Book contents
- Implementing Educational Reform
- Implementing Educational Reform
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Preface
- 1 Why Focus on Implementation in Education Reform?
- 2 Promoting Equity in Education through System Change
- 3 A Decade of Reform in Hong Kong
- 4 Reforming a Whole School System
- 5 The Challenges and Opportunities of Greater Autonomy for Post-Soviet Universities
- 6 School Improvement by Design
- 7 Promising Practice in Government Schools in Vietnam
- 8 Reform Implementation Lessons
- 9 Qatar’s Road to Education Reform
- 10 Implementing Educational Reform
- Index
- References
9 - Qatar’s Road to Education Reform
The Need for Teacher Autonomy
Published online by Cambridge University Press: 19 November 2021
Book contents
- Implementing Educational Reform
- Implementing Educational Reform
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Preface
- 1 Why Focus on Implementation in Education Reform?
- 2 Promoting Equity in Education through System Change
- 3 A Decade of Reform in Hong Kong
- 4 Reforming a Whole School System
- 5 The Challenges and Opportunities of Greater Autonomy for Post-Soviet Universities
- 6 School Improvement by Design
- 7 Promising Practice in Government Schools in Vietnam
- 8 Reform Implementation Lessons
- 9 Qatar’s Road to Education Reform
- 10 Implementing Educational Reform
- Index
- References
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.
- Type
- Chapter
- Information
- Implementing Educational ReformCases and Challenges, pp. 171 - 192Publisher: Cambridge University PressPrint publication year: 2021
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
- 1
- Cited by