ERIC EJ1016292: Education for a New Era: Stakeholders' Perception of Qatari Education Reform

2013·0.28 MB·English

by  ERIC

I!nternational Journal of Education Policy & Leadership, November 13, 2013. Volume 8, Number 6. !1
EDUCATION FOR A NEW ERA: STAKEHOLDERS’ PERCEPTION OF QATARI 

EDUCATION REFORM
MAHA ELLILI-CHERIF
College of Education, Qatar University
MICHAEL ROMANOWSKI
College of Education, Qatar University
The paper reports the results of a qualitative research study that explores principal, teacher, and parent perceptions with regard to
Qatar’s education reform, Education for a New Era (EFNE) launched in 2004. The study focuses on the effects of the reform on each
group, their perceived advantages and disadvantages of the reform, and the challenges they face in the implementation of EFNE. Data
for this study was collected through an open-ended questionnaire. The results point to the positive effects of EFNE on improving in-
struction, principals' leadership style, and learner attitude to education. These stakeholders believe that the reform is too ambitious
and sometimes unrealistic. The three groups also report challenges that revolve around the amount of extra effort and work it requires
from them, the continuous reform changes, and the threats to the local culture and language. Discussion and conclusions are provided
regarding EFNE.


Ellili-Cherif, M. & Romanowski, M. (2013). Education for a New Era: Stakeholders’ Perception of Qatari Education Reform. In-
ternational Journal of Education Policy & Leadership 8(6). Retrieved from www.ijepl.org .
Introduction Second, it indicated that there was a lack of
communication and shared vision among edu-
In 2001, Qatar became alarmed that the coun-
cation stakeholders, attributable, in part at
try’s K–12 education system was “not produc-
least, to a top-down decision-making policy.
ing high-quality outcomes and was rigid, out-
Finally, it demonstrated that there was an over
dated, and resistant to reform” (Brewer, Au-
emphasis on rote learning and little attention
gustine, Zellman, Ryan, Goldman, Stasz, &
to the development of critical thinking.
Constant, 2007, p. iii). Considerations of ways
Upon the completion of its analysis, RAND
to reform the system prompted the govern-
recommended three options, and the Qatari
ment to commission RAND, a nonprofit re-
government elected to support a charter
search organization, to conduct a far-reaching
school model that decentralizes education and
assessment of the system and provide recom-
encourages the development of Independent
mendations for building “a world-class system
schools. As a result, RAND initiated a system-
that would meet the country’s changing needs”
atic reform plan designed to transform Qatar’s
(Brewer, et al., 2007, p. xvii). The evaluation
schools and Ministry of Education into a
pointed to a number of problems. First, it re-
world-class competitive education system,
vealed that the existing system was highly cen-
known as Education for a New Era (EFNE)
tralized, with limited strategies for evaluation
(Brewer, et al., 2007). EFNE revolves around
and monitoring of policies and processes.
four principles: (1) autonomy for schools, (2)
Education for a New Era: Stakeholders’ Perception of Qatari Education Reform !2
accountability through a comprehensive as- Stakeholders and Education Reform
sessment system, (3) variety in schooling al-
Education reform is necessary when schools
ternatives, and (4) choice for parents, teach-
do not achieve the goals of education, as un-
ers, and school operators. These principles
derstood by individuals or groups with the
represent a two-pronged approach to reform
power to initiate reform (Horn, 2002). In the
that requires the establishment of government-
case of Qatar, government officials believed
funded Independent schools over a multiyear
there needed to be some changes in the educa-
period and the implementation of annual as-
tion structure in order for Qatar to meet the
sessments to measure student learning and
country’s changing needs as it responds to the
school performance (Supreme Education
forces of globalization. More importantly, di-
Council, 2012a). The first cohort of Indepen-
rectly or indirectly, many stakeholders in edu-
dent schools, consisting of 12 schools, opened
cation, including students, parents, teachers,
in 2004. Today, all government-funded schools
administrators, the community as a whole,
in Qatar have acquired Independent status.
