services that were provided in the field of e-learning and e-education can be divided into two parts, the first is related to distance learning resources, and the second is related to teaching methods for distance learning. 9. Regarding distance learning resources, the Government provided digital and traditional materials for distance learning to accommodate students who do not have access to the Internet or do not own digital devices that they could use in distance learning. Accordingly, the Government cooperated with the Ministry of Information Affairs to broadcast lessons on a TV channel, as well as uploading them on the Ministry’s YouTube educational channels. This went hand in hand with the continued provision of other traditional teaching materials such as printed school textbooks and worksheets that were distributed to all students through schools. 10. Digital materials have also been made available to students at all levels through the Ministry's website and the content management system of the educational portal, to enable them to use these materials for self-learning. These materials included (793) e-books, (11,236) model lessons for teachers, (1,733) exam templates, and (22,271) learning objects. The number of lessons that teachers uploaded on the educational portal during the academic year (2020-2021) amounted to (299,927) lessons, (440,947) enrichments, (726,512) activities and applications, and (20,790) quizzes; the number of panel discussions held on the educational portal reached (214,951) discussions. 11. Regarding distance-teaching methods, the Ministry offered model lessons prepared earlier to teachers, which contributed to saving teachers’ time and effort and served as a high-quality model that they depend on when designing their lessons and educational activities. In addition, the Ministry also provided for a degree of flexibility for teachers to prepare their lessons and activities on the educational portal. The teachers were able to create digital content on their personal YouTube channels or social media sites, for example. 12. The teachers were able to track students' attendance, evaluate their performance, monitor their participation in distance learning activities through applications and activities, and conduct standardized assessment tests to measure specific educational skills on the educational portal and through virtual classrooms during the school closure period. Whilst the students were able to complete the applications, activities and tests on the educational portal or on paper and hand them over to their teachers or schools. The Ministry also allowed students taking international tests Ninth Annual Report of the NIHR 80