A New System for K-12 Education in Qatar

Brewer, Dominic J.; Augustine, Catherine H.; Zellman, Gail L.; Ryan, Gery W.; Goldman, Charles A.; Stasz, Cathy; Constant, Louay

doi:10.7249/rb9248

Cited by 3 publications

(4 citation statements)

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“…Until the late 1990s, Qatar's education system was outdated and conservative, with no global benchmarking to measure its competitiveness [97]. A rigorous examination of K-12 education in 2001 revealed that the system was unchallenging, heavily relying on rote memory, making many children bored, and giving little chance for student-teacher interaction [98], with little place given to the development of critical thinking or problemsolving skills. Notably, the system was run top-down and lacked collaboration and a cohesive educational goal.…”

Section: Education and Human Capitalmentioning

confidence: 99%

“…Notably, the system was run top-down and lacked collaboration and a cohesive educational goal. In addition, schools were in disrepair, and classrooms were crowded [98].…”

Section: Education and Human Capitalmentioning

confidence: 99%

“…Qatar has introduced significant education reforms to improve education quality, learning strategies, and skills to fulfill global education standards and its future human resource objectives [98,99]. The program Education for a New Era, designed by RAND in 2001 to revamp the existing educational system at the primary, preparatory, and secondary levels, was the starting point for education reform.…”

Section: Education and Human Capitalmentioning

confidence: 99%

“…Another higher education institution is Qatar Foundation (QF), established in 1995. In 1998, it launched the Education City as "an assemblage of 8 international branch campuses of U.S. and European universities combined into a single hub" [95] (p. 94), with think tanks and research centers that allow local students to have access to top-class academic resources and educational experiences [97,98]. However, Education City poses problems correlated with the inadequacy of the current K-12 education structure.…”

Section: Education and Human Capitalmentioning

confidence: 99%

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A Transformative State in the Wake of COVID-19: What Is Needed to Enable Innovation, Entrepreneurship, and Education in Qatar?

Hassen

2022

Sustainability

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Economic diversification is vital in achieving sustainable economic development, especially for countries relying on nonrenewable natural resources, such as oil and gas, in the case of the Gulf Cooperation Council (GCC) countries. Moreover, the global crisis caused by the COVID-19 pandemic underscored the significance of boosting resilience to adverse shocks. Indeed, the pandemic highlighted the need to promote nonhydrocarbon sectors by strengthening the fundamental pillars of the knowledge-based economy: ICT, innovation, R&D, education, entrepreneurship, and the economic and institutional regime. The COVID-19 pandemic has also shown how important it is to mobilize these pillars in record time. Like the other GCC countries, Qatar is seen as a transformative state, suggesting that, although oil and gas provide its primary export revenue, the government has also pushed to diversify its economy toward a knowledge-based one. Indeed, in 2019, hydrocarbons dominated Qatar’s economy, accounting for 90% of government income and 80% of export profits. However, this reliance exposes Qatar to fluctuations in the global oil and gas markets. Accordingly, economic diversification has come to the top of the government’s priority list. Preceding the COVID-19 pandemic, Qatar was already in the middle of an economic transition. The economic crisis caused by the pandemic and the drop in oil prices prompted the Qatari government to increase its diversification efforts. Qatar has a solid basis for transitioning to a knowledge-based economy based on its macroeconomic stability, suitable growth rates, and good governance. However, Qatar confronts several challenges in implementing the structural changes necessary for this transition. This paper has three objectives. Firstly, it aims to present the pillars of the knowledge-based economy and their link to the COVID-19 pandemic. Secondly, the paper aims to analyze the present state of the knowledge-based economy in Qatar, including its strengths, drawbacks, and its prospect for the future. Finally, the paper presents some structural reform recommendations to enable innovation, entrepreneurship, and education in Qatar.

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Section: Education and Human Capitalmentioning

confidence: 99%

“…Notably, the system was run top-down and lacked collaboration and a cohesive educational goal. In addition, schools were in disrepair, and classrooms were crowded [98].…”

Section: Education and Human Capitalmentioning

confidence: 99%

Section: Education and Human Capitalmentioning

confidence: 99%

Section: Education and Human Capitalmentioning

confidence: 99%

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A Transformative State in the Wake of COVID-19: What Is Needed to Enable Innovation, Entrepreneurship, and Education in Qatar?

Hassen

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The Nature of School-Based Management in Independent Schools in the State of Qatar: An Analytical Study

Alrasheedi¹,

Almutawa

2021

Journal of School Choice

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The growth of private schools in the Gulf Cooperation Council countries

Kippels

2024

Privatization in and of Public Education

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Since they were established, the Gulf Cooperative Council (GCC) countries have made remarkable progress in the development of their education systems. However, over the past decade, private schools have been opening at faster rates than public schools. While private education has been essential to meet the educational requirements of the children of large numbers of non-nationals in the GCC, an increasing number of national students are also enrolled in these schools. In order to better understand the influence of private education in the region, this chapter examines the GCC private school landscape in terms of areas, such as compound annual growth enrollment rates, percentages of students in public and private schools, and national and non-national student breakdowns in public and private schools. It also explores micro-level demand- and supply-side policies and actions that have supported the growth of private schools. Additionally, the chapter includes a discussion of the implications related to the rise in private schools for families, public education systems, as well as the state.

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A New System for K-12 Education in Qatar

Cited by 3 publications

References 0 publications

A Transformative State in the Wake of COVID-19: What Is Needed to Enable Innovation, Entrepreneurship, and Education in Qatar?

A Transformative State in the Wake of COVID-19: What Is Needed to Enable Innovation, Entrepreneurship, and Education in Qatar?

The Nature of School-Based Management in Independent Schools in the State of Qatar: An Analytical Study

The growth of private schools in the Gulf Cooperation Council countries

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