Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-25T19:24:14.614Z Has data issue: false hasContentIssue false

9 - Qatar’s Road to Education Reform

The Need for Teacher Autonomy

Published online by Cambridge University Press:  19 November 2021

By
Asmaa Alfadala ,
Stavros N. Yiannouka  and
Omar Zaki
Edited by
Colleen McLaughlin  and
Alan Ruby
Colleen McLaughlin
Affiliation:
University of Cambridge
Alan Ruby
Affiliation:
University of Pennsylvania
Get access

Summary

This article explores the setting up of Independent Schools in Qatar as part of the response to the Education for a New Era (EFNE) reforms that were designed to focus upon improving the quality of education and equipping young people with the skills needed to participate in a knowledge-based economy. RAND had undertaken an assessment which identified the key factors to develop autonomy, accountability, variety and choice. The initiative was evaluated as not having met its goals and this chapter explores the factors that played a part in the successes and challenges, alongside giving an historical account of Qatar’s education system and its development. There is also discussion of the Empowering Leaders of Learning programme.

Keywords

Independent SchoolsQatarreform of quality of educationevaluation
Type
Chapter
Information
Implementing Educational Reform
Cases and Challenges
 , pp. 171 - 192
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alfadala, A. (2019). Qatari School Leadership Portraits: Lessons Learned from Education for a New Era reform. Doha: HBKU Press.Google Scholar
Alaref, J. J. S., Koettl Brodmann, J., Onder, H., Rahman, A., Speakman, J. F., Beschel, R. P., Malik, I. A., Vodopyanov, A. and Quota, M. B. N. (2018). The Jobs Agenda for the Gulf Cooperation Council Countries (English). Washington, DC: World Bank Group.Google Scholar
Breakspear, S., Alfadala, A., Peterson, A. and Khair, M. (2017). Developing Agile Leaders of Learning: School Leadership Policy for Dynamic Times. Doha: WISE – Qatar Foundation.Google Scholar
Brewer, D. J., Augustine, C. H., Zellman, G. L., Ryan, G. W., Goldman, C. A., Stasz, C. and Constant, L. (2007). Education for a New Era, Executive Summary: Design and Implementation of K–12 Education Reform in Qatar. Santa Monica, CA: RAND Corporation. www.rand.org/pubs/monographs/MG548z1.html.Google Scholar
Cribb, A. and Gewirtz, S. (2007). Unpacking autonomy and control in education: Some conceptual and normative groundwork for a comparative analysis. European Educational Research Journal, 6:3, 203–13.Google Scholar
Darling-Hammond, L., Chung Wei, R. and Andree, A. (2010) How High Achieving Countries Develop Great Teachers. Stanford Center for Opportunity Policy in Education – Research Brief.Google Scholar
Dinham, S. (2016). Leading Learning and Teaching. Camberwell, Vic: Australian Council Educational Research.Google Scholar
Hallinger, P. (2010). Leadership for learning: What we have learned from 30 years of empirical research. Available at: http://repository.lib.eduhk.hk/jspui/handle/2260.2/10503 (accessed March 2021).Google Scholar
Harris, A. and Muijs, D. (2007). Improving Schools through Teacher Leadership. Maidenhead: McGraw-Hill International (UK) Ltd.Google Scholar
Leithwood, K. and Seashore-Louis, K. (2011). Linking Leadership to Student Learning, 1st ed. San Francisco: Jossey Bass.Google Scholar
McLaughlin, C. (2016). Teachers matter: the role of teachers in reform and scaling it up. In Education Insights from Cambridge, from Pupil to Teacher: Why Do Teachers Matter? Cambridge: Cambridge University Press, pp. 12–14). Available at: www.cambridge.org/files/7315/4780/8457/why-do-teachers-matter.pdf (accessed April 2020).Google Scholar
Nasser, R. (2017). Qatar’s educational reform past and future: Challenges in teacher development. Open Review of Educational Research, 4:1, 1–19.CrossRefGoogle Scholar
Nasser, R., Eman Zaki, E., Allen, N., Al Mula, B., Al Mutawaha, F., Al Bin Ali, H., & Kerr, T. (2014). Alignment of teacher-developed curricula and national standards in Qatar’s national education reform. International Education Standards, 7:10, 14–24.Google Scholar
Pont, B., Nusche, D., Moorman, H. and Hopkins, D. (2008). Improving School Leadership. Paris: OECD.Google Scholar
Qatar National Vision 2030 (QNA). (2008). General Secretariat for Development Planning. Available at: www.psa.gov.qa/en/qnv1/Documents/QNV2030_English_v2.pdf (accessed March 2021).Google Scholar
Robinson, V. (2011). Student-Centered Leadership, 1st ed. San Francisco, CA: Jossey Bass.Google Scholar
Romanowski, M., Ellili-Cherif, M., Badria, A., Ammari, A. and Attiyah, A. (2013). Qatar’s educational reform: The experiences and perceptions of principals, teachers and parents. International Journal of Education, 5:3, 108–35.Google Scholar
Stasz, C., Eide, E. and Martorell, P. (2007). Post-Secondary Education in Qatar, Employer Demand, Student Choice, and Options for Policy. Santa Monica, CA: RAND.Google Scholar
Wiliam, D. (2016). Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed. West Palm Beach, FL: Learning Sciences International.Google Scholar
Zellman, G. L., Constant, L. and Goldman, C. A. (2011). K–12 Education Reform in Qatar. Santa Monica, CA: The RAND Corporation.Google Scholar
Zellman, G. L., Ryan, G. W., Karam, R. T., Constant, L., Salem, H., Gonzalez, G. C., Orr, N., Goldman, C. A., Al-Thani, H. and Al-Obaidli, K. (2009). Qatar’s K–12 Education Reform Has Achieved Success in Its Early Years. Santa Monica, CA: The RAND Corporation.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×