Education is the most powerful policy lever a government has at its disposal to improve society, by providing future skills for the economy, offering fulfilling job opportunities for all young people, and strengthening engagement with wider society.

Since 1968, RASIT’s has been supporting governments and institutions in developing education policy to shape the education landscape by providing and building independent and authoritative evidence and insights to advise and influence decision-makers.

Education has a transformative effect on life chances of young people, enabling them to fulfill their potential, have successful careers, and grasp opportunities. As well as having a positive impact on the individual, good quality education and students’ wellbeing also promotes economic productivity and a cohesive society. Identifying and promoting good education policies is crucial for any government administration, including ministries of education.

Even before founding RASIT, the late HRH Prince Mohammad bin King Faisal (I) of Iraq El-Hashemite worked from 1959 to establish and develop Educational Administration in many countries. His work continued and grown more effectively from 1968 onward after he established RASIT.

To build and develop Educational Administration that meet the needs of a country and its society, RASIT focused on providing Education Policies that aim to promote high quality education outcomes for all, regardless of social background.

RASIT has been entrusted by governments and institutions to develop and deliver education policies. The Data-driven research and analysis shed light on how RASIT delivers a high-quality, equitable education system and identifies issues where policy development is needed.

It is noteworthy that one of RASIT's most important achievements is the work of its founder, the late Prince Mohammad, in encouraging and supporting governments to establish an educational administration in every ministry.

Through the developed policies, RASIT has been working with public and private sectors.to raise standards in education through rigorous data analysis, research and the exchange of information and knowledge to help develop education policies and Administrations.

To accommodate rapid enrolment expansion and increasing demand for higher education, including the trans-border, the world witnessed tremendous increase in the number of higher education institutions established, especially in western developed countries, whether public or private ones.

Concerns have been raised about the production or output of higher education institutions—about whether Society is getting real value for its investments in higher education.

Although circumstances vary from country to country, and from institution to institution, several broad trends have contributed to growing governmental interest in calling for RASIT to support them in establishing policy mechanisms to ensure quality and accountability in higher education.

Based on his extensive studies and data analysis, RASIT’s Founder, the late Prince Mohammad bin King Faisal (I) of Iraq El-Hashemite, developed in 1975 a unique scheme of higher education quality assurance and accreditation system of post-secondary educational national and international institutions or programs.

RASIT’s Scheme has been implemented by governments, and since the 1990s, quality and quality assurance have become the key themes for higher education worldwide.

RASIT’s Scheme, followed by countries and its recognized agencies, is based on three assessments:

1. the qualifications awarded by recognized and accredited institutions,

2. programs accreditation to ensure it belongs to the education system of a given country.

3. Quality assurance in higher education includes the policies, procedures, and practices that are designed to assess, improve, and maintain the quality of education delivered in an institution.

Through experts and professional fellow members, RASIT continues to provide assistance and support to accreditation agencies worldwide.

In the 1960s and early 1970s of the 20th century, most of the developing countries received their independence or were going through its process after decades of colonization.

Supporting such countries to build their nations based on education, skills, and knowledge development was a priority for RASIT and its Founder President HRH Prince Mohammad bin King Faisal (I) of Iraq El-Hashemite. RASIT’s Founder played a major role in establishing higher education institutions and polytechnic (vocational) colleges and developing strategic framework and policies for Higher and vocational Education in many developing countries.

RASIT continues to support academic institutions through enriching its curriculum and teaching methods, research and development, and international collaboration. In addition, RASIT supports governmental bodies, including Ministries of Higher Education and Scientific Research, to advance its policies that meet the goals of sustainable development.

Education in any country would benefit from a strong foundation on evidence and the principle for basing education policy on Research needs to be reestablished.

RASIT believes that educational research provides the underpinning evidence to improve education, but there are sizeable gaps in knowledge and understanding. This requires collaboration between science and mathematics education researchers, scientists, teaching professionals, policymakers, and the public.

RASIT has been supporting ministries of education on harnessing educational research through a thorough assessment of the state of educational research in schools and institutions and sets out an ambitious vision for the future.

RASIT’s support ranges from establishing research and science laboratories, to strategic science policies to identify priorities, all the way for building and developing capacity. The enormous advancement in technologies led to more assessments conducted by RASIT’s fellow experts, who identified mismatches between supply and demand, leading to a lack of sustained scientific research effort and capacity.

