NoMark 13 | - Freelance Writer
Dec 29, 2015 | #1
Education is a serious issue in the Middle East. With the shift from an entirely oil based economy to a information technology and industry based economy nations such as; Qatar, the United Arab Emirates, and Yemen have had to focus on developing educational systems that provide their citizens with advanced educations that allow them to work in growing fields. The focus on education reform in Qatar since the 1990s has led to a stronger educational system that provides an in-depth exploration of academic subjects and encourages critical thinking. Qatar has also focused on developing its higher education system in order to avoid the pitfall suffered by so many Asian, South American, African, and Middle Eastern nations, that of their youth leaving the country to attend university overseas, and never returning because their education is more valuable elsewhere.
The education system in Qatar dates back to the 19th century when the Kuttab schools were developed as a means of teaching religion, science, and Qatari culture. These schools headed by Mullah's were a direct consequence of the Islamic belief that education was a right and that it was the duty of adults to education their children. (Qatar News Agency "Stages of the development") By 1890 the Kuttab school system had spread throughout Qatar and had been expanded to include a wider variety of subjects that would better prepare children for their futures.
By 1947 the Qatari sheiks were focused on the development of a school system with a comprehensive curriculum. The first school, Al-Islah Al-Hamadiya School only had 154 students and was closed after the first group of students left. By 1954 an elementary school system would be established with separate schools for male and female students. In 1958 public education became widespread throughout Qatar and by 1967 the secondary school system would be opened with 4 career/educational tracks open to students, science, literature, religion, and vocational trades. While Qatar initially only had one public university by 2013 several universities had opened throughout the country.
One of the central questions that are being asked is why Qatar is becoming so involved in education? One aspect of this that has already been mentioned is that the government of Qatar perceives education as a responsibility that cannot be set aside. A second reason is that Qatar is trying to diversify its economy and prevent talented young people from leaving the country. The government understands that they will not always be able to rely upon the oil wells to provide for the people and that they must develop an economy based on the technology, service, and manufacturing industries in order to survive. Dr. Abdulla, President of Qatar University which hosts eight other international universities on its Education City campus states that education is the future of Qatar and that they must invest in this future if the country is to survive.
Stasz, Edie, and Martorell argue that the changes in the education system have been primarily a response to employer's demands for more educated employee. As Qatar's economy has become more diversified and has begun to transition from an oil based economy to technology based economy. This has led to the need for increased numbers of secondary and post secondary graduates with training in foreign languages, information technology, computer programming, and web design. (17) There were some critical areas in which Qatar was lacking in 2008 that have since changed. For example, post-secondary training was not set up to accommodate students with special needs at that point, nor were there many graduate degrees available. The arrival of world class international universities and a revamp of the nation's school system have however led to a wide variety of improvements including, better special education and improved education in mathematics, science, and critical thinking.
Romanowski and Nasser argue that the Sheik's "Education for a New Era" initiative has focused on teaching children the mathematics; science, computer, and critical thinking skills that they will need to find work in an increasingly diverse economy. It is also argued that Qatar has gone from a nation that offers its youth unchallenging curricula that offer them neither the advanced critical thinking skills they need to succeed in the modern world nor anything to keep them interested in continuing their education, to a nation that offers a diverse and challenging curriculum that prepares youth for the future. (121)
This is not to say that this transition has been easy either for students, parents, or teachers. Romanowski, Cherif, Al-Ammari, and Al-Attiyah have performed a study of principals, teachers, and parents in Qatar in relation to their opinions regarding the transition from a school system that was very basic to a school system that offers advanced learning in mathematics, science, and technology. A mixed methods study utilizing both survey methods and interviews was used to determine if the changes to the education system were effective. A survey of 17 principals, 413 teachers and 565 parents as well as interviews with 17 principals, 26 teachers, and 56 parents was conducted by Romanowski et al. (114)
The results of the study indicated that overall principals were satisfied with changes although they worried that the Arabic languages were being discarded in favor of English and foreign languages. They also felt that the changes had made their jobs more challenging and interesting. Something Romanowski, Cherif, Al-Ammari, and Al-Attiyah have identified as being critical in keeping Qatari educators interested in the field. Seventy-three percent of the teachers surveyed had positive feelings about the educational reforms. They had successfully changed their teaching styles and subject matter to accommodate reforms and were overall happy with the challenge. Their biggest concerns were the workload and the emphasis on English rather than Arabic. Finally, parents were divided on their opinions about education reform. Fifty four percent of parents felt that the changes to the education system had been positive while 30 % felt changes had been negative, 16% of parents felt that changes had little impact on themselves or their children. (116-122)
Prowse and Goddard have studied how teachers perceive the changes in Qatar's education system compared to how teaching is perceived by Canadian teachers. In a study of a transnational college campus with campuses in St John, Canada and Doha Qatar it was found that each education system had its own challenges for college professors. For example, professors and instructors in Doha found that chronic absenteeism and tardiness were serious issues in their classrooms and were much less accepting of this behavior than Canadian professors. Another critical issue was guidance. Students in Qatar and Canada both were perceived as needing a great deal of teacher assistance while in the classroom. This study indicates that Qatar's college campuses are very similar in comparison to other colleges and Universities throughout the world however; there are cultural factors that influence how students react in the classroom setting in Qatar.
