Monitoring And Evaluation Framework For The K 12 Education And Training System In Qatar

Monitoring and Evaluation Framework for the K-12 EducationAbout Us and Training System in Qatar Tahseen Consulting is an advisor on strategic and organizational issues facing governments, social sector institutions, and corporations in the Arab World. You can read more about our capabilities at tahseen.ae We apply a performance management framework to the K-12 ▲Public Sector education system in QatarSocial SectorCorporate ResponsibilityCONFIDENTIAL AND PROPRIETARYAny use of this material without specific permission of Tahseen Consulting is strictly prohibited www.tahseen.ae | 1

Table of Contents Situational Analysis Key Performance Indicators for the K-12 System  Quality - Governance and Planning, Curriculum and Assessment, Human Capital, Learning Environment and Infrastructure  Equity and Inclusiveness - Student Progression and Achievement  Portability and Mobility - Employment Readiness Appendix  Education and Training System Priority and Target Mapping  Education and Training System Initiative and Policy Area Mapping | 2

Monitoring and evaluation systems to ensure alignment of education sector and ministrystrategies with the National Development Strategy and 2030 Vision are lacking QNV • Defines national values and long term goals 2030 • Defines national initiatives towards achieving NDS 2011-2016 Qatar National Vision 2030 Monitoring mechanisms to ensure Monitoring and alignment of sector and ministry Evaluation Systems strategies and assess progress towards NDS and QNV 2030 are currently lacking Sector Strategies • Defines sectoral priorities to be integrated into the National 2011-2016 Development Strategy 2011-2016 • Defines ministerial plans to Ministry and Agency Strategies support implementation of sectoral strategies Completed To Be Completed | 3

A four stage process was followed to derive a monitoring and evaluation system to track performance relative to achieving the goals defined in the NDS and QNV 2030 1 2 Qatar National 3 4 Qatar National Education and Human Development Development Vision 2030 Training System Outcomes Strategy 2011-2016 (QNV 2030) Outcomes (social and economic) (NDS) • QNV 2030 advanced a • The NDS facilitates the By defining specific policy The performance framework will broad vision for the further conceptualization areas for education reform, ensure that empirically supported education system: of the policy principles in a performance framework social and economic benefits QNV 2030. The policy was devised to track attributable to education and training “Qatar aims to build a principles can be more delivery upon goals set out are achieved: modern world-class precisely defined as in the NDS at two levels: educational system that achieving world-class Indicative Social Outcomes provides students with a standards in several • Policy-based KPIs • Higher levels of educational first-rate education, policy areas: measure system attainment comparable to that offered performance across the • Increased health anywhere in the world.” Quality three educational levels • Efficiency of consumer choices • Governance and Planning relative to the • Higher levels of savings and • QNV 2030 also • Curriculum and achievement of the charitable giving articulates three Assessment overarching policy aims • Social cohesion system-wide policy • Human Capital of quality, equity, and • Increased self-reliance and principles to support • Learning Environment portability economic independence this vision: and Infrastructure • Reduced Crime • Research and Innovation • Output KPIs measure the  Quality Equity and Inclusiveness effectiveness of the Indicative Economic Outcomes  Equity and education and training • Growth and competitiveness • Student Progression and inclusiveness Achievement system in terms of • Enabling comparative advantage  Portability and achieving academic, • Increased productivity Mobility Portability and Mobility social, and economic • Domestic innovation • Employment Readiness outcomes • Speeding technology adoptionSource: Nelson and Phelps 1965; Lucas 1988; Mankiw, Romer et al. 1992; Benhabib and Spiegel 1994; Wold and Haveman 2002 | 4

