1. Introduction
Along with capital, land, and organisation, labour is
a necessary component of production and economic growth. The aforementioned
components, along with their respective applications, serve as the cornerstone
for the overall process of economic expansion and development. The labour
element, or the human factor inside the system of production elements, was the
centre of attention for a long time. At first, it was thought that the employee
was only a cog in the machine that he/she ran. The workers, their conditions,
and the work environment were not given enough consideration by the
organisations during this phase. This condition persisted until the Hawthorne
experiments
during the 1920s, which demonstrated that attending to the requirements of
employees, and giving them a suitable workspace has a substantial influence on
the production process. As a result, management started to focus on the human
factor in a variety of organisations, trying to accommodate employees'
requirements and create a suitable work environment.
The way management handles its human resources is
affected in several ways by this change in perception of the nature of the
workforce and its function in the production process. Since the effectiveness
of the other elements depends on the calibre of the organization's workforce,
the human element has emerged as one of the key components of the production
equation, if not the most crucial one in my opinion. From this vantage point,
discussions started around the term "human capital," which denotes a
notable evolution in the organization's perspective of its workforce as well as
a qualitative change from other terms like human resources management or
personnel management, which have dominated the field of organisational
management for many years. This change in language and nomenclature is simply
one aspect of this transition; another is a change in management philosophy
that emphasises the importance of the human element and its role in the process
of production as well as in economic growth and development overall.
Investing in human capital is a crucial element in
constructing societies and forms the basis of the sustainable development
process. As a result, governments and decision-makers everywhere now rank
investing in people as their top priority. Thus, in order to attain sustainable
development at all levels, this article analyses and assesses the State of
Qatar's initiatives as well as the policies implemented by the Qatari
government to advance human well-being and develop human talents. A special
attention is given to the educational policies and the role they play in building
the sustainable capacity of the Qatari human capital. In this context, the
paper argues that there is a strong relationship between investment in human
capital through education and the state's ability to achieve sustainable human development
(Ferrannini et al., 2021).
2. Research Problem
The goals for sustainable development outlined in Qatar
National Vision 2030 have been greatly attained by the State of Qatar. Among
the most important public policy instruments the state used on that journey
were educational policies and increasing investments in human capital capacity
building. These policies intended to increase the well-being of society by
giving greater opportunity for individuals to develop their strengths and skills.
This issue was made evident by the rise in funding for the education sector,
which in turn led to the building of more schools and universities, the
formation of plans to advance the scientific content of curricula at various
stages, and an emphasis on enhancing the qualifications and abilities of
faculty members. Additionally, as a result of these policies, more students at
different educational levels have the opportunity to register in schools and
universities, which is expected to create human capital that will be able to
drive development and meet the state's development objectives in the future. In
this context, studying and assessing the link between educational policies and
sustainable human capital is crucial since the Qatar's efforts to develop sustainable
human capital meet certain obstacles.
Developing sustainable human capital capabilities and
education spending are neither directly nor simply correlated. Numerous factors
may influence the state's endeavours in this domain. These include, for example,
the interaction between the labour market and the educational system as well as
the capacity for knowledge creation, innovation, and creativity among society's
citizens. This makes it vital to comprehend how educational policies contribute
to the development of human capital skills. Hence, this study seeks to answer a
primary research question: To what extent do educational policies in Qatar
contribute to generating human capital that backs the achievement of
sustainable human development?
3. Significance and Objectives
Analysing and studying education policies in Qatar are
of great importance in promoting sustainable human development. Education is
the foundation of the development of any society and is considered a
fundamental pillar for achieving comprehensive and sustainable development. Qatar is considered
one of the countries that pays great attention to education, as it works to
develop its education system continuously and innovatively. Education policies
in Qatar aim to provide distinct and integrated educational opportunities for
all age groups, starting from primary to higher education. Qatar also seeks to develop advanced
educational programs based on the development of life skills, innovation, and
leadership, to enable students to face future challenges and contribute to
building a sustainable society. In addition, Qatar's educational policies play an
important role in promoting sustainable human development by providing
educational opportunities to all regardless of their nationality or social or
economic background. These policies contribute to achieving equality and social
justice and enhancing employment opportunities, innovation, and personal
development.
In this context, the study's main objective is to
identify the extent to which education policies in Qatar promote sustainable
human development. In this regard, the study aims at reaching the following sub-goals:
-
Outlining Qatar's main
educational policies.
-
Identifying the
difficulties Qatar's education policy is experiencing.
-
Ascertain how Qatar's
educational policies affect the advancement of sustainable human development.
-
Underlining the
procedures for assessing Qatar's educational policy to advance sustainable
human development.