There have also been several critical changes other than improvements in curriculum and an increase in the number of universities. For example all elementary, grammar, and secondary schools are now considered independent schools rather than public schools. This allows for schools to focus on specific areas outside the normal curricula such as; religious education, vocational education, or the arts. A second change has been the implementation of a knowledge management or learning management system in all Qatar's schools up through the university level. Nasser, Cherif, and Romanowski have found that the KMS system has been very effective in helping students with poor ICT (internet communication technology) skills learn how to use the various tools available on the internet in order to complete class assignments. However; students who areas already knowledgeable about ICT do not tend to use this system as much.
Qatar seems fully prepared to move into the second decade of the 21st century with their education reforms. They are focusing on preparing youth for a transition to a more diverse economy and ensuring their place in that economy not only by developing one of the world's top educational systems but by developing a curricula that will ensure that the youth of today become Qatar's professional workers tomorrow. While there has been some hesitance on the part of parents, teachers, and principals to accept the new system (mainly due to fearing that Qatar's unique and vibrant cultural history will be lost) overall the new system has been successful. The independent schools also allow different factions or geographical regions within Qatar the ability to shape the course of education outside the required curricula. The government of Qatar feels that this encourages innovation amongst educators and critical thinking amongst students. Technology has been a central focus of the school system since the educational reforms began. This change in focus has fostered greater knowledge of ICT as well as high levels of critical thinking amongst Qatar's youth.
Conclusion
In conclusion, it is clear that Qatar's educational system is in a period of great transition. They have moved quickly from the original Kuttab school system with a primary focus on religion to an education system focused on critical thinking, mathematics, science, and technology. While there have been some questions related to abandoning the values of traditional Qatari culture the country has benefitted greatly from the improved educational system.
There are serious implications for Qatar's future based on these changes. For example, Qatar may be one of the few Middle Eastern nations to successfully transition to knowledge and technology based economy before they have to worry about the nation's oil wells running dry, a prospect many Middle Eastern nations will face in the next century. Another implication of this is that Qatar has a body of well-trained natural citizens to work in professional and vocational fields whereas; other nations may have to import workers. This is critical in determining the future success of Qatar's economy as well as their people. This also sets Qatar up as a nation focused on more secular values rather than the radical religious extremism promoted in some Middle Eastern nations. The new focus on education in critical thinking, mathematics, and science will work to stabilize relationships with other nations and ensure that Qatar is seen as neutral in conflicts between Middle Eastern nations.
References
Coughlin, Sean. Why is Qatar investing so much in education?
Nasser Ranzi, Cherif Maha, and Michael Romanowski . "Factors that Impact Student Usage of the Learning Management System in Qatari Schools." The Internatoinal Review of Research in Open and Distance Learning , 12:6: 41-66. print-journal.
Prowse Jacqueline and Goddard Tim J. . "Teaching across cultures: Qatar and Canada ." Canadian Journal of Higher Educatoin, 40:1: 31-52. print-journal.
Qatar News Agency . Stages of the development of education in Qatar.
Romanowski Michael H., and Nasser Ranzi. "Critical Thinking and Qatar's Education For a New Era: Negotiating Possibilities." International Journal of Critical Pedagogy, 4:1: 118-134. print-jpurnal.