businesses, and anyone or any group that has
Together with the introduction of Indepen-
an interest in education, are affected by educa-
dent schools, a new body—the Supreme Edu-
tion reform. Fullan and Miles (1992) argue
cation Council (SEC)—was established in or-
that all large-scale change is implemented lo-
der to drive education reform and realize the
cally and the only way that change happens is
Qatari government vision for the 21st century.
through the effective daily implementation by
The SEC directly supports Independent
principals, teachers, parents, and students.
schools and is essentially responsible for set-
Since they play a crucial role in the implemen-
ting curriculum standards and broad goals for
tation of reform, it is important to explore
the school system, providing professional de-
their experiences in the process and obtain
velopment for teachers and school leaders, and
their opinions about the change.
conducting evaluations of school performance
The research literature is quite clear that
and student progress. In order to ensure a suc-
principals play a significant role in successful
cessful implementation of the reform, and
education reform. The majority of studies on
mainly to hold schools and student account-
school effectiveness demonstrate that both in
able for learning, the SEC plays an integral
the primary and secondary schools, leadership
part in ensuring that teachers are performing
is the key factor in successful reform (Leith-
according to high standards.
wood, Louis, Anderson, & Wahlstrom, 2004;
Nine years after the introduction of the re-
Sammons, 1999). This is particularly true
form, Education for a New Era has changed
when schools are facing massive reforms.
the education landscape. Driven by in-
Matthews and Crow (2003) claim that in every
ternational curricula and curriculum stan-
school situation where reform is occurring, the
dards, EFNE has created immense opportuni-
principal is always a significant factor in the
ties for international education consulting,
efforts to improve schools. Fullan (2001)
with numerous organizations flooding Qatar
found that for a reform to be successful it re-
offering their “expertise” in a variety of educa-
quires support from central administrators and
tion areas. EFNE has raised many questions,
principals. It is the supervision and leadership
but little research has been done on the stake-
of principals that motivates staff, parents, and
holders’ perceptions of EFNE. In what follows,
students to deal with and overcome uncertain-
we examine Qatar’s EFNE by presenting the
ty and embrace the change process. The ma-
perceptions of principals, teachers, and par-
jority of education research recognizes that
ents who are directly affected by and involved
effective schools and school districts that are
in the reform. In particular, we are concerned
addressing reform start and end with strong
with the challenges, advantages, and disadvan-
education leadership (e.g., Leithwood, et al.,
tages of the reform and the impact it has on
2004; Kirk & Jones, 2004; Houston, 1998).
those stakeholders.
Maha Ellili-Cherif and Michael Romanowski !3
Principals are the focal point for ensuring that to reforms, and leadership that does not in-
change initiatives do not remain on paper but clude teachers in the process of change is des-
are implemented within the school. In addi- tined to fail (Fullan, 2011; Hargreaves & Ful-
tion, a principal’s leadership not only plays a lan, 1998). Bailey (2000) argues that “teachers’
significant role in education reform but also perspectives have been a missing factor in the
shapes the school climate regarding how development of innovations. . . . [T]he content
teachers, parents, and students perceive the and process of change are typically not in the
reform. Therefore, there is a need to examine hands of practitioners; change is assumed to
the effects of reform on principals and investi- be possible without their expertise, and their
gate ways they can be supported as they strive perspectives on change are frequently ignored”
to implement changes in education. (p. 112). Ignoring teachers’ perspectives and
More important than the role of principals input is problematic in that it hampers educa-
is the role that teachers play in reform imple- tion reform and creates resistance in some
mentation (Margolis & Nagel, 2006; Nunan, teachers. With that in mind, an argument can
2003; Bailey, 2000; Rea-Dickens & Germaine be made that teachers are central to education
1998; Lieberman, 1997). Teachers are often reform, and successful implementation of edu-
viewed as change agents, and the success of cation change requires teachers to be integrally
education reform is determined by their accep- and meaningfully involved throughout the re-
tance of, involvement in, and degree of owner- form process (Kilgallon, Maloney, & Lock,
ship of reform (Carless, 2001; Markee, 1997). 2008; RAND Corporation, 2007; Hargreaves,
Because of their experiences, they understand Earl, Moore, & Manning, 2001). However, it is
the realities of communities, schools, and not common practice that teachers are includ-
classrooms and can provide a unique perspec- ed in either the development of reform or the
tive that differs from the opinions of decision assessment of the implementation.
