Obstacles to Implementing the Strategic Action Plan in the Light of Performance Evaluation at College of Education in Jeddah University
Bibliographic record
Abstract
The present study aims to investigate the obstacles to implementing the strategic action plan in the light ofperformance evaluation at the College of Education, Jeddah University. The author adopted the descriptive analyticalapproach. The population comprised all forms and documents relevant to the domains, namely learning andeducation, post-graduate studies, social responsibility, and funding. The results showed that the achievement rate ofthe domains was 40%, 18%, 0.04%, and 73%, respectively. The obstacles to learning and education related toawareness of the course and its design, difficulty of students’ interaction, and form filling objectively. The obstaclesto post-graduate studies domain were relevant to publishing in reviewed and standardized journals due to JeddahUniversity, lack of action handbook for mission and, post-graduate studies based on mission regulation of the SaudiUniversities. The obstacles to social responsibility were relevant to funding in terms of allocating a budget foractivating the social responsibility projects and upgrading the college’s infrastructure. The obstacles to funding andinvestment were based on the needs of civil society associations to launch new programs that meet their needs andprovide the College of Education with investment return.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".