Romanowski Michael H., Cherif Mahila Elili, Al-Ammari Badria, & Al-Attiyah Asma. "Qatar's Educational Reform: The Experiences and Perceptions of Principals, Teachers and Parents." Journal of International Education, 5:3: 108-136. print-journal.
Stasz Cathleen, Eide Eric R., and Martorell Francisco . Post-secondary education in Qatar: Employer demand, student choice, and options for policy. Santa Monica CA: Rand Corporation. print .
Education in Qatar
The education system in Qatar dates back to the 19th century when the Kuttab schools were developed as a means of teaching religion, science, and Qatari culture. These schools headed by Mullah's were a direct consequence of the Islamic belief that education was a right and that it was the duty of adults to education their children. (Qatar News Agency "Stages of the development") By 1890 the Kuttab school system had spread throughout Qatar and had been expanded to include a wider variety of subjects that would better prepare children for their futures.By 1947 the Qatari sheiks were focused on the development of a school system with a comprehensive curriculum. The first school, Al-Islah Al-Hamadiya School only had 154 students and was closed after the first group of students left. By 1954 an elementary school system would be established with separate schools for male and female students. In 1958 public education became widespread throughout Qatar and by 1967 the secondary school system would be opened with 4 career/educational tracks open to students, science, literature, religion, and vocational trades. While Qatar initially only had one public university by 2013 several universities had opened throughout the country.
One of the central questions that are being asked is why Qatar is becoming so involved in education? One aspect of this that has already been mentioned is that the government of Qatar perceives education as a responsibility that cannot be set aside. A second reason is that Qatar is trying to diversify its economy and prevent talented young people from leaving the country. The government understands that they will not always be able to rely upon the oil wells to provide for the people and that they must develop an economy based on the technology, service, and manufacturing industries in order to survive. Dr. Abdulla, President of Qatar University which hosts eight other international universities on its Education City campus states that education is the future of Qatar and that they must invest in this future if the country is to survive.
Stasz, Edie, and Martorell argue that the changes in the education system have been primarily a response to employer's demands for more educated employee. As Qatar's economy has become more diversified and has begun to transition from an oil based economy to technology based economy. This has led to the need for increased numbers of secondary and post secondary graduates with training in foreign languages, information technology, computer programming, and web design. (17) There were some critical areas in which Qatar was lacking in 2008 that have since changed. For example, post-secondary training was not set up to accommodate students with special needs at that point, nor were there many graduate degrees available. The arrival of world class international universities and a revamp of the nation's school system have however led to a wide variety of improvements including, better special education and improved education in mathematics, science, and critical thinking.
Romanowski and Nasser argue that the Sheik's "Education for a New Era" initiative has focused on teaching children the mathematics; science, computer, and critical thinking skills that they will need to find work in an increasingly diverse economy. It is also argued that Qatar has gone from a nation that offers its youth unchallenging curricula that offer them neither the advanced critical thinking skills they need to succeed in the modern world nor anything to keep them interested in continuing their education, to a nation that offers a diverse and challenging curriculum that prepares youth for the future. (121)
This is not to say that this transition has been easy either for students, parents, or teachers. Romanowski, Cherif, Al-Ammari, and Al-Attiyah have performed a study of principals, teachers, and parents in Qatar in relation to their opinions regarding the transition from a school system that was very basic to a school system that offers advanced learning in mathematics, science, and technology. A mixed methods study utilizing both survey methods and interviews was used to determine if the changes to the education system were effective. A survey of 17 principals, 413 teachers and 565 parents as well as interviews with 17 principals, 26 teachers, and 56 parents was conducted by Romanowski et al. (114)
The results of the study indicated that overall principals were satisfied with changes although they worried that the Arabic languages were being discarded in favor of English and foreign languages. They also felt that the changes had made their jobs more challenging and interesting. Something Romanowski, Cherif, Al-Ammari, and Al-Attiyah have identified as being critical in keeping Qatari educators interested in the field. Seventy-three percent of the teachers surveyed had positive feelings about the educational reforms. They had successfully changed their teaching styles and subject matter to accommodate reforms and were overall happy with the challenge. Their biggest concerns were the workload and the emphasis on English rather than Arabic. Finally, parents were divided on their opinions about education reform. Fifty four percent of parents felt that the changes to the education system had been positive while 30 % felt changes had been negative, 16% of parents felt that changes had little impact on themselves or their children. (116-122)
Prowse and Goddard have studied how teachers perceive the changes in Qatar's education system compared to how teaching is perceived by Canadian teachers. In a study of a transnational college campus with campuses in St John, Canada and Doha Qatar it was found that each education system had its own challenges for college professors. For example, professors and instructors in Doha found that chronic absenteeism and tardiness were serious issues in their classrooms and were much less accepting of this behavior than Canadian professors. Another critical issue was guidance. Students in Qatar and Canada both were perceived as needing a great deal of teacher assistance while in the classroom. This study indicates that Qatar's college campuses are very similar in comparison to other colleges and Universities throughout the world however; there are cultural factors that influence how students react in the classroom setting in Qatar.
