School quality improvement and regulation

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We understand the challenges facing education systems in the Middle East  and we recognise the clear characteristics of  some of the world’s most successful systems.

Some of the challenges in the Middle East

  • Quality gaps between private and public schools
    Learning gaps between private and public schools, such as English language provision and access to Higher Education.
  • Nationals studying abroad and range of curricula
    There is a clear need and drive to give nationals better skills and improved outcomes wherever they choose to study.
  • Lack of school places
    Supply is not keeping pace with the increasing demand for quality; predominantly private education from locals and expats alike.
  • Reaching assessment targets
    Stretching PISA/TIMSS and other assessment goals are in place, with insufficient focus on whole pupil development.
  • Quality of Arabic language and civic/national education
    Balancing the emphasis on Arabic language and Islamic values with international curricula and quality is leading to new models of delivery.
  • Local teachers
    Attracting and retaining high quality local teachers, particularly male teachers, that local students can relate to, and meeting growth and quality targets has proven difficult.

A number of characteristics have been identified from successful global education systems

  • High quality leadership and management
    • Professionalised management and highly qualified leaders
    • Independence for schools and leaders
  • Outstanding teachers
    • Attractive salaries and benefits
    • Appropriate teacher training and development plans
    • Supportive, collaborative, organized and safe environment
    • A focus on the quality of Education courses at universities
    • Rigorous standards for entrance into the teaching field
    • Alternative routes into teaching as a profession
  • Clear regulations
    • Challenging but fair curricular standards
    • Clear expectations for teachers in terms of outcomes and processes
    • Open and clear policy development
  • Clear and fair evaluation
    • Clear and consistent expectations for evaluation of students, teachers and management
    • Linkage between evaluation and improvement policies, and fee increases

Contact us

Sally Jeffery

Sally Jeffery

Global Education & Skills Network Leader

Tel: +971 (0)56 6820539

Roland Hancock

Roland Hancock

Partner, Education

Tel: +971 (0)50 900 3094

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