makers and bureaucrats. One could even argue Similar to the plight of teachers, a common
that teachers have more valuable insight into flaw in education reform is that parents are not
what will or will not work based on these ex- included in meaningful ways in the reform
periences. Thus, it is important to consider process, even though they are among the most
their perspectives when introducing change important stakeholders in any education re-
(Troudi & Alwan, 2010; Lamie, 2005; Kirk & form (Adams & O’Neill, 2010). Christenson
Macdonald, 2001). and Anderson (2002) stress that student learn-
Education reform demands changes, and ing is never a product of either schools or fam-
these changes ultimately rely on teachers ilies in isolation. In fact, a high level of family
(Lieberman & Pointer-Mace, 2008; Spillane, involvement is one characteristic of high-per-
1999; Fullan & Miles, 1992). In most cases, forming schools (Henderson & Mapp, 2002;
education reforms are often a top-down Lewis & Anderson, 1997). Parents play a sup-
process that not only silences teachers’ voices portive role in the education process and edu-
but also hampers reform (Hargreaves & Good- cation reform. When reform is implemented,
son, 1996). Too often, mandated reforms fail students are directly affected and parents play
to take into account the input of grassroots a vital role in helping their children as they
educators and do not reflect the importance of adapt to change. Furthermore, student learn-
educators as professionals capable of making ing is never a product of either schools or fam-
decisions that can benefit the parents and stu- ilies in isolation (Christenson & Anderson,
dents they serve (Schweisfurth, 2002). Dar- 2002). parents can often see the strengths and
ling-Hammond (1997) points out that when weaknesses of schools and should be encour-
prescriptive policies are created without aged to offer their perspective (Matthews &
teacher input, a school’s ability to meet the Crow, 2003). In the context of Qatari educa-
needs of students and parents is greatly re- tion, the Supreme Education Council (2008)
duced. More importantly, teachers are the key points out that the key aspect of parental in-
Education for a New Era: Stakeholders’ Perception of Qatari Education Reform !4
volvement for children’s academic success is ences among the principals, but all principals
the parents‘ involvement in home-school rela- of Independent schools must be Qatari. At the
tionships. The home-school relationship is time of this study, all principals receive leader-
“the formal and informal connections, com- ship development programs offered by the
munications and partnerships with the child’s Supreme Education Council and can receive
school and teachers” (Supreme Education ongoing training and support from both the
Council, 2008, p. 20)—all a valuable part in Supreme Education Council and the School
making education reform successful. There- Support Organizations (SSO) assigned to each
fore, education policymakers should pay atten- Independent school.
tion to parental involvement and consider par- The majority of teachers in Independent
ents as a major component of education re- schools are expatriates, mostly from other
form efforts. Arab countries. Independent school teachers
enter the classroom with a wide range of edu-
Qatari Context: Stakeholders, Princi- cation backgrounds, many unqualified. Ac-
cording to the Supreme Education Council
pals, and Teachers
(2011), more than 30 percent of teachers in
In order to contextualize this study, we will Qatar are not qualified to teach, and 31 per-
provide some demographics regarding the In- cent of teachers in Qatar have no formal quali-
dependent schools that are examined in this fications to teach, 35 percent of whom are
study, the principals and teachers of the Inde- teaching in Independent schools. Although
pendent school system, and the parents of the Qatar hopes to achieve 70 percent Qatarization
students in Independent schools. According to of teachers and staff in these schools in the
the Supreme Education Council (2012a) “an near future (Supreme Education Council,
Independent school is “a government-funded 2011), only 25 percent of teachers in Indepen-
school that is granted autonomy to carry out dent schools are Qataris.