RASIT has been working with governments, governmental organizations, researchers, teachers and private sector, to advance their research strategies and priorities and meet society’s challenges and needs. RASIT also facilitates through its fellow members and network of experts’ research collaboration and further supporting the use of research to enrich teaching, as well as inform policymakers.

Education is the main pillar of socio-economic sustainable development, and the Curriculum is its nucleus.

The contents of any curriculum are the foundation for developing the personalities of young people, their potential, and their talents. RASIT defines the curriculum far beyond a subject taught in schools.

The Curriculum is a total of educational knowledge, skills, and experiences that are granted to students inside and outside the classroom. The development of educational curricula should be planned with clear, organized, and comprehensive approaches and meet the national human development strategies.

To keep pace with scientific and technological advancements, RASIT has been providing support since 1974 for ministries of education and academic institutions on curriculum development in line with best global practices.

One of RASIT’s unique methods of curriculum development is to give students and youth the opportunity to become involved in educational development work in partnership with RASIT’s Experts and academic staff. Based on the experience of the receivers (students) and not only the providers (teachers), the aim of RASIT’s unique approach to curriculum development is to advance innovative methods of delivering the curriculum, foster new resources for a module, and reconsider the assessment methods.

Meeting the demands of the labor market has become an important criterion in the process of quality assurance of higher education institutions and study programs. Considering higher education as a part of social life demanding significant funding – both public and private – concerns about practicality and usability of study results are obvious.

The development of high technologies and the emergence of knowledge society led to higher standards in the labor market as the employers in need of qualified employees were searching for people with higher education. In addition, better education and wider competencies of the working population ends up generating more economic activity and entrepreneurship and – consequently – more job opportunities for everybody. Internationally, it is vital that higher education systems meet the demands of the modern, dynamic labor market. The challenge is to determine how higher education and the labor market interact and what the driving forces of this interaction are.

In 1977, RASIT’s Founder, the late Prince Mohammad bin King Faisal (I) of Iraq El-Hashemite published a comprehensive study on the Higher Education, the Labor Market, and the National Strategic Planning of a country. The Study, which was then implemented by many countries, defined the connection between the coordination office for admission to universities and linking it to the labor market and strategic plans for the national needs of expertise and professions.

RASIT has been advising and supporting governments and higher education institutions with strategic planning, frameworks, and action plans to connect between the labor market (employers), higher education institutions, and students who are to become employees. In addition, RASIT supports higher education institutions to identify and develop new programs that meet the need of the labor marker. Successful partnerships between higher education institutions and employers - whether in the public or private sectors, are the results of a strategic approach and long-term collaboration.

In 1984, HRH Professor Prince Adel El-Hashemite established a special educational program known as the “RASIT Undergraduate Foundation Program”. The Program enables students from Non-British Commonwealth Countries to further their undergraduate degree at British Academic Universities and Institutions. International Students from Non-British Commonwealth Countries wishing to pursue their higher education in British Universities were facing obstacles, mainly the accreditation of the National General Certificate with the English General Advanced Certificate, to allow such students to be admitted into university undergraduate degree programs.

Based on RASIT Founder’s collective data over the period of 20 years of research and studies, HRH Prince Professor Adel El-Hashemite utilized this data and information by way of forming a special committee to evaluate the syllabus of each country's General Secondary Certificate, in order to narrow the gap of differences between the British General Advanced Certificate (i.e., GCE A-Level) and the National General Secondary Certificate. Renowned experts and professionals from RASIT, the Board of Examinations of the University of London, and representatives of Ministries of Education, formed the Special Committee, which was chaired by Prince Professor Adel. In replacement for the two years of British GCE A-Level Studies, the Committee did conclude a one-year special syllabus known as the “RASIT Undergraduate Foundation Program” that facilitates entry and admission to the subject of choice of the foreign student at the British Universities.

In 1986, this program was implemented at the University of Sussex, University College London, Surrey University, the University of Glasgow, the University of Strathclyde, City University, Heriot-Watt University, Brunel University, and Cardiff University. His Majesty the late King Hussein of Jordan was a supporter of the implementation of the RASIT Undergraduate Foundation Program within the national schools of the Hashemite Kingdom of Jordan.

In 1989, the RASIT Undergraduate Foundation Program was adopted by the British Ministry of Education under the name “GCSE”.