4. Terminologies and Literature Review
The Planning and Statistics Authority defines
education as any action or encounter that shapes a person's mental,
personality, or physical capabilities (Planning and Statistics Authority,
2022). Technically speaking, education is the process by which society formally
imparts its values, knowledge, and skills (Al-Masry, 2017). Since education is
the most crucial component of the development process, it serves as the
foundation for sustainable development by focusing on enhancing an individual's
skills (Bouresli, 2016; 2017). As such, educational policies play a decisive
role in directing and organizing the education system. It defines the
educational and cognitive goals that must be achieved at each stage of
learning. These policies are based on educational principles and foundations
aimed at developing individuals and enabling them to acquire the knowledge and
skills necessary to face challenges in society. Educational policies also
include directions for developing curricula and determining the subjects that
should be taught, in addition to identifying appropriate educational methods
and tools. These policies also aim to provide fair and equal educational
opportunities for all students, regardless of their social or economic
backgrounds (Saleh, 2013). In addition, educational policies work to provide a
safe and stimulating learning environment for students, encouraging critical
thinking, creativity, and collaboration. It also aims to develop teachers'
skills and provide them with continuous support and training, so that they can
provide high-quality education. In short, educational policies play a crucial
role in achieving comprehensive and sustainable human development in society,
by directing and organizing the educational process and achieving educational and
cognitive goals (Al-Omari, 2023). Procedurally, education policies are the
general framework that regulates the educational process and the educational
system in society. They include the educational goals to be achieved by
applying that policy. They also include the principles, foundations, values,
methods, and tools that must be included in the general framework regulating
education in the country.
Various definitions of "human capital" have
been proposed in the literature (Baranova & Loginova,
2021; Pelinescu, 2015; Zhang et al., 2023).
For example, according to Abu Al-Rous (2015), human capital is the sum of an
individual's experiences, educational background, and collection of skills,
abilities, and capabilities as well as their capacity to collaborate and work
in teams to complete tasks, all of which are used to achieve social and
economic well-being. The intellectual property that employees of a company use
to generate ideas that can be turned into profits is another way to think of
human capital. According to Al-Zubaidi and Al-Mashhadani (2011), these
intellectual assets need to be identified apart from others since they form the
foundation for the existence of goods and services for businesses. Shabir
(2015) has mentioned that human capital is the combination of an employee's
knowledge, abilities, and experiences that enable them to bring innovative
concepts and cutting-edge procedures into an organisation. An organisation will
be able to flourish by responding to client needs and grabbing the right
possibilities given by technology because of such innovation and expertise (Masudin
et al., 2024). Examining these definitions reveals that
their emphasis on the creative powers and skills of the human element—that sets
humans apart from the other material aspects of production—is their major point
of agreement. By providing education and training to employees within the
company, these talents can be fostered. Through the development of these
competencies, the company may optimise the returns on other production elements
and guarantee the efficacy and efficiency of resource utilisation through
creative approaches derived from human capital. Macro-economically speaking,
innovation and creativity aid in making the best use of the nation's financial
resources. This could also lead to the effective and economical use of
resources while protecting future generations' rights to the resources we
already have. The fundamental tenet of sustainability is that economic growth
for the present generation should not come at the expense of future
generations. Innovative approaches must be used by investing in human capital
for development processes to be sustainable.
The concept of sustainable human development restored
consideration to the human aspect that had been neglected in capitalist
theories of economic growth (Wang
et al., 2023). Concern for human conditions and
well-being has become the basis on which the idea of sustainable human
development is based, and not just the fruits that result from economic growth processes,
which may not often be reflected in humans. Consequently, the process of
increasing the variety and number of options accessible to people is known as
sustainable human development (Malika, 2021). It focuses on helping people
study and gain information, live carefree lives, and acquire resources that
will ensure a higher level of living. Over time, the notion of sustainable
development has expanded to encompass various aspects, including empowerment,
cooperation, security, and sustainability (Al-Hasaf &
Al-Saadat, 2020). From a procedural perspective,
sustainable human development means giving Qatari graduates more options and
striving to equip them with all the information and abilities needed to meet
their diverse needs and navigate the range of situations they encounter daily.
