Fulfilling basic needs in "Education for All" requires more than, just, a definition of the commitment to basic education in its current situation. What is really needed is a broad vision that goes beyond the current resources levels, the institutional structures, school curricula and traditional educational systems, relying, thus, on the best existent practices.

This above mentioned sentence was cited in article 2 of the Universal Declaration on "Education for all", which was approved in Jomitien, Thailand, in 1999, by the World Congress on "Education for All". The broad vision consists of the following:

1. Making education accessible to all and promoting equality;

2. Insisting upon learning acquirements;

3. Broadening basic education scope and means;

4.Promoting learning environment;

5. Reinforcing contributions.

Accordingly, the State of Bahrein proceeded to abide by the provisions embodied in the Declaration. It aimed for benefiting from the broad vision while setting down its own future educational vision and directives. It views this as reference to reconsider its previous directives, introducing the suitable amendments to the whole educational system. Therefore, in 1995, appeared a document under the title "Main Directives for Developing Education in the Coming Stage", which obtain the approval of the honored government in 1996. This document, also, embodies similar directives to the "Education for All" broad vision, as specified in the Universal Declaration on Education for All. Some of its aspects focussed on the following:

1. Making education accessible to all and promoting equality

The most prominent directives in this field:

1. Keeping providing suitable education opportunity for all citizens, reaching those who are in school age, realizing balance, by opening schools all over the country, in order to meet the State policy consisting in providing education for all. ]
2. Reducing the educational waste rate, such as school drop-out and failure, and illiteracy; in order to make the best use of the available `resources and possibilities.

1. Insisting upon learning acquirements

The most prominent directives in this field:

1. Improving the students’ learning, qualitative and quantative acquirements, in all subjects, especially, Arabic language, mathematics, sciences and English language; so that school graduates performance equals the world perfection levels.
2. Developing technical and organizational procedures that achieve much more seriousness and firmness in the management of teaching and progress process, that guarantee that most of the students reach the required levels of perfection.
3. Reviewing, the curricula and school books, while taking into consideration the necessity of raising the government expectations from students and widening the qualitative knowledge and the high intellectual skills, that most of the students must perfect. All of this must be achieved in the light of the recent scientific and educational development, the Bahrainee society needs and ambitions, as well as the consequences to which has led the application of current curricula and books and use of the world experiences in this field.

1. Broadening basic education scope and means:

The most prominent directives in this field are:

1. Inciting the private sector to open kindergartens that would receive a greater number of children in pre-school, thus contributing to better preparing them for attending primary schools.
2. Achieving literacy training and preventing any potential return to illiteracy by the end of this century.
3. Realizing cohesion between formal and informal education, reinforcing adult education program and life long education, improving their quality and adapting them to the labour market needs.
4. Reinforcing Islamic education, Arabic language, Bahrain history and geography, in the private schools and make sure these subjects get the appropriate interest and time, to teach them according to the level specified by the government.
5. Reinforcing the public libraries’ role in spreading knowledge and improving the cultural level of the society members, modernizing them on the technical level and supplying their properties with various printed and audiovisual knowledge sources, in an even away, for all specialization fields.

1. Promoting learning environment

1. Insisting upon the citizen integral upbringing, so that his believe in God, his belonging to his nation and his devotion to his prince get more powerful. Therefor he would participate in safeguarding his country’s sovereignty, unity and social coherence.
2. Enriching and developing the citizen personality, strengthening his self respect, developing sound thinking skills and creativity spirit within him; so that he takes on his responsibilities in his society, adapt to the era changes and brings constructive contribution to the development of his country.
3. Deepening the citizen respect to his cultural inheritance, reserving the social values in the bahrainee society, feeling proud of them and making use of them, by preserving the country’s identity and progress; as well as its opening to other cultures, to understand them, and make use of the good elements.
4. Getting familiar with the environment and making sure on taking care of it, maintaining its resources and preserving its natural, historical and cultural sides, as well as its private and public properties.
5. Reinforcing the discipline, seriousness and commitment spirit within the youth and consolidating it as an added value that confers to its owner numerous social and moral privileges.
6. Reinforcing educational control and supervision, ensuring a strict environment, adequate for learning and teaching at school and respecting the regulation in what serves the students interest and pushes them to make better use of the teaching and educational services, the school offers to them.

1. Reinforcing contributions

1. Encouraging private sectors investors to open national private schools and educational institutes, in order to lighten the pressure on the public schools and enrich educational experience. Nevertheless, conditions and regulations, which guarantee that the private education institutions’ goals and services much with the national goals of the public education in Bahrain, must be observed.
2. Widening the coordination scope among the concerned government ministries, the relevant committees institutions in order to promote, develop and adapt education to the citizen and society needs.
3. Promoting the level of educational and school administrations and working towards their development and reactivating their role, in order to improve their performance, raise their efficiency, and increase their ability to implement ameliorative plans and programs.
4. Consolidating relations between the house and the school, harmonizing their roles with that of the society in educating youth, reinforcing the role of the students parents in teaching learning processes, encouraging the school opening on its environment reactivating its role in educational activity and social services.
5. Reinforcing the house role in supporting school and transforming it to a full partner in increasing the students learning acquirements.
6. Pursuing the government policy toward education apprenticeship and providing its requirements, applying life-long teaching and learning strategy, improving the level of either teacher or workers in the educational field, following their apprenticeship development, in order to enable them to fulfil their tasks effectively and efficiently and submitting job promotion to the professional one.
7. Reinforcing the in-school training in order to achieve sustainable professional development and encouraging the school effort in its apprenticeship and self learning related practices, in order to raise its workers skills and give them motivation to reach expected educational and cultural levels.