The broad system-wide policy principles of Quality, Equity and inclusiveness, and Portabilityand Mobility were further conceptualized to define specific policy areas of reformSystem Policy Based on NDS priorities, targets, and initiatives, the broad policy principles can be more preciselyPrinciples defined as achieving world-class standards in several specific policy areas: • Governance and Planning – System-wide strategic planning, Monitoring and evaluation of system and institutional performance, School governance structures, Establishing and applying national accreditation, licensing, and qualification standards, Establishing supervisory authorities to expand existing education pathways • Curriculum and Assessment – Setting learning objectives and outcomes that align with social and economic objectives, Establishing and implementing national curricula standards, Instilling national identity, culture, tradition, and values in national curriculum, Establishing feedback channels to limit graduate skills mismatchQuality • Human Capital - Education and development of teachers, support staff, and school leadership • Learning Environment and Infrastructure – School infrastructure and accessibility, Leveraging IT to improve management, administration, and enhance learning outcomes, Extracurricular activities, Parent and community interaction and involvement, School safety • Research and Innovation (only for higher education) – Developing a national research strategy, Introducing regulatory, funding, and other mechanisms to increase output and commercialization • Student Progression and Achievement – Compulsory education, Increasing access to education including special needs and less talented students, Reinforcing the value and consequences of education decisionsEquity and including overcoming negative perceptions of technical education and vocational training, ExpandingInclusiveness continuing education pathways and support for adults, Promoting and incenting qualification attainment in knowledge-based fields, Educating and training Qataris to be leaders of government and business • Employment Readiness – Strengthening career counseling and advising including technical and vocationalPortability fields, Assessing and remediating skills deficiencies amongst recent graduates, Developing occupationaland Mobility standards to facilitate labor mobility | 5

The monitoring and evaluation framework identifies medium and long-term keyperformance indicators (KPIs) to measure system performance and outcomes Education 1 Level K-12 Higher Education TEVT KPIs are advanced across the threeKPI Category Governance and Governance and Governance and education levels Planning Planning PlanningQuality 2 Curriculum and Assessment Curriculum and Assessment Curriculum and Assessment Initiative-level KPIs measure Human Capital Human Capital Human Capital performance relative to the Learning Environment Learning Environment Learning Environment achievement of and Infrastructure and Infrastructure and Infrastructure the overarchingEquity and policy aims of Student Progression Student Progression Student Progression quality, equity, andInclusiveness and Achievement and Achievement and Achievement portability. ThesePortability aims are further Employment Readiness Employment Readiness Employment Readinessand Mobility classified by specific policyQuality Research and areas.(Specific to the higher education level) Innovation 3 Output KPIsEducation measure theand Training Academic Outcomes Academic Outcomes Academic Outcomes effectiveness of the education andSystem training system toOutcomes Economic and Social Economic and Social Economic and Social achieve academic, Outcomes Outcomes Outcomes economic and social, and Research andMeasurement Innovation Output innovation Framework outcomes | 6

Table of Contents Situational Analysis Key Performance Indicators for the K-12 System  Quality - Governance and Planning, Curriculum and Assessment, Human Capital, Learning Environment and Infrastructure  Equity and Inclusiveness - Student Progression and Achievement  Portability and Mobility - Employment Readiness Appendix  Education and Training System Priority and Target Mapping  Education and Training System Initiative and Policy Area Mapping | 7

Governance and planning KPIs measure policy effectiveness concerning strategic planning,performance monitoring, governance, standards implementation, and pathway expansionGovernance and Planning KPIs address the following policy areas:• System-wide strategic planning• Monitoring and evaluation of system and institutional performance• School governance structures• Establishing and applying national accreditation, licensing, and qualification standards• Establishing supervisory authorities to expand existing education pathways Summary of K-12 Governance and Planning KPIs Governance and Planning • Approved K-12 10-year strategic plan and performance framework • Spending on education as percentage of GDP Curriculum and Assessment • Annual expenditure per student • % of schools operating autonomously Human Capital • Approved national accreditation system for private K-12 schools Overview of • % of independent/semi-independent schools inspected yearly Learning Environment proposed KPIs • % of private schools inspected yearly and Infrastructure • % of accredited independent and semi-independent schools Student Progression • % of accredited private schools and Achievement • % of private schools with international accreditation • Approved strategy for education and training database Employment Readiness • % of K-12 institutions which use the education and training database • % of schools in which students are involved in governance • % of schools in which parents are involved in governance • % of schools in which community is involved in governance Academic Outcomes • % of schools in which staff are involved in governance • % of teachers who feel their opinion matters in decision making • % of principals who have sufficient autonomy in decision making Economic and Social Outcomes • % of teachers who are satisfied with the quality of their school’s leadership • % of parents satisfied with the input they have on school decisions | 8