its educational mission and objectives while There is also a great diversity among the
being held accountable to terms agreed to in parents who send their children to Indepen-
an operating contract.” Independent schools dent schools. Qatar has a large expatriate pop-
are segregated by gender and are broken into ulation—in 2010, 79.7 percent of all residents
primary, preparatory, and secondary schools. were foreign citizens (Sambidge, 2010)—and
The six schools surveyed in this study were many expatriate families enroll their children
from cohort 11 and included two primary fe- in Independent schools. Parents include Qatari

male schools with enrollments of 556 and 880, citizens, while expatriates are mostly Arab na-
respectively; one primary male school with an tionals such as Syrians, Yemenis, Jordanians,
enrollment of 625; one male preparatory Sudaneses and Palestinians. Regarding parents’
school with 662 students; one female sec- view of Independent schools, the Social &
ondary school with 2165 students; and one Economic Survey Research Institute (2011)
male secondary school with an enrollment of reports that only 49 percent of parents with a
1528. child at an Independent school would keep
Each Independent school has an owner or the child at the same school type, and only 39
operator and a principal. Depending on the percent of parents who sent the child to Inde-
school, the number of assistant principals pendent schools reported “very satisfied” on
varies, but each school has a coordinator for the survey.
!
the individual departments. There is a wide
range of education backgrounds and experi-
1 A cohort is simply the group of Independent schools that opened in that particular year. For example, cohort 1 con-
tained 12 schools that opened in 2004. Cohort 2 schools opened in 2005 and cohort 3 in 2006. There are currently 8
cohorts in the Independent school system in Qatar.
Maha Ellili-Cherif and Michael Romanowski !5
Methods plain the effects, impacts, advantages and dis-
advantages, and challenges of the education
This paper examines teachers’, school leaders’,
reform in Qatar.
and parents‘ perceptions of the impact of the
Regarding the exploratory nature of the
Independent school model on teaching and
study that seeks to investigate the stakehold-
learning in the Qatari education context. More
ers’ perceptions, open-ended questions were
specifically, it explores the possible education
more appropriate for the purposes of this re-
issues that have surfaced during this fast-
search. While closed questions allow re-
paced education reform and seeks to gain in-
searchers to collect data that can be analyzed
sight into the stakeholders’ perspectives re-
statistically and yield generalizable results, the
garding how far this charter-like movement is
narrative comments from open-ended ques-
applicable to the Qatari teaching situation.
tions provide a forum for explanations, mean-
This qualitative research study provides un-
ings, and new ideas that allow us to describe a
derstanding how stakeholders interpret their
phenomenon as lived and perceived by the re-
reality by identifying and describing their per-
spondent (Cohen, Manion, & Morrison,
ceptions of Education for a New Era. For this
2007).
purpose, an open-ended questionnaire was
Initially, all 12 cohort 1 Independent
used to establish the effects, impact, chal-
schools were asked to participate in this study
lenges, advantages, and disadvantages of
because these schools have the longest tenure
EFNE from principals’, teachers’, and parents’
in the Independent school system. However,
viewpoints. The research objectives are as fol-
only 6 of the 12 schools agreed to participate.
lows:
The questionnaires were delivered to the prin-
1. What are the effects of EFNE on princi-
cipals of these schools accompanied by a letter
pals, teachers, parents, and students?
describing the purpose of the study and ex-
2. What is the impact of EFNE on principals,
plaining that confidentiality and anonymity
teachers, parents, and students?
would be maintained. Principals were request-
3. What are the challenges that these stake-
ed to fill out their questionnaires and ask the
holders face as a result of the reform?
teachers to fill out their own questionnaires.
4. What are the advantages and disadvantages
Principals were also requested to randomly
of the Qatari school reform as perceived by
provide teachers with parent surveys for stu-
principals, teachers, and parents?
dents to take home and then return to teach-
ers.
