Education transferring and decentralized reforms: The case of Qatar

Romanowski, Michael H.; Du, Xiangyun

doi:10.1007/s11125-020-09478-x

Cited by 22 publications

(29 citation statements)

References 42 publications

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“…Over time, the educational system has evolved to meet the different needs following globalization and scientific improvement. This has caused several demands in the design of school organizations and a focus on decentralization (Romanowski & Du, 2020;O'Brien, Hartnett & Rawlins, 2019;Geschwind, 2018;Qi, 2017). The centralization of school structure is now being challenged by the current trends in social situations and has raised many investigations and queries.…”

Section: Exploring Inclusion and The Hidden Curriculummentioning

confidence: 99%

“…Concerns regarding decentralization are mainly observed at the governmental level. Decentralization refers to the extent of transfer of power, authority, and decision-making (Romanowski & Du, 2020) to which the confinement within or across an organization is observed (Sadhu & Kulik, 2018). This view highlights the involvement of the government and the education sector in terms of capacitating decisions at the lower level of the organization as opposed to the top management decision-making.…”

Section: Exploring Inclusion and The Hidden Curriculummentioning

confidence: 99%

“…Conjointly, Channa (2016) discussed that there is a need to identify prerequisites to decentralization. Romanowski & Du (2020) have posited that policymakers and reform implementers should consider the importance of culture in decentralization. Qi (2017) mentioned that understanding power relation is important to clarify school decentralization.…”

Section: Exploring Inclusion and The Hidden Curriculummentioning

confidence: 99%

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The Influences of Organizational Structure in the Hidden Curriculum: Implications in School Practice

Porlares¹

2021

ijsshr

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The school as a social variable is an important driver and agent of change. At its heart is the curriculum, which gears the school of different teaching-learning experiences as well as supporting activities that also contribute to the overall school experience. Curriculum, as a knowledge, equates to the stakeholders transmitting the content developed to the learners; as a process, involves the stakeholders in the actual teaching-learning practice; and as a product, is what the students have been equipped with— knowledge, skills, and values. All approaches underpin the involvement of various stakeholders in the school as an organization. The relationship between curriculum and stakeholders has been sought out, however, in the deeper context of the unseen curriculum, it is yet to be properly scrutinized. This paper attempts to review the hidden relationship between the school as an organization and the curriculum. An implication and future direction are drawn out from the existing pieces of literature.

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Section: Exploring Inclusion and The Hidden Curriculummentioning

confidence: 99%

Section: Exploring Inclusion and The Hidden Curriculummentioning

confidence: 99%

Section: Exploring Inclusion and The Hidden Curriculummentioning

confidence: 99%

See 1 more Smart Citation

The Influences of Organizational Structure in the Hidden Curriculum: Implications in School Practice

Porlares¹

2021

ijsshr

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“…One could argue that in a centralized system, when pedagogical approaches that require institution and teacher autonomy such as PBL are implemented using a top-down approach, the approaches are likely to fail without the needed autonomy and preparation (Romanowski & Du, 2020). Greening (1998) points out that PBL results in "wide-ranging changes to the values of traditional education and cannot be realistically applied 'on top of ' existing infrastructure" (p. 10).…”

Section: Cognitive Flexibility Scriptmentioning

confidence: 99%

Transporting Problem Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities

Romanowski¹,

Karkouti²

2021

ijpbl

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The globalization of education has increased large-scale education reforms worldwide. Over the past 15 years, Gulf Cooperation Council Countries (GCC) have invested significant resources in reforming their education systems. This has led to extensive borrowing of pedagogical approaches to initiate and implement educational change. This article evokes several cultural learning scripts to identify the challenges that arise when pedagogical approaches are adopted and implemented. Specifically, problem-based learning (PBL) is examined against the backdrop of these cultural scripts to examine the cultural complexities of PBL in a GCC context. Discussion is provided that addresses several fundamental concerns that should be considered in order to reduce the cultural challenges and improve the implementation of PBL in GCC contexts. trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.

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“…The contemporary worldwide movement for school reforms has introduced several initiatives aiming to decentralize the education system and increase transparency, public accountability, and community participation (Bardhan & Mookharjee, 2006). Qatar has implemented a wide-scale reform involving decentralizing the schools influenced by its position as a globalized economy and its international assessment results (Cherif et al, 2012;Romanowski & Amatullah, 2014;Alkubaisi, 2018;Romanowski & Du, 2020). Decentralizing schooling was a core component of the 2002 top-down reform known as Education for a New Era (EFNE).…”

Section: Introductionmentioning

confidence: 99%

Centralize or Decentralize? - The Question Currently Facing Schools in Qatar

Al-Kubaisi

2022

IJLTER

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This study sought to explore the policy implementation issues related to the recent transition from an advanced EFNE decentralization to a strict re-centralization from the perspective of Qatar’s school principals. It focused on understanding the advantages and disadvantages of decentralization and re-centralization to identify the most appropriate model for schools that ensures the stability of the educational policy context. Gender and total service years were also considered in the study. The data was collected from 29 principals in government schools through questionnaires. Gender and total service years were also considered. Based on this, this study reveals there to be a level of satisfaction with the current re-centralization that together with the associated accountability increases the desire to emphasize the centralized structure that previously existed. Furthermore, in terms of answering the question on whether schools should be centralized or decentralized, Qatar's current situation differs significantly from the Western concept from which it was borrowed when it was initially created. Decentralization, in some cases, is not likely to be implemented because it is simply seen of as glamorous. Therefore, it is necessary to understand the internal forces, influences, and expectations of a specific context given its cultural norms and dispositions, and the desired educational outcomes when deciding its educational future. Without evidence-based endeavors supporting any policy change proposals, it is doubtful that a practical policy implementation would succeed.

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Education transferring and decentralized reforms: The case of Qatar

Cited by 22 publications

References 42 publications

The Influences of Organizational Structure in the Hidden Curriculum: Implications in School Practice

The Influences of Organizational Structure in the Hidden Curriculum: Implications in School Practice

Transporting Problem Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities

Centralize or Decentralize? - The Question Currently Facing Schools in Qatar

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