Regulations for disbursing special education allowance and prohibiting it for non-field personnel

The Ministry of Education issued decisive and urgent directives regarding the mechanisms and regulations for disbursing the special education allowance , emphasizing the need to adhere to regulatory standards to ensure that financial entitlements reach their rightful recipients. The new directive stipulates that the allowance may not be disbursed to any employee without an official, approved, and documented assignment proving their actual work in this field. It also emphasizes the cessation of payments to non-field personnel who do not directly perform educational or pedagogical duties with students.

Details of the decision and eligibility criteria

Sources explained that the ministry aims, through these measures, to curb financial waste and streamline administrative processes. It stipulated that teachers or practitioners must be officially appointed through valid, approved systems (such as the Fares system). This decision puts an end to previous interpretations, confirming that the allowance is intended only for those who face the burden of fieldwork with special education students, and not for administrators or supervisors who work in offices without direct, daily contact with students.

General context and organizational background

This move is part of a series of administrative and financial reforms undertaken by the Ministry of Education in Saudi Arabia, in line with the goals of Vision 2030, which focuses on increasing the efficiency of government spending and achieving transparency and fairness in employment. Historically, the special education allowance was granted as a financial incentive (typically ranging from 20% to 30% of the basic salary) in recognition of the additional effort and challenges faced by teachers in educating and rehabilitating students with disabilities. With the expansion of the education system, the need arose to audit the lists to ensure that these budgets are used to support the direct educational process and not for routine administrative tasks.

The importance of the decision and its expected impact

This decision has multiple dimensions and implications on both the local and educational levels:

• Promoting job fairness: The decision ensures that financial incentives go to those who bear the pressures of actual field work, thus raising the morale of special education teachers.
• Rationalizing spending: This contributes to directing financial resources towards improving the educational environment and support services, instead of wasting them on allowances for those who are not entitled to them by the system.
• Digital governance: It promotes reliance on electronic systems in issuing assignment decisions, which facilitates monitoring and review processes by the competent authorities.

In conclusion, this measure is a necessary corrective step to ensure the sustainability of the ministry’s financial resources, and to emphasize that allowances are linked to the nature of the work and the risks or difficulties associated with it, and are not an acquired right simply by virtue of the job title without actual practice.