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NIC Standards

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Standards

NIC Vision

To become an education, assessment and examination board that is locally, regionally, and internationally recognized responsible for licensing K-12 schools to offer Nile Education System leading to CNIPE and CNISE.

NIC Mission

To offer a competitive, quality education system that prepares cultured, resilient, technologically empowered, global citizens capable of challenging the future.

The Aims of Nile International Education System

  • Offer competitive, dynamic and adaptable education, assessments and examinations that are locally, regionally and globally recognized.
  • Offer curriculum options and learning experiences for NIC students to successfully meet the demands and expectations of the emerging future careers.
  • Ensure compliance of NIC standards across NIC network of schools
  • Provide comprehensive, on-going NIC professional development and qualifications for educational personnel including teachers and education leaders.

Aims of NIC Curriculum

The curriculum taught in schools licensed by NIC is designed to develop learners who are equipped to lead quality and successful life as adults.

The aims of the NIC curriculum are to:
  • provide a well-structured, progressive, and positive experience of learning
  • provide a framework for developing learners’ skills, knowledge and attitudes, including competence in
    • communication and language, including bilingual competence in Arabic and English; with possibility of learning additional languages
    • entrepreneurship and innovation
    • critical thinking
    • mathematics
    • technology
    • computational thinking
  • develop awareness of the ethics and values of responsible citizenship including democracy, gender equality, religious diversity, tolerance, and sustainability as well as family and community wellbeing
  • prepare learners for their future life and careers in the fourth industrial revolution by promoting flexibility, adaptability, self-efficacy, productivity, leadership, accountability, personal wellbeing and quality of life.
  • engage learners in the use of age appropriate, innovative, cutting-edge pedagogy
  • empower learners to excel in assessments which are internationally benchmarked according to standards.

NIC Standards

Domain 1: Education Vision and Mission

Standard 1:
NIC maintains a vision and mission that commit to high expectations for learning as well as shared values and beliefs about teaching and learning
  • Indicators
    1.1.1 NIC vision and mission encompass the basic tenets of CAPDO (Curriculum, Assessment, Pedagogy Overview) document
    1.1.2 NIC vision and mission are reflected its curriculum documents (Curriculum Frameworks, Teaching guides, and Assessment materials)
    1.1.3 1.1.3 NIC vision and mission are reflected in its implemented Curriculum
    1.1.4 NIC vision and mission are consistent with the national goals, the nature of the knowledge and digital age, and the requirements of the national and international labour market.
    1.1.5 NIC implements a process to continuously assess its programs and organizational conditions to improve student learning
Standard 2:
NIC sets "learner attributes" and "teacher attributes" that translate NIC vision and mission and are reflected in its intended curriculum and implemented curriculum
  • 1.2.1 NIC has a learner-attribute document that encompasses NIC expected characteristics in its graduates
    1.2.2 NIC has a teacher-attribute document that encompass NIC expected characteristics in teachers who teach its curricula
    1.2.3 NIC curriculum is committed to respect, collaboration, entrepreneurial spirit, service learning, community outreach, and sustainable development
    1.2.4 NIC curriculum is committed to bilingual education and provides opportunities of learning other languages
    1.2.5 NIC curriculum is committed to interdisciplinary learning
    1.2.6 NIC curriculum promotes a set of values (e.g. religious tolerance and gender equality, responsible citizenship.) that contribute to their personal and cultural development
    1.2.7 NIC curriculum promotes sense of belonging to one’s own country, region and world
    1.2.8 NIC is committed to the professional development of teachers, academic staff and all other related and auxiliary jobs with the aim of accomplishing its vision and mission

