمشاركين على المتوقعة األثار: الثالث المعيار


.لديهم الشخصية واإلمكانيات القدرات تطور على الرئيسية


.التعليمية وقدراتهم معلوماتهم تطور على الرئيسية


.العملية وقدراتهم معلوماتهم تطور على الرئيسية


. أخرى وقدرات معلومات أي تطور على الرئيسية


. لديهم واإلمكانيات القدرات تطور حيث من أنفسهم المشاركين على

التعليمية النواحي في المشاركين على المترتبة األثار على أيضا يركز

ذلك وغير والعملية


المستوى على أو الحي أو المدرسة سواء المحيط المجتمع على

.ككل الوطني

.المشروع/للمبادرة المتوقعة لألثار النهائي التقييم وزن من% 20 تخصيص تم: المتوقعة األثار– النتائج

وسوف األثار هذه وتقييم تحديد في الطالب على أكبر والمشرفين المعلمين تأثير يكون سوف السبب لهذا. المشروع تنفيذ نتيجة المترتبة المستقبلية واألثار العامة النتائج لتحديد المشروع وأفكار ألهداف الشمولي بالتحليل خبرتهم ومحدودية المشاركين أعمار اإلعتبار بعين األخذ تم حيث

.الممكنة الفضلى بالصورة النتائج هذه لتحقيق جهودهم وتوجيه خططهم بناء على يساعدونهم

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EEF - PAPPPublic Academic Private

Partnership

UN Sustainable

Development Goals


EEF - PAPP


EEF - PAPP


EEF - PAPP

1 23 45

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 ...)

P

P

A

P

A

P

P

P

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Corporate Social

Responsibility Initiative


Corporate Social Responsibility InitiativeEducational Excellence Framework

Corporate Social Responsibility Initiative


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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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Excellence

Framework Model







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EEF References


EEF References


EEF References

40

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Xiang Zhang and Rongqiu Chen, Examining the mechanisem of the value co-creation with customers, Int. J. Production Economics, 116 (2008)21 Stephen L. Vargo and Robert F. Lusch, Evolving to a new dominant logic for marketing, Journal of Marketing, 68 (2004) 142

Brusoni et al., The Concept of Excellence In Higher Education, ENQA, Occational Papers 20, Brussels, Belgium 2014, ISBN 978-952-5539-73-8 (webpublication), ISBN 1458-

1051

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Ramune Kasperaviciute, Application of ISO 9001 and EFQM excellence model within higher education institutions: Practical Experiences Analysis, Mykolas Romeris

University, Lithuania, Socail Transformations in Contemporary Society, 2013, ISBN 2345-0126 (online)38

Achieving Excellence, A Renewed Vision for Education in Ontario, Ontario, April 2014, ISBN 978-1-4606-3782-1 (print), ISBN 978-1-4249-5662-3 (PDF)39

Arjomandi et al., An EFQM Excellence Model for Higher education quakity assessment, 20th Australasian Association for Engineering Education Conference, University of

Adelaide, 6-9 December 2009, ISBN 1 876346 59 0, 2009

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www.unprme.org35

www.un.or34

www.moe.gov.jo

EFQM. www.egqm.org32

www.wikipedia.com 33

Excellent government customer service is not an oxymoron, Richerd Petree, Fair & Equitable, March 201128

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Management, 7 (1996)18

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8 Nina Lindberg and Fredrik Nordin, From products to services and back again: towards a new service procurement logic, Indistrial Marketing Management, 37 (2008) 292

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UN Sustainable

Development

Goals2015 2030

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3 Malek Ghazo, Excellece In School Projects, Model & Criteria. The deposit number at Jordan National Library (2015/12/5760)

4 Malek Ghazo, Excellence in Customer Service Award, Model & Criteria. The Deposit number at Jordan National Library (2015/8/4159)

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Management,Emerald Group Publishing Limited, 24 (2004) 468

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(2002)17

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business-with-customer-value-co-creation/ 16

Gulcin Buyukozkan, Orhan Feyzioglu and Erdal Nebol, Selection of the strategic alliance partner in logistics value chain, Int. J. Production Economics, 113 (2008) 148

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from:http://www.customerthink.com/blog/how_customer_co_creation_is_the_future_of_business15

13

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24711

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organizational learning perspectives, Academy of Management Journal, 43 (2000) 449

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Industrial Marketing, 19 (2004) 310.7

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Malek Ghazo, Service management: managing services in the telecom industry in relation to market logic, customer involvement, partner selection and supplier selection.

The deposit number at Jordan National Library (2015/6/3004)1

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