Ministry of Education continues preparations for implementing PIRLS 2026 study

Alaa Khalifa The Ministry of Education continues its preparations to implement the 2026 Progress in International Reading Literacy Study (PIRLS) through a training program for coordinators and test administrators.

Hawraa Al-Qattan, supervisor of international studies, clarified that as part of the Ministry’s preparations for the PIRLS 2026 assessment, the Ministry, represented by the General Administration for Student Measurement and Evaluation, is implementing a series of awareness sessions and training programs for participating schools. These initiatives aim to enhance the readiness of school staff and ensure that the test is administered in accordance with established international standards and procedures.

She added that these preparations began with awareness sessions for participating schools, which covered an introduction to the study and its objectives, an overview of implementation stages, and clarification of the roles and responsibilities assigned to school administrations, coordinators, and test administrators. The sessions also outlined the technical and administrative requirements necessary to ensure the smooth execution of the testing process.

Al-Qattan noted that the second phase of preparations commenced on Monday, November 2, 2026, consisting of a training program for coordinators and test administrators in participating schools. Organized by the Development and Enhancement Administration, the program runs until November 12, 2026.

She pointed out that the first day of training focused on theoretical instruction, delivered in two sessions. The first session targeted schools in the public and private general education sectors, while the second session was aimed at participating foreign schools.

The theoretical training covered the mechanism for administering the electronic test, adopted organizational and technical procedures, and the responsibilities of both coordinators and test administrators. It also addressed procedures for handling various scenarios that may arise during testing, as well as an introduction to the forms and tools used to monitor test progress and document student data.

Al-Qattan explained that from November 3 to November 12, the program transitioned to practical training within computer laboratories. During this phase, participants, including coordinators and test administrators, received hands-on training on using the electronic testing platform, student login procedures, implementation protocols, handling technical issues and exceptional cases, and completing approved forms.

She mentioned that the national team overseeing the study ensured that practical training was conducted in small groups, with two sessions per day, each comprising between 20 and 24 trainees. This approach was designed to ensure focused attention on each participant, provide opportunities for direct practical application, facilitate the discussion of inquiries, and verify trainees’ familiarity with required procedures.

She further noted that preparations included monitoring school readiness in terms of computer laboratories, devices, and internet networks, ensuring compliance with necessary technical requirements for electronic test administration, and maintaining continuous coordination with school administrations to address any challenges that might affect the testing process.

She emphasized that these efforts align with the Ministry of Education’s commitment to enhancing the quality of Kuwait’s participation in international studies by preparing qualified school staff to administer tests efficiently and accurately, ensuring adherence to international standards, and thereby improving data quality and result reliability.

Al-Qattan confirmed that PIRLS is one of the specialized international studies focused on measuring students’ reading comprehension skills. It is overseen by the International Association for the Evaluation of Educational Achievement (IEA) and aims to assess reading comprehension levels, providing educational indicators that contribute to the development of educational policies and practices and the improvement of educational outcomes.