The Ministry of Education took several measures to achieve those orientation and intensified its efforts by applying a number of procedures, methods and programs that guarantee maximum amount of supports, to realize the goals, policies and programs, adopted and expected to be adopted on a long term. The Ministry translated these orientation into a broad vision that embodies other sides, directly related to the following basic learning needs offering:

1. Reinforcing early childhood global care, promoting pre-school education, by developing its regulations, curricula and teaching and evaluation methods; training its teachers and setting practical training programs in order to develop kindergarten skills, according to modern educational methods. The pillars of future education in the kindergarten institutions, such as self and life long learning, have to be taken into consideration.
2. Setting up global and integral conception for future school qualification, places of studying, students number; the role of the new educational techniques in specifying schooling time at school and in other places; taking measure to develop the school building, to be more responsive to the new technological changes and receive a greater number of students in basic education.
3. Evaluating educational outcome and learning acquirements levels at the end of each module, starting with the basic united and integral capabilities, in a periodic way. The objective is to identify the weaknesses and strength in the students performance. Furthermore guiding teaching process, ameliorating strategies, correcting practices and amending policies as well as participating in world evaluative surveys.
4. Submitting basic education curricula to a global development, so that they much with modern life needs, answer the changing civilization will in society, welcome the science of the era and reflect the recent educational development. In this regard, special importance should be given to the diversity of the educational subjects, rather than relying on the book as one unique learning source.
5. Directing educational programs and projects to face era requirements and present and future needs; widening the use of recent educational techniques, especially those related to data processing and computer, as a subject and a teaching learning instrument; preparing programs applied in learning and teaching processes; creating databases for this issues; integrating various modes in the learning and teaching strategies; reinforcing the use of computers by brilliant and slow learners, specially in basic education, very soon in order to promote individualization in self learning and education process.
6. Considering work and practical experience as basic pillar of all education levels, and adopting pilot projects, since early age related to technique design and practical studies.
7. Giving the teacher’s training a special importance and rehabilitating him in a permanent way, on the scientific, practical and behavioral level; determining teaching capabilities in the light of the roles expected from the teacher in a changing world. Trying to improve the teacher’s level by attracting the special categories to teaching profession, ameliorating on-service training programs, while insisting on using communication and information technology in teaching process. In addition, using the methods and tools that match with the principals of formative and constructive evaluation. Those special categories must also be trained in the work and production sides and their skills developed in thinking field, and problem solving, in order to improve performance.
8. Strengthening the decentralized administration; developing the school institution and reinforcing its opening on the society on the environment; consolidating its efforts, changing its role, increasing its authorities and making it a research, creativity and innovation fields. Thus the school institution climate becomes effective and contributes to educational innovation and development process. The heading towards self learning in these school institutions by considering it as a process where all elements and changes outside and inside the school participate. Moreover, developing executive level efficiency in the policies, strategies, activities and methods related to educational data system.
9. Improving the productive efficiency of the school institution by reactivating its daily work cycle and realizing maximal effectiveness and efficiency. Thus, reaching maximum degrees of student learning, which enable most of the students to attain perfection levels. Furthermore, realizing high quality education that reflects on educational input operations and output.
10. Giving special importance to develop the school learning sources and improving their efficiency by establishing internet links with other sources. Moreover, stressing learning rather than teaching.
11. Directing the educational system to be more in harmony with sustainable education and life long learning; consolidating life long education related principal in order to face civilizations consecutive changes and current international and regional challenges. Furthermore, making educational innovations that influence working methods and style as part of sustainable education, by providing high quality education and culture. In addition, making use of communication technique in life long education for all citizen; emphasizing the importance of civilization and adapting adult education to the 21^st century requirement. By that means, the Bahrainee society becomes in all its categories an educated society. Thus it would be able to preserve its roots, renew its life, improve its quality and participate in human civilization process.

In order to keep on renewing the future vision of education, a committee was recently formed, under the Ministry of Education control, in order to set "the future vision for Developing Educational and Teaching System in Bahrain by 2.025". In this connection, what has been done, under the above mentioned document on "Main Directives", should be taken into consideration, as well as the educational innovation projects, and the draft document on foreseeing the future in the Arab golf states.

The committee determine, at the beginning of its 13 work themes as follows:

1. improving the education process in various phases, including (curricula, learning strategies, educational evaluation, learning sources);
2. Administrative development (educational management, steering procedures, school institution administration);
3. Education economics and finance (rationalizing expenditure, supporting education, privatization);
4. Researches and global evaluation;
5. Education apprenticeship;
6. Information technology (computer science and its techniques);
7. Life long education (literacy, adult education, high education);
8. Vocational and technical education;
9. Culture;
10. Pre-school education;
11. Taking care of special categories (talented and brilliant students, slaw learners and people with disabilities);
12. Private education (civil community);
13. Reinforcing relations between the house, the school and the society.

The starting point in studying this document themes was the current related practices and the world orientation which aim for developing them. It is expected that the "Future Vision for Developing the Educational and Teaching System in Bahrain by 2.025" document will be published in March 2000.