“Internal Efficiency for Education” is a term referring to obtaining the highest possible return from education while affording the least effort and cost as well as achieving the desired return during the quickest possible time frame. In other words, it means obtaining the maximum extent of desired educational outcomes at the same time the educational institution is committed to the highest economy in inputs. More specifically; we can conclude that educational efficiency means the inherent capacity of the Majmaah University academic system to graduate the largest number of outcomes using the least possible level of available inputs. Therefore; the least the academic waste becomes, the highest internal efficiency rates are. This can be practically achieved when repetition and drop-out percentages are low.
From this perspective, full internal efficiency is defined as the positive state resulting from study successful completion by all students enrolled into the educational system first level during the assigned chronological period. In our current specific context, the term is equal to eight consecutive semesters, taking into consideration the fact that in reality there is no educational system at all cab be deemed perfect or enjoying the full internal efficiency status.
Due to the fact that a number of students drop-out from their faculties while others repeat some or all educational levels; this percentage is considered an educational waste. As a result; the internal efficiency of the educational system largely deteriorates. For example, the required number of years to graduate a student is larger than the minimum graduation level, i.e. eight consecutive semesters equaling four years in most university colleges.
It’s against this backdrop that based on available data and information, the Majmaah University strategic plan team has prepared three relevant reports tackling the university’s internal efficiency, namely:
¶The Repetition and Exam Ban report;
¶The Achievement Quality report; and
¶The Enrollment report.