There have also been several critical changes other than improvements in curriculum and an increase in the number of universities. For example all elementary, grammar, and secondary schools are now considered independent schools rather than public schools. This allows for schools to focus on specific areas outside the normal curricula such as; religious education, vocational education, or the arts. A second change has been the implementation of a knowledge management or learning management system in all Qatar's schools up through the university level. Nasser, Cherif, and Romanowski have found that the KMS system has been very effective in helping students with poor ICT (internet communication technology) skills learn how to use the various tools available on the internet in order to complete class assignments. However; students who areas already knowledgeable about ICT do not tend to use this system as much.
Qatar seems fully prepared to move into the second decade of the 21st century with their education reforms. They are focusing on preparing youth for a transition to a more diverse economy and ensuring their place in that economy not only by developing one of the world's top educational systems but by developing a curricula that will ensure that the youth of today become Qatar's professional workers tomorrow. While there has been some hesitance on the part of parents, teachers, and principals to accept the new system (mainly due to fearing that Qatar's unique and vibrant cultural history will be lost) overall the new system has been successful. The independent schools also allow different factions or geographical regions within Qatar the ability to shape the course of education outside the required curricula. The government of Qatar feels that this encourages innovation amongst educators and critical thinking amongst students. Technology has been a central focus of the school system since the educational reforms began. This change in focus has fostered greater knowledge of ICT as well as high levels of critical thinking amongst Qatar's youth.
Conclusion
In conclusion, it is clear that Qatar's educational system is in a period of great transition. They have moved quickly from the original Kuttab school system with a primary focus on religion to an education system focused on critical thinking, mathematics, science, and technology. While there have been some questions related to abandoning the values of traditional Qatari culture the country has benefitted greatly from the improved educational system.
There are serious implications for Qatar's future based on these changes. For example, Qatar may be one of the few Middle Eastern nations to successfully transition to knowledge and technology based economy before they have to worry about the nation's oil wells running dry, a prospect many Middle Eastern nations will face in the next century. Another implication of this is that Qatar has a body of well-trained natural citizens to work in professional and vocational fields whereas; other nations may have to import workers. This is critical in determining the future success of Qatar's economy as well as their people. This also sets Qatar up as a nation focused on more secular values rather than the radical religious extremism promoted in some Middle Eastern nations. The new focus on education in critical thinking, mathematics, and science will work to stabilize relationships with other nations and ensure that Qatar is seen as neutral in conflicts between Middle Eastern nations.
References
Coughlin, Sean. Why is Qatar investing so much in education?
Nasser Ranzi, Cherif Maha, and Michael Romanowski . "Factors that Impact Student Usage of the Learning Management System in Qatari Schools." The Internatoinal Review of Research in Open and Distance Learning , 12:6: 41-66. print-journal.
Prowse Jacqueline and Goddard Tim J. . "Teaching across cultures: Qatar and Canada ." Canadian Journal of Higher Educatoin, 40:1: 31-52. print-journal.
Qatar News Agency . Stages of the development of education in Qatar.
Romanowski Michael H., and Nasser Ranzi. "Critical Thinking and Qatar's Education For a New Era: Negotiating Possibilities." International Journal of Critical Pedagogy, 4:1: 118-134. print-jpurnal.
Romanowski Michael H., Cherif Mahila Elili, Al-Ammari Badria, & Al-Attiyah Asma. "Qatar's Educational Reform: The Experiences and Perceptions of Principals, Teachers and Parents." Journal of International Education, 5:3: 108-136. print-journal.
Stasz Cathleen, Eide Eric R., and Martorell Francisco . Post-secondary education in Qatar: Employer demand, student choice, and options for policy. Santa Monica CA: Rand Corporation. print .