Research Design
One principal, 40 teacher, and 100 parent
questionnaires were delivered to each school,
Three questionnaires were designed to exam-
and participants were told when the question-
ine respondents’ experiences with EFNE and
naires would be retrieved. Completed ques-
elicit information from each group of stake-
tionnaires were collected and translated from
holders regarding the effects of EFNE in their
Arabic to English. The bilingual researcher ad-
particular context, the challenges they face,
justed the language to improve readability but
and the advantages and disadvantages of the
did not alter the content or meaning. The
reform. The instruments were initially written
sample included six schools: 6 principals (100
in English, then translated into Arabic and
percent return rate), 121 teachers (51 percent
judged for the quality of the translations by
return rate), and 142 parents (24 percent re-
bilingual native Arabic speakers. Face validity
turn rate).
was obtained by having two bilingual profes-
sors who are well qualified in conducting re-
Data Analysis
search examine each questionnaire and deter-
mine if the questionnaire in the Arabic transla-
The responses were grouped according to each
tion was accurately asking participants to ex-
survey question. Responses to each open-end-
Education for a New Era: Stakeholders’ Perception of Qatari Education Reform !6
ed question were examined in the context of style and roles as school leaders; their per-
the research questions. During the analysis, ceived impact of the reform on teachers, stu-
several themes emerged. Themes were then dents, and the school as a whole; and the chal-
content analyzed and relevant quotes were in- lenges that they and their schools face in the
tegrated into various themes in order to sup- implementation of EFNE. The analysis of re-
port or refute particular findings. The rationale sponses shows that EFNE has had positive ef-
was to provide an accurate account of the fects on the principals’ leadership styles and
stakeholders’ perceptions of the reformed edu- on teachers. Nevertheless, it also challenges
cation system known as Education for a New both groups in some ways.
Era.
What are the Effects and Impact of EFNE on
Limitations Principals?
As with any study, there are limitations that According to the data collected from school
must be considered. Survey research only pro- principals, the reform has led to a change in
vides respondents’ verbal descriptions of their their leadership style in several ways. When
perceptions of EFNE. Participant responses asked whether the reform has impacted their
cannot always be taken as totally accurate de- relationship with teachers and staff, principals
scriptions of what the respondents actually do indicated they needed to change their leader-
or really think. In addition, open-ended ques- ship by departing from the old authoritarian
tionnaires often represent an over simplifica- style, as indicated in the following comment:
tion of social reality. Nevertheless, this re- “Yes, there was a change of leadership inter-
search provides a snapshot of the stakeholders’ pretation, from its earlier meaning of taking
perceptions. Finally, anytime translation is in- traditional and authoritarian decisions.” An-
volved in research, there is always a concern other change in leadership style was pointed
regarding what may or may not be lost in the out—namely, a shift from an authoritarian to a
translation or how translated questionnaires more democratic style. With the introduction
may shape respondents’ responses. In spite of of EFNE, principals are using teamwork and
these limitations, this research provides valu- involving their staff in the decision-making
able insights into principals’, teachers’, and process. One of the respondents wrote, “Yes,
parents’ perceptions of the education reform the idea and the application of the principle of
EFNE, its effects, advantages, disadvantages, subsidiarity, taking the views of the teams
and the challenges they experience. working with me.” Another principal added
that the reform has even changed his percep-
Findings tion of his role, where he now sees himself as a
“mentor and motivator.”
The results of the study are presented in three
Four out of the six respondents mentioned
major sections, each elaborating on a single
that new roles have been added to their initial
group of stakeholders’ perceptions. First, the
role as school manager. Principals are now re-
principals’ perceptions are introduced, fol-
sponsible for the effectiveness of their staff,
lowed by the teachers’, and then the parents’
forcing principals to organize and provide pro-
perceptions. Each section focuses on the major
fessional development for teachers and staff in
themes that emerged from analysis of the re-
order to implement the reform. One partici-
sponses of one group of stakeholders.
pant commented, “Yes, we have examined the
impact on the experiences of other countries;
Principals’ Perceptions
this increases the number of workshops relat-
ed to specialization and leadership.”
The principals’ questionnaire asked whether
While all the surveyed principals admitted
the reform led to changes in their leadership
that EFNE led to an improvement in their
Maha Ellili-Cherif and Michael Romanowski !7
leadership style, they were divided in their additional tasks to those they used to perform
perception of the impact of the reform on their when they worked at Ministry of Education
relationship with parents. Some of the respon- schools (MOES), such as selecting appropriate
dents indicated that as a result of the reform, instructional approaches, selecting or develop-
they now endure increased pressure from par- ing materials, and assessing students’ needs.
ents. The reform created strong competition These new roles have been added to a tradi-
among schools because parents are free to tional schedule that does not allow for the ad-
choose schools that are most suitable to their ditional time they require.
children’s needs and profiles. Therefore, school Finally, principals themselves are chal-
leaders have to deal with parents who become lenged by the frequent changes in policies and
very demanding and tend to blame the princi- procedures and the top-down nature of the
pal for every mistake. One of the principal’s decision-making process at the SEC. This
response summarizes this thought: “Parents point was succinctly described by one of the
have become more aggressive with the leader- respondents who wrote that there is “control
ship, blaming principals for all mistakes.” from the Supreme Education Council for
Other respondents think that the reform had a everything in schools, and my job is to obey
positive impact on their relationship with par- the orders.” According to this individual, there
ents. It created more opportunities for com- is an increase in the bureaucracy because of
munication with parents and allowed for in- EFNE, and this has a perceived impact on the
volving them in school activities. principal’s role. In addition, the bureaucracy
The last theme relating to the principals’ takes the form of micromanaging that has
perceived impact of the reform is increased greatly changed what principals do.
accountability. In spite of the high workload
incurred by the introduction of the reform, Teachers’ Perceptions
respondents declare that there is an increase in
teachers’ commitment to their job. Many Teachers’ perceptions of the reform are based
spend more time at school and work harder to on responses to the questions that ask about
improve their students’ performance. the effect of the reform on them as well as on
their students, the challenges they face, and
What are the Challenges Principals Face as a their perceived advantages and disadvantages
Result of the Reform? of EFNE. This section elaborates on the results
of the analysis of these major questions.
Analysis of the principals’ responses about the
challenges that they and their schools face re- What Are the Effects and Impact of EFNE on
vealed one major challenge, namely, the unre- Teachers?
alistic requirements of the SEC that places in-
creased pressure on the schools and the teach- When asked about the effects of the reform,
ers. There is “continuous adaptation and most teachers (98 percent) declared that it has
change of policies made at the level of the led to major changes in their instructional
SEC.” This creates confusion and makes it dif- practices. One teacher wrote, “It opens hori-
ficult for schools to cope with and implement zons for me to teach differently.” While a for-
policy changes. One of the principals pointed mer teacher in Ministry of Education schools
out that the main challenge that his school wrote that the reform “has led to a giant leap
faces is the “confusion in the offices of the in education in Qatar. It has affected many as-
Supreme Education Council and the lack of pects of my teaching, a better teaching envi-
clarity in planning.” ronment, more quality-oriented teaching,
In addition to the pressure endured by the more IT support, a wider variety of resources,
schools, there is also pressure on teachers. For greater opportunities for professional devel-
instance, teachers are required to complete
Education for a New Era: Stakeholders’ Perception of Qatari Education Reform !8
opment; this should undoubtedly result in bet- board, the web, and computers. The following
ter teaching practices.” participants’ comments show these changes:
Teachers declared that the reform has im- Yes, it [the reform] affected me. I start
proved the profession. It encourages teachers using new sources in my teaching. For
to “become more innovative” and “creative.” It example, I use technology when I pre-
also provides them with ample opportunities pare lessons, taking into account indi-
to “develop professionally, thanks to the work- vidual differences among students.
!
shops it offers to teachers,” and to “look for
modern teaching methods of teaching and I start using technology in my teaching
learning.” Teachers also indicated that the re- and in my preparing for the daily les-
form resulted in significant improvement in son plan and in preparing the work-
their instructional practices. Roughly 90 per- sheets for my students, taking into ac-
cent of teachers indicated that, with the re- count individual differences.
!
form, they are now using “modern teaching
and learning strategies and methods.” About I now use technology in teaching, like
66 percent of the respondents claim that, as a giving exams and homework through
result of the reform, their classes have become the web (online homework).
!
more student centered. One teacher wrote:
Yes, it [the reform] improved my teach- The above responses not only point to the
ing and lesson preparation skills. It teacher’s integration of technology in their dai-
changed my teaching style from one ly practices, but they also introduce another
where the student's role was minor, no change in the teachers’ practices, namely, the
more than 10 percent, and the role of incorporation of differentiated instruction in
the teacher was major, more than 90 teaching. Teachers declare that the reform has
percent, to one where the role of the helped them to “pay attention to multiple in-
teacher does not exceed 10 percent and telligences” and “consider different student
90 percent is the student role. learning styles” when planning and teaching.
!
While most teachers hold the view that the
Other teachers pointed out: “I am now us- reform has positively changed their classroom
ing different activities that engage students performance, they were divided in their per-
and help them to be active and enhance their ception of the impact of the reform on the stu-
learning.” And, “Yes, the reform changed my dents. Roughly 60 percent of the teachers
style of teaching to a student-centered educa- think that the reform has improved the stu-
tion.” From these comments, teachers seem to dents’ class performance and achievement. It
incorporate techniques that make their classes “increases their ability to rapidly understand
more student centered. The learner is now the and comprehend content” and provides them
focus of the learning process. Teachers claim with the opportunity to become “more active
to use activities that engage students, foster and interested in learning.” With the reform,
student cooperation, and shift attention from a students have developed new skills, like the
focus on the teacher to emphasize the role of use of technology, research, critical thinking,
the learner who becomes an active participant problem solving, and the English language. As
in the learning process. a result, they have become more “self-reliant
Another important change in the teachers’ and independent,” where they rely less on the
practices is the use of technology. More than teacher and “do their work by themselves.” In
70 percent of the respondents point out that brief, it “improved the students’ academic lev-
the reform has improved their use of technol- el.”
ogy in lesson preparation, actual teaching, and However, more than 40 percent of the re-
test administration. They integrate various ed- spondents declared that the reform has caused
ucational technology tools, like the interactive students to develop a negative attitude toward
Maha Ellili-Cherif and Michael Romanowski !9
learning: they “neglect homework,” “lack seri- been well prepared to fulfill them. These chal-
ousness in study and depend on private lenges have resulted in “pressure on the teach-
lessons,” and they have become more “reck- ers” to keep up with the additional nonteach-
less” and “less willing to study and learn.” Ac- ing tasks, which distracts attention from their
cording to some respondents, the reform had a teaching. Some teachers wrote that challenges
negative impact on students because it “in- include an “increase in the burden on the
creased the chaos and lack of compliance with teacher, which led [them] to neglect prepara-
the laws,” “increased the burden on students tion and focus more on the administrative and
because standards are too high for them,” and secretarial work.” And others said that “find-
because “the educational process focuses on ing sufficient time to meet all the requirements
quantity not quality.” of reform, under the pressure of teaching and
In summary, the reform helped to increase other things on the teacher,” was also chal-
teacher willingness to develop professionally, lenging. The following quote also illustrates
to change their teaching styles, and adopt these thoughts:
modern instructional strategies and tech- The teaching is being the weakest job
niques. This is due to the professional devel- in the sense the teacher is the person
opment that accompanied the reform, and that who takes all the blames and responsi-
helped teachers become aware of and able to bilities. The teacher is scared, even
incorporate new teaching techniques in class- though he is sacrificing everything. In-
room practices. It also helped some students stead of getting some appreciation, he
benefit and improve academically while failing gets more loads of work and more pres-
to engage others in the learning process. sure.
!
What are the Challenges Teachers Face as a The second most frequently occurring chal-
Result of the Reform? lenge is student “bad behavior,” which was
mentioned by 64 percent of the respondents.
When asked about challenges, 89 percent of Students lack motivation and interest in study-
the respondents mentioned several types that ing, do not do homework, “lack seriousness
revolve around the following major themes: about studying,” and even “lack respect to the
burden on teachers, student misbehavior, and teacher.” This attitude is partly due to the “no
resistance to and ambiguity of the reform. failure” policy, as indicated in the following
The major challenge faced by teachers is responses: “The student lack of interest in
the increased workload. One of the respon- studying, because they know that success is
dents stated that the “reform implementation imperative even without studying,” and “the
is a burden and a time-consuming process.” challenges faced by the teacher are the stu-
Others mentioned that the reform requires dents do not listen to the teacher, neglect the
them to complete many additional tasks, such homework, lack respect for the teacher.”
as administrative tasks, yearly and weekly Related to this concern about student mis-
planning, selecting instructional materials, and behavior is the complaint from some other
preparing worksheets. Added to these teaching teachers (45 percent) that there is a resistance
tasks, the SEC also requires them to prepare a to the reform on the part of students and par-
portfolio to apply for licensure, attend “too ents. They argue that “some students do not
many workshops,” and keep up with the con- respond to the reform,” and that “the main
tinuous changes added to the reform policy. challenge is encouraging the students and par-
The extra workload has some negative effects ents to accept the changes of the reform.”
on the teachers’ feelings about their work. Teachers explain that some parents are not
Some admitted that they are required to do only challenged by the amount of their chil-
tasks, such as selecting appropriate teaching dren’s homework but also by their limited
materials and classroom activities but have not
Education for a New Era: Stakeholders’ Perception of Qatari Education Reform !10
mastery of the English language, which makes students should have good knowledge (which
it hard to follow up on their kids’ education. is provided in the reform).”
Finally 33 percent of the teachers hold the
What are the Advantages and Disad- view that the reform contributes to the
progress of the country. Some teachers think
vantages of the Qatari School Reform
that the reform helps to improve the education
as Perceived by Teachers?
system, and, therefore, helps Qatar to “keep
When asked about the advantages and disad- up with international developments around
vantages of the reform, more than 60 percent the world” and leads to “progress and devel-
of the teachers declared it had benefits, while opment to keep pace with international coun-
40 percent mentioned a number of limitations. tries.” Also, the reform “illuminates the
minds” and “has reformed the whole society.”
Advantages of EFNE Some of the respondents’ quotes illustrate this
point: “Finding a generation capable of carry-
Analysis of teachers’ responses point to several ing the burden on the future and build the
perceived advantages of the reform that re- country.” “Yes, it develops both teachers’ and
volve around the theme of improvement of students’ mentality, and that makes them pro-
instructional practices and the education sys- duce new things and new thoughts to help in
tem that, in turn, has benefits for the Qatari the development of the society and the coun-
society and country. More than 75 percent of try.” These respondents seem to be convinced
teachers pointed out that the reform resulted that the reform is helping to achieve one of its
in the use of modern instructional strategies major goals, namely, to establish an effective
and techniques that are informed by research education system that will create change in
and that, they believe, are more useful than society, which, in turn, will help to achieve the
the traditional methods that were used before vision of Qatar for 2030.
the introduction of EFNE. Other teachers (56
percent) pointed to the freedom to use differ- Disadvantages of EFNE
ent teaching strategies and techniques, creat-
ing variety in the classroom and making the About half of the teachers (42 percent) de-
learning process more enjoyable to both clared that the reform does not have any dis-
teachers and students. Forty-three percent of advantages. The disadvantages named by the
the respondents also think that the reform has remaining 58 percent of the respondents re-
strengthened English language proficiency be- volve around the themes of burden on teach-
cause content courses (math and science) are ers, the fast pace of the reform, its over ambi-
now taught in English. tious nature, and threats to the local culture
More specific advantages for the students and language.
were spelled out by 64 percent of the respon- The most frequently mentioned disadvan-
dents who said the reform has helped to tage is the additional work required from
change the profile of some learners. They stat- teachers. More than 85 percent of the respon-
ed “develops student critical thinking and cre- dents argued that the reform “increased the
ativity,” “helps them to become faster burden on the teacher,” and that, with its ad-
learners,” and “increases student indepen- vent, “most of the work lies on the teachers’
dence and autonomy both inside and outside shoulders.” Because they are not provided
the classroom.” Teachers pointed out that with textbooks and instructional materials, it
“thanks to the curricular changes, the reform is not only a time-consuming but also a chal-
helped to raise the level of student progress,” lenging task to select instructional materials
and that the “academic levels of students have that are appropriate for their teaching situa-
improved a lot, raising the education level of tion and their students. In addition, some re-
students. In this competitive world of today, spondents complained that they have long