Domain 2: Teaching, Learning & Assessment

Standard 1:
NIC has its unique Curriculum that serve its vision and mission
  • Indicators
    2.1.1 NIC ensures that its curriculum documents are updated periodically so as to cope with the developing nature of knowledge and technology
    2.1.2 NIC ensures that its assessment model is updated to be compatible with NIC curriculum documents
    2.1.3 NIC ensures that teaching staff at NIC-licensed schools have participated successfully in all planned compulsory professional development programs
    2.1.4 NIC curriculum is committed to project-based learning and interdisciplinary learning
    2.1.5 NIC curriculum is committed to preparing learners for career planning and continual improvement
Standard 3:
NIC adopts a learner-centered approach - as reflected in its curriculum documents - to learning that supports learners to become confident, autonomous, reflective, innovative, open-minded and engaged
  • 2.3.1 NIC curriculum documents adopts learner-centered pedagogy.
    2.3.2 NIC has a systematic monitoring procedure to ensure that teachers demonstrate competences in planning and managing learner-centered activities.
Standard 4:
NIC has its unique assessment model that serve its vision and mission
  • 2.4.1 NIC assessment system defines the framework for gathering, analyzing, and making use of formative and summative data with the purpose of improvement of student learning.
    2.4.2 NIC adopts assessment-for-learning model in its curriculum documents, teacher training programs and teacher assessment tools
    3.4.3 NIC adopts self-evaluation, peer-evaluation, and peer feedback in a safe, non-judgmental environment with the purpose of maximizing students' learning
Standard 5:
NIC has a support system for educators and educational leaders
  • 2.5.1 NIC has an induction program for new teachers that aims at familiarizing them with NIC curricula and assessment model
    2.5.2 NIC has an induction program for new assistant principals that aims at familiarizing them with NIC curricula, assessment model and NIC school directory
    2.5.3 NIC has a system for monitoring and enhancing teachers’ performance development needs
Standard 6:
NIC adopts assessment-for-learning model to feedback into teaching and learning
  • 2.6.1 NIC teacher support system includes items for monitoring teachers' use of assessment-for-learning as part of their teaching performance.
    2.6.2 NIC teacher professional development program includes one or more trainings on assessment-for-learning for teachers, assistant teachers, head of departments, and assistant principals.
    2.6.3 NIC has a documented reporting mechanism in place for communicating assessment outcomes to students and parents for use by Nile Egyptian Schools
Standard 7:
NIC produces and supervises the administration of examinations leading to CNIPE and CNISE
  • 2.7.2 NIC has qualified test-setters who are capable of writing exams for CNIPE and CNISE in light of the NIC test-specifications
    2.7.3 NIC has qualified exam officers who are capable of undertaking exam-related tasks and adopting NIC procedures for preparing school as a NIC exam center
    2.7.4 NIC trains school principals and assistant principals in their roles and responsibilities for managing their schools as an exam center under NIC examination board
    2.7.5 NIC trains school staff on their roles and responsibilities as exam invigilators under NIC examination board
    2.7.6 Curriculum, instruction, and assessment are monitored and adjusted periodically in response to data from multiple assessments of student learning

Domain 3: Professional Development

Standard 1:
NIC has training programs for teaching and administrative staff that is updated periodically in light of the feedback NIC receives from stakeholders
  • Indicators
    3.1.1 NIC has an Initial Teacher Training program for teachers, assistant teachers, Heads of Departments, and assistant principals which aims at introducing NIC staff to the main teaching principles and teaching approaches and assessment tools recognized by NIC
    3.1.2 NIC has a subject-specific training program for teachers, assistant teachers, and Heads of Departments which aims at introducing NIC staff to NIC curriculum documents and NIC lesson planning and medium-term planning systems
    3.1.3 NIC has a formative assessment training program for teachers, assistant teachers, and Heads of Departments which aims at introducing NIC staff to formative assessment techniques and project-based learning
    3.1.4 NIC has a leadership training program for Heads of Departments, assistant principals and principals that aims at introducing NES leaders to the roles and responsibilities of NES academic staff and the different tools for academic staff support
    3.1.5 NIC has an exam- officers' training program for acquainting NIC exam officers with NIC exam system relevant to their job description
Standard 2:
NIC has a PD system rooted in research-based, PD best practices with the purpose of improving both teaching and learning
  • 3.2.1 Teachers participate in collaborative learning communities to improve instruction and student learning.
    3.2.2 Teachers implement the school’s instructional process in support of student learning.
    3.2.3 Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.

Domain 4: The Physical Environment of the NIC-licensed Schools

Standard 1:
School complies with the specifications of NES physical environment to support the effective delivery of NES curriculum.
  • Indicators
    4.1.1 School completed the requirements of teaching NES syllabuses as per NES specifications for the school physical environment. (NES Physical environment checklist)
Standard 2:
School complies with health and safety procedures as well as child protection procedures as per the Ministry of Education and other governmental requirements
  • 4.2.1 School completed physical environment requirements for ensuring the safety and protection of children during their time at school
    4.2.2 School has in place a documented HSE manual, clearly demonstrating the techniques of dealing with all aspects accordingly, “this manual should be approved from governing local / regional regulatory authority.
Standard 2:
School physical environment meets the requirements for the secure administration of examinations
  • 4.3.1 School has security arrangements for receiving, storing and dispatching confidential examination material as per NES specifications for securing examination material.
    4.3.2 School has completed the physical environment requirements for administering exams as per NES specifications for administering exams in NES schools