The Report Summary #9

 

During the last four weeks, our professor asked us to write a report about one sector of the Qatar National Vision of 2030. We, as a group from the Education College at the university, chose to write about the education sector. Especially we chose to write about the problem of the curriculum process in the secondary schools. We wrote in the report a brief summary of the process, advantages, challenges, and gave recommendations that could solve these challenges.

We faced many challenges before starting our report. Firstly, we got confused while dividing the parts of the report between us. Then, we faced other problems while searching on some relative resources, which talked about the challenges that Qatar faces on the curriculum process. Of course, we found a few resources in both English and Arabic languages. Qatar has changed the curriculum many times during the past 10 years. These changes have had a negative impact on the student's achievement and on the process itself. Therefore, the secondary school's students during these years were not well prepared for the next step, which is university life and to enter the labor market in Qatar.

 My part of this report was to write some recommendations that could solve the challenges we faced in the educational process. Additionally, Qatar faces a lot of challenges in the curriculum process, especially in secondary schools over the past 10 years. The recommendation that I wrote in the report was that there must be a professional institution within the ministry of education responsible for monitoring the process of curriculum development. Then, they need to change the methods of teaching in the ways that fit the Qatar National Vision of 2030 using the strategies of teaching to achieve the principle of lifelong learning. Lastly, they need to merge the technology with the teaching process, rather than relying on the books only.
The reference:

Nasser, R., Zaki, E., Allen, N., Al Mula, B., Al Mutawaha, F., Al Bin Ali, H., & Kerr, T. (2014). Alignment of teacher-developed curricula and national standards in Qatar’s national education reform. International Education Studies, 7(10), 14–24.