A glance at the literature investigating the
relationship between the abovementioned concepts reveals that the philosophies
and objectives of any society have an impact on its educational policies (Šlaus
& Jacobs, 2011). Without a well-defined, pragmatic,
and adaptable educational strategy reaching the full potential of human capital
can be difficult (Tian
& Zhang, 2023). Such a strategy should stem from
the society's philosophy and align with its tenets and values. It should also be
grounded in science, to enable society to progress intellectually. A
scientifically grounded educational policy helps create plans and programs,
which guarantee that a person's personality is developed in line with social
norms and values. It also helps provide metrics for gauging student achievement
within the education system. Determining the administrative bodies in charge of
carrying out those policies, defining the framework, guiding principles, and
values that direct the educational process, solving numerous educational
issues, and altering unfavourable circumstances are all supported by a clear
educational strategy. Hence, in the absence of an effective educational policy,
financial and human resources are wasted in the construction of expensive
educational facilities that fall short of the intended policy objectives (Baghdadi,
2015).
Education policies are based on the basic understanding
that sustainable human development is an economic and social issue linked to
national stability and security (Malika, 2021). Promoting development thinking
requires developing policies capable of transforming towards a better
situation, given the enormous challenges facing Gulf societies in general and
Qatari society in particular. This requires focusing on human capital and
employing talents according to modernization requirements and desired human
development needs. Hence, Qatari society has realized that material wealth is
not sufficient in itself and that building the individual and investing in
human capital through education and training represents a way to confront
economic challenges (Al-Miqdad &
Hani, 2012).
In this regard, the State of Qatar's Fourth Human
Development Report 2015 stressed the significance of understanding that
development calls for actions beyond only attaining economic progress. The
study also emphasised that, in addition to addressing fundamental necessities,
development is regarded as a full right. The report's main objectives were to
assess the advancements made in the area of human development and to pinpoint
opportunities and national difficulties that may hinder the nation's overall
growth. This demonstrates Qatar National Vision 2030's resolve and dedication
to advancing human development in all of its facets (Al-Muftah, 2015). Based on the idea that education policies
should develop the human being—who is fundamentally the real wealth of
society—this study aims to discuss education policies in Qatar and their role
in promoting sustainable human development (Comim
& Hirai, 2022).
5. Methodology
The paper employs a qualitative approach using a
narrative methodology to analyse the context and institutional frameworks that
influence human capital capacity building via education and in turn the ability
to reach the sustainable development goals in the State of Qatar. Personal
narratives from students, faculty members, and other stakeholders involved in
the education policy-making process in Qatar are gathered in an attempt to
reveal how education has influenced their human capital skills and prepared
them to contribute to the achievement of SDGs (Sustainable Development Goals)
in Qatar. Narrative methodology also helped in capturing the impact of the
social contexts that influence education and human development in Qatar. The
broader social narratives surrounding education, such as societal expectations,
family influence, and the role of tradition in shaping educational paths have
been examined to determine the extent to which such contextual factors can
interfere with the State of Qatar’s efforts to develop human capital sustainably.
The narrative methodology in this sense is particularly helpful in underlining
how education fosters skills and knowledge for sustainable development and the
obstacles people face in accessing education. At the institutional level, the
narrative methodology was employed to examine Qatar's education sector by
focusing on government policies, educational reforms, and initiatives aimed at
promoting sustainable human development. This included analysing policy
documents, strategic plans, and other official communications that reflect the
government's vision for education and human capital capacity building. The
different employed narratives are linked to each other in an attempt to
indicate how they affect sustainable human development and SDGs. Special
attention has been given to indicators such as the quality of education, access
to education, etc.
The rich, qualitative insights from narrative analysis
are combined with the structured, systematic examination of data from the
descriptive analytical approach. The descriptive analytical approach is used in
the study's data collection and analysis. This methodology is suitable for
these kinds of investigations since it encompasses more than just gathering
information; it also categorises, analyses, and draws conclusions about the
study's topic. The descriptive approach was employed to explain Qatari
education policies and their function in fostering sustainable humans. The goal
is to examine Qatari educational policies and demonstrate how they affect the
advancement of human development in a sustainable manner. In this regard, the
descriptive analytical approach has been used for data collection purposes to
gather quantitative data on education and human development, such as school
enrolment rates, graduation rates, employment statistics, and indicators of
sustainable development like health outcomes, literacy rates, or income levels.
The descriptive analytical approach has also been used to organize and
summarize the quantitative data, identifying trends and patterns. This helped
in the understanding of the broader context and provided evidence to support
the qualitative insights from the narrative methodology. The complementary
nature between the descriptive analytical approach and the narrative
methodology has proven helpful in identifying analytical findings to support or
challenge the conclusions drawn from the studied narratives. For instance, if
narratives suggest that education has a positive impact on employment, the
descriptive analysis can provide statistical evidence to corroborate this
claim. This was particularly useful in leveraging the structured analysis to
offer policy recommendations and implications for future educational and
developmental strategies in Qatar.
