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Teachers in the Independent Schools are more focused on meeting the learning needs of individual students than their peers in the now-defunct schools operated by the Ministry of Education in Qatar, a study conducted by the Policy Institute Rand Qatar in 2005-2007 and released yesterday said.

In addition, educators, parents and students have recognised and appreciated the differences between the new schools and schools once operated by the ministry, the study revealed.

As Qatar reformed its education system from 2005 to 2007, teachers at new Independent Schools have worked together to develop curricular contents that addressed new international curriculum standards in key subjects (Arabic language, English, science and mathematics) and applied more student-centered teaching methods and provided more challenging learning environments.

“Qatar’s education reforms have shown tremendous early success by changing how teachers teach and students learn,” said Gail L. Zellman, the study’s lead author and a senior research psychologist at RAND.

Researchers said their observations of teachers in Independent Schools revealed that they were more likely to work one-on-one with students and to encourage peer learning in small groups. They also were more likely than their peers in education ministry schools to use strategies found to engage students in learning.

“Teachers in the Independent Schools also posed more positive challenges. Students were more frequently asked to analyze, synthesize and evaluate information, accordingly, developed skills associated with critical thinking,” she said. “These early trends hold great promise for the future.”

RAND conducted the study for Qatar’s Supreme Education Council (SEC) during 2005-2007 (prior to the SEC’s take over of the schools under the Ministry of Education) when the number of independent schools in the nation rose from 33 to 46. The schools are funded by the government and operate alongside schools operated by the education ministry and private schools. As the reform has continued, additional independent schools have opened, bringing the current total to 97.

The RAND study also found that students in grades 4 to 6 who attended independent schools outperformed peers who attended education ministry schools during the two-year-long study period on national assessments in Arabic and English. Independent school students assessed in Arabic also outperformed education ministry students in mathematics and science.

At the same time, independent school students assessed by English-language tests for mathematics and science scored lower than their education ministry peers. Because students and teachers were transitioning from Arabic to English as a medium of instruction, students may not have been able to demonstrate their knowledge as well when tested in English, according to researchers.

The testing analysis did not include preparatory and secondary students because of the small number of independent schools at those levels during the study period.

The study recommended that the Supreme Education Council carefully consider the effects of future policy changes prior to implementation. The study also recommended a number of other measures, including increase support for schools by engaging school support organizations, which provide experienced international school management advisors, for at least two years in each new independent school.

The study further recommended to offer financial and status incentives to retain highly competent and experienced teachers in the classroom rather than rewarding their performance with administrative positions that remove them from direct daily contact with students.

The study, “Implementation of the K-12 Education Reform in Qatar’s Schools,” was conducted within RAND Education and the RAND-Qatar Policy Institute. Gery W. Ryan, Rita Karam, Louay Constant, Hanine Salem, Gabriella Gonzalez, Nate Orr, Charles A. Goldman, Hessa Al-Thani and Kholode Al-Obaidli are other authors of the report.