Key Performance Indicators Governance and Governance and Planning PlanningK-12 – Governance and Planning Strategic Linkage to NDS TargetsKPI How it is Calculated What it Measures Medium term Long term Priority BK&S1, Target 1 To beApproved K-12 10-year strategic To be Board approval of K-12 10-year completedplan and performance and Indicates the ability of the SEC to revised as strategic plan as soon asmonitoring framework develop and implement outcome- appropriate practical based strategic planning Priority BK&S1, Target 1 %Spending on education K-12 education budget of Qatar / GDP Measures the continuing commitmentas percentage of GDP Qatar to invest in education likely to be Overview of included in strategic plan proposed KPIs BK&S1, Target 1 Priority Total number students in independent Measures the continuing commitment to invest in education through directAnnual expenditure per student and semi-independent schools/total expenditure on independent and semi- expenditure by educational % independent schools institutions in relation to the number of students enrolled likely to be included in strategic plan Priority BK&S1, Target 1 Indicates the continuation ofPercentage of schools operatingautonomously Number of independent and private schools/total schools decentralization efforts and % 100% conversion of former MOE schools to independent schools likely to be included in strategic plan A KPI with a high value that meets or A KPI with a low value that meets or exceeds the best current is lower than the best current performance level globally performance level globally % A KPI with a value that increases over time % A KPI with a value that decreases over time towards a defined targeted value towards a defined targeted value | 9

• For Further Information About This ‫للمزيد من المعلومات عن هذا العرض التقديمي‬ • Presentation ‫للحصول على العرض التقديمي الكامل لهذه المبادرة يرجى‬ To get a copy of the full presentation or to ‫االتصال بـ ويزلي شوالييه على العنوان‬ discuss the findings, please contact Wes wes.schwalje@tahseen.ae Schwalje wes.schwalje@tahseen.ae• For Inquiries About Our Services and ‫• لالستفسار عن خدماتنا ولعرض أفكاركم علينا‬ Requests for Proposals ‫لالستفسار عن خدماتنا أو عرض أفكاركم علينا يرجى االتصال‬ To inquire about our services or submit a ‫بنا عبر اإلنترنت باستخدام النموذج أدناه أو إرسال بريد‬ request for proposal, please contact us using fikra@tahseen.ae ‫إلكتروني إلى‬ the online form or send an e-mail to fikra@tahseen.ae• For Organizations Interested in Alliances ‫• بالنسبة للمنظمات التي لديها اهتمام بالدخول في اتفاقيات‬ ‫شراكة وفي تحالفات مع شركة تحسين لالستشارات‬ We are interested in opportunities where our technical skills and expertise can be used to ‫إننا مهتمون بالفرص التي يمكن من خاللها استخدام مهاراتنا‬ complement or diversify those of potential ‫وخبراتنا الفنية لتكميل أو لتنويع مهارات وخبرات شركائنا‬ partners to pursue specific government funding ّ ‫المحتملين بما يمكن من السعي للحصول على تمويل حكومي أو‬ opportunities, commercial contracts, or RFPs. ‫عقود تجارية. لبدء نقاش حول الدخول في تحالف مع شركة‬ To begin a discussion about entering into an ‫تحسين لالستشارات يرجى االتصال بوليد العرادي على‬ alliance with Tahseen Consulting, please walid.aradi@tahseen.ae ‫العنوان‬ contact Walid Aradi at walid.aradi@tahseen.ae ‫• بالنسبة للعاملين في الصحافة أو في وسائل اإلعالم‬• For Members of the Press or Media ّ ‫لالستفسارات المقدمة من قبل وسائل اإلعالم يرجى االتصال بـ‬ For media inquiries, please contact Wes ‫ويـزلي شـوالييه على العنوان‬ Schwalje at wes.schwalje@tahseen.ae wes.schwalje@tahseen.ae

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Monitoring And Evaluation Framework For The K 12 Education And Training System In Qatar

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