In addition to the aforementioned approaches, the
paper utilised the critical content analysis approach to examine the broader
context, politics, and power dynamics within educational and societal
structures in Qatar. In that sense, critical content analysis here involves examining
texts, media, and other forms of communication in an attempt to uncover
underlying messages, ideologies, biases, and power dynamics. The official
documents, plans, and strategies demonstrate the State of Qatar's level of
responsiveness in funding human capital to achieve sustainable development. The
official Qatari viewpoint on sustainable development and the need to develop
human capital capacities in accomplishing sustainability goals is made clear in
these official papers. That included Qatar National Vision 2030 (QNV 2030),
Qatar National Development Strategy (QNDS), Supreme Education Council (SEC)
Policies and Reports, and Ministry of Education and Higher Education Reports
and Policies. Such an analysis provided valuable inputs about how certain
themes or concepts such as sustainable human development and human capital are
represented and how these representations affect public perception and societal
trends. It also helped in highlighting the extent to which educational policies
in Qatar promote sustainable human development and human capital capacity-building
efforts. Such a critical review and analysis of the policy documents, reports,
and media content has provided a solid base to link the official Qatari
perspective on sustainability and sustainable human capital development as
reflected in Vision 2030 with the broader context of educational policy
development.
Integrating the three analytical approaches as
explained above is useful to bridge the gap between qualitative narratives and
quantitative data. Using these approaches in the context of this study provides
a framework for interpreting and understanding the broader cultural and
institutional influences. In other words, such an integrative methodology can
help reveal whether educational policies promote environmental awareness,
social justice, and other components of sustainable human development.
6. Findings and Discussions
The State of Qatar has started making significant
efforts to strengthen its educational policies. Education is the prerequisite
for employment in every industry and service area in society, according to the
Ministry of Education and Higher Education. Achieving development programs and
objectives requires high-quality education since it is crucial to people's
overall development and labour market readiness. As such, high-quality
education serves as the fundamental entry point for raising the calibre of
goods and services, increasing productivity, expanding job prospects,
developing a trained labour force, and producing a creative, intelligent, and
effective generation. To advance the educational system and guarantee universal
access to education, the National Committee to Achieve Education for All 2030
was established as a reflection of the Qatari government's dedication to
realising the objectives of sustainable development and the Qatar National
Vision 2030 (General Secretariat for Development Planning, 2008;
Al-Mallah, 2016). Numerous crucial areas are covered
by this vision, including education, health, and social protection, skill
development for individuals, involving women in development, and advancing
gender equality in the workplace and in educational institutions. These efforts
confirm the State of Qatar’s commitment to developing a skilled workforce,
building an educated and productive society (The Qatari National Committee for
Education, Culture and Science, 2018).
The augmented interest in education in Qatar, the
expansion of the number of universities, and the increase in the number of students
reflect a greater focus on developing education in the country. Education is
considered one of the main factors for promoting sustainable human development,
which depends on the economic, social, and political dimensions that contribute
to improving the quality of life and the well-being of society. Developing
productive capabilities, improving the quality of living, and maintaining
equality and social justice requires supporting the university sector and
providing equal, high-quality educational opportunities for all. These efforts
reflect the State of Qatar's commitment to achieving sustainable development at
all levels, in support of a prosperous and sustainable future for society and
the economy (Jalal & Kanaan,
2012).
During recent decades, the State of Qatar has pursued
a strategy focusing on human capital theory, where the quality of the education
system is considered fundamental to enhancing economic participation, building
a knowledge economy, and promoting human development. Since the beginning of
the 1990s, the State of Qatar has implemented comprehensive reform initiatives
for public and university education, expanding them at the beginning of the new
millennium to modernize the education system and meet its economic needs. Qatar
National Vision 2030 emphasizes the importance of human capital, developing the
workforce, and preparing for the challenges of developing the knowledge economy
(General Secretariat for Development Planning, 2008). This is by linking the
higher education sector with the requirements of the labour market and the
economy through a program to build a competent workforce that aims to enhance
the participation and productivity of Qataris in the labour market and the
knowledge economy (Al-Muftah, 2015). The Knowledge and Skills Building Program aims
to harmonize education with the needs of the knowledge economy by reaching
65-75 % of Qataris holding qualifications in knowledge specializations.
Through educational reforms, the State of Qatar
aspires to achieve a change in the structure of production and develop
sustainable local expertise before 2030. It also aims to achieve changes in
society, improve the labour market, and become a regional centre for higher
education and research (Shuaib, 2016). Developing education programs, promoting
innovation and scientific research in Qatari universities, developing
university staff, and external scholarships are important aspects of achieving
sustainable human development. Despite the existing challenges, the State of
Qatar is striving to develop education policies capable of keeping pace with
the times and meeting the requirements of the knowledge economy. This requires
qualifying university students to deal with the requirements of the modern era
and adhere to the requirements of the knowledge economy.
