Educational Reform in Qatar

Introduction

With the current shift from oil based economies to diverse economies, Middle East countries such as Qatar are now focusing on creating an education system that will offer effective training to create an extremely skilled workforce. Before the 1990s, education in Qatar was based on intrinsic-nationalistic and cultural traditions of Arab schools. However, in the 1990s the government began implementing various forms of education reforms with the focus on in depth exploration of various academic subjects. With the help of the RAND Corporation, the government created a new system of education in 2001 (Al-Banai & Nasser, 2015). The new system was characterized by independent schools, new curriculum standards and better teacher professional development standards to replace the old and rigid education system that lacked any standards. This research paper gives a historical preface of the education system in Qatar, an analysis of the educational reforms as well as the impacts of the reforms. 

Education System

The education system in Qatar dates back to the Kuttab schools introduced in the 19th century to teach religion, science and Qatari culture. The schools were used to teach Islamic religion, and to educate adults about their duties to their families and the society. At the end of the 19th century, Kuttab schools had expanded all Over Qatar and they had a wide variety of subjects such that children went to Kuttab schools to prepare for their future roles (Al-Banai & Nasser, 2015). After the discovery of oil in Qatar, the government established a more comprehensive form of education for boys in Doha in 1948. Government support for public schools increased in the 1950s, and in 1956 the first public school for girls was opened. The Ministry of Education was also established in the 1950s to oversee the formation and supervise the education system in Qatar.

The first elementary school in 1954 had separate schools for boys and girls, and in the 1960s, the secondary school system specialized in four educational tracks: science, literature, religion and vocational trades. According to Krol (2016) the education system borrows from the British system with three levels of education: primary level (1-6), preparatory stage (7-9) and secondary stage (10-12). There are different schools for boys and girls, out of the 113 elementary schools, there are 60 schools for boys and 53 for girls (Krol, 2016). Public schools offer free education to Qatari residents, and children of non-Qatari residents working in the public sector. The primary school curriculum focuses on basic literacy skills and mathematics, whereas the preparatory level education prepares students for the university, technical institutions or to join the workforce directly ((Krol, 2016). 

According to RAND (2016), the education system in Qatar in the 1980s became an issue of national concern. Leaders and employers believed that KK-12 graduates were not adequately prepared to contribute to the socioeconomic development of the country. Qatar became heavily reliant on expatriate workers, even for low-skilled jobs, and the government realized that it was time to reform the rigid and outdated education system for the sake of the future of the nation. 

Education System Reforms 

Al-Banai & Nasser (2015) state that educational reforms began in the early 1970s. The oil economy brought drastic changes to a previously nomadic community, hence the government had to change the quality of education to match the drastic changes in the socioeconomic sector. A notable reform was the Gulf Union initiative, which unified the schooling through a unified curriculum. In the 1990s, Qatar’s Ministry of Education established scientific schools, with various science subjects being taught in English. The science schools acted as models for change, and it made the government realize that the education system needed a comprehensive overhaul. 

The main educational reform took place in 2001 when the government partnered with the RAND Corporation to evaluate the education system in Qatar (Zellman et al., 2009). RAND conducted an assessment of the education system, and identified a number of weaknesses in the system. Initially, RAND focused on the basic stages of K-12 education, but later evaluated the post-secondary education. The assessment unearthed various problems ailing the different stages of the K-12 system as well as the general challenges that affected the entire education system. The RAND report concluded that Qatar’s education system was rigid, outdated and unchallenging (Qatar University, 2016). 

The report found out that Qatar’s education system was highly bureaucratic and it relied on old management methods instead of focusing on reforming curriculum to address the changing needs of the society (Larson, 2009). School-level administrators had little authority, and the Ministry of Education assigned teachers to school without consulting with school administrators on the teachers they required. Much of the material used were outdated, and the education system tends to rely on overworked expatriate teachers (Zellman et al., 2009). Much of the resources were concentrated on the ministry level, while schools were struggling with the lack of facilities and the teachers were not paid well. 

RAND Corporation offered three alternatives for reforming the education system, the government chose to adopt a decentralized charter school-like system (Zellman et al., 2009). The establishment of Independent Schools (IS) was seen as a much better option as it enabled the Qatari government to supervise the schools, while independent organizations came up with reforms to change the system. RAND Corporation in collaboration with a National Education Committee came up with a conceptual framework to guide the development and operations of the independent schools (Al-Banai & Nasser, 2015). The Independent Schools were guided by the following principles: autonomy, variety, choice and accountability. The Independent Schools were subjected to new standards covering four subject areas: Arabic, English, Mathematics and Science. New curriculum standards were also formed for other subjects, the curriculum for the Independent schools was benchmarked according to both international and national standards (Al-Banai & Nasser, 2015). 

The establishment of independent schools in 2004 was followed by the establishment of the Supreme Education Council (SEC). Other educational institutions, the Education Institute and the Evaluation Institute were created to support SEC in implementing the reforms. The SEC is responsible for monitoring the independent schools, the curriculum standards and quality of education in the independent schools. Various school support organizations were formed to offer support to independent school teachers and institutions on new teaching methods, curriculum development, strategic planning among other core skills. 

According to Brewer et al. (2007) all levels of education were impacted by the reforms. The evaluation Institute came up with a new system of assessment in the four basic subject areas for students from Grade 1 through 12. The first set of tests was given to students in 2004, they were based on the standards and they were used to judge how well the students would perform in the new education system. According to the UNESCO Report (2011) the curriculum changes came with new academic goals for each grade and each level, for instance, first graders studying science should be able to collect and classify simple sets of data. Most of the academic goals for each grade and levels are based on the international standards, unlike before when they were based on national and religious standards.

With the new reforms in place, the different levels of education are underwent changes. For instance, the pre-primary school education was run by nonprofit and private organizations. However, the Ministry of Education (MoE) now prepares a curriculum to guide the pre-primary education (UNESCO, 2011). The SEC and the Education Institute have developed the Early Years Good Practice Guide that focuses on five learning areas: communication (Arabic and English), exploration (mathematics and science), creative expression, managing self and personal identity (UNESCO, 2011). There is a mandatory rule for that all Qatari children at the age of 3 must attend kindergarten. 

The primary level of education lasts for 6 years, and it has undergone various changes since the 2001 reforms. The Ministry of Education adopted new curriculum and teaching plans after the recommendation of the RAND Corporation. Before the reforms, the normal primary school weekly lesson timetable entailed the following subjects: Islamic education, Arabic education, English education, Mathematics, Science and hygiene, social studies, fine arts and physical education (UNESCO, 2011). However, the new curriculum focused on four subject areas in primary level education: science, mathematics, English and Arabic. The curriculum stated the number of hours that the teachers in each grade must take take to teach each subject, for instance, in grades 1-4 teachers are required to teach science for 2-3 periods in a week. The standards of evaluation for the four core subjects were based on the standards of high-performing nations, but they were tailored to meet Qatari values and culture. Based on the principle of autonomy, the primary schools have the freedom to choose the school system and the provisional of supportive educational sources as long as they fall within the standards (Brewer et al., 2007). 

Prior to the reforms, the secondary level curriculum was not very different from the primary level curriculum. Home economics was the only new subject area introduced in Secondary Level education, and the other subjects from primary level were retained. The educational reforms diversified the secondary level curriculum and introduced more relevant subjects that would help students pursue good careers in the university or enter the job market directly (UNESCO, 2011). After the reforms, secondary education focused on three categories: general education, technical education and commercial education. At the end of secondary education, those who pass the exams, graduate with a certificate from the specific discipline they studied. 

The University of Qatar also adjusted its faculties to accommodate the changes in the education system. With all lower level institutions transitioning to independent schools, the focus shifted from religious education and social science to more challenging disciplines. The University of Qatar had to redesign its faculties and curriculum in order to provide for the new demands of students (Brewer et al., 2006).

Role of Supreme Education Council and Qatar Foundation

According to Yamani (2006) the Supreme Education Council (SEC) played an important role in the implementation of the education reforms. The SEC was developed by Emiri decree 37 in November 2002 to oversee the reform initiative. Members of SEC came from the government, business and academia. The SEC had three sub-divisions: The Education Institute, the Evaluation Institute and the Higher Education Institute (Yamani, 2006). 

The SEC was formed as part of the recommendation of the RAND corporation in 2001, and it has worked closely with the Ministry of Education to establish and oversee the activities of the independent schools. The SEC approved contracts for independent schools after verifying that the schools met the requirements. The SEC has worked tirelessly to ensure that the independent schools are part of the Qatari education system (Yamani, 2006). The SEC has worked with foreign bodies, particularly RAND Corporation to come up with the best strategies for improving the education system. It has also worked with various education service providers from developed nations to help steer the implementation of the charter-school system. 

The Qatar Foundation for Education, Science and Community Development was developed by Sheikh Hamad bin Khalifa Al-Thani and his wife, to improve higher education in Qatar (UNESCO, 2011). The Foundation supports a network of centers and partners with global elite institutions to bring quality higher education to Qatari students. The foundation’s “Education City campus” build in 2002 contains leading U.S. college, research centers, world class recreational facilities to encourage education on a global level.

In conclusion, educational reforms in Qatar have produced positive results. The Qatar education system is not a traditional system based on cultural and religious traditions, rather it is based on internationally recognized standards. The current education system has the potential to prepare students for the challenges of today’s economy. The new education system has its own challenges, for instance, students are still scoring extremely low on tests and require bridge programs before joining the university (Paschyn, 2013). Other challenges facing the new system are lack of enough qualified teachers and language problems. Regardless, educational reforms are known to take time, and the foundation set by the new reforms has steered Qatar in the right direction. Paschyn (2013) emphasizes on the need to consult teachers and students in the development of further education reforms in Qatar to address some of the unique challenges they are facing now. 

References

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Krol, P. (2015). Study in Qatar- General Information. Retrieved from: http://www.arabiancampus.com/studyinqatar/edusys.htm

Larson, J. (2009) Qatar's K–12 Education Reform Has Achieved Success in Its Early Years. Rand Corporation. Retrieved from: http://www.rand.org/pubs/research_briefs/RB9455/index1.html

Paschyn, C.M., (2013). Zig-Zagging Education Policies Leave Qatari Students Behind. Al-Fanar Media . Retrieved from: http://www.al-fanarmedia.org/2013/10/zig-zagging-education- policies-leave-qatari-students-behind/

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UNESCO. (20111). World Data on Education, VII E d. 2 010/11: Qatar. Retrieved from: http://www.ibe.unesco.org/sites/default/files/Qatar.pdf

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