The study's findings verified that strategies,
policies, and programs implemented by the State of Qatar signify the country's
desire to see the education sector grow. The evaluation of Qatar's educational
policies and identification of their advantages and disadvantages has allowed
the country to rise to a leading position in the global education arena
(Morgan, 2016). Enhancing human development and fortifying Qatar's educational
system are the goals of numerous projects and initiatives. In this context, and
by aiming to
empower youth via education and training, foster innovation, and promote
sustainability, Qatar National Vision 2030 places a high value on the
development of the education sector. For instance, Qatar National Vision 2030 has placed a
strong emphasis on the ongoing development of curricula, emphasising critical
thinking and active learning as well as investing in educational technology and
comprehensive education. To raise educational standards and increase access to
education for everyone, educational policies and methods have been devised. The
main features of Qatari educational policies include:
-
Creating the
infrastructure for education, such as cutting-edge, contemporary buildings and
the provision of innovative technology.
-
Revising and creating
courses to improve students' life skills and satisfy the demands of the
shifting labour market.
-
Developing the
educational workforce by training educators on an ongoing basis and motivating
them to innovate and implement the best teaching techniques.
-
Investing more resources
in education (QR. 22 billion in 2020) to raise standards and ensure that all students
have equal access.
Due to these policies, the State of Qatar now has 32
universities with over 41,000 students registered during the 2020-2021 academic
year. Based on schooling statistics, it is evident that Qatar has made
significant strides in the last few years. A robust, diversified, and
ever-expanding K-12 system that provides a broad set of schooling opportunities
to meet the individual needs of students and their families has been adopted by
the Ministry of Education and Higher Education (Ministry of Education and
Higher Education, 2022). These include 208 public schools serving more than
196,000 students; and more than 310 private schools serving approximately
200,000 students. These schools offer differing curricula and serve a variety
of nationalities. As reported by the Educational Policy and Research Department,
in 2020-2021, the overall number of male and female students increased across
all educational levels, indicating a sustained interest and commitment to the
area of education. The rise in literacy rates and fall in the illiteracy rate
are indicative of ongoing attempts to attain thorough and all-encompassing
education in society. Overall, the educational statistics demonstrate the
Qatari government's dedication to ongoing improvement and elevating the
standard of education and learning in the nation.
Regarding sustainability, it can be noted that education
policies play several significant roles in attaining sustainable human
development, including improving educational standards, fostering creativity
and innovation, advancing technological capabilities, and assisting and
empowering students (Bekele
et al., 2024; Olowookere et al., 2022). These beneficial
outcomes show how Qatar's educational policies can be extremely important for
fostering human growth that is sustainable and for creating a society that is
highly skilled and knowledgeable. Hence, examining Qatar's educational practices to advance
sustainable human growth is of interest to the Qatari Government. This is
accomplished by creating such regulations, fixing their flaws, improving
teacher performance, and attempting to create curricula that are in line with
the realities of the modern world.
Educational
policies in Qatar continue to face certain obstacles in spite of the previously
mentioned initiatives to invest in the development of sustainable human capital
through education. Of the numerous problems Qatar's educational systems face,
the most important one is most likely the misalignment between educational
policies and labour market demands. Another challenge is developing educational
policies that are compatible with modern technology. Adapting to changes in the
labour market, enhancing life skills, improving educational standards,
educational technology, diversity and inclusion, innovation, and creativity are
some of the issues that affect the quality of education policies in Qatari
society, according to the results of the analysis of studies and public policy
documents (Al-Athba, 2021).
The study's results support the claim made by Al-Hadi
et al. (2023) that educational policymakers want to see more focus on education
and open access to it for everyone, as these actions will help education
achieve its objectives. The emphasis on the desire to create and modernise
educational policies by creating guidelines that are adhered to and capable of
increasing the effectiveness of the educational process and developing it in
all its facets is shared by the findings of this study and the study by
Al-Omari (2023). The findings of this study also support those of Al-Hasaf's
(2020) study, which shows that education is seen as a crucial component in any
society's process of growth. Additionally, the findings of this study support a
study by Mutayuri (2021) that found a connection between education and the
development of human capital. Not only is formal education the main instrument
and means of accumulating human capital, but it also yields significant
economic benefits as a productive investment (Destek
et al., 2023).
7. Conclusion and Policy Recommendations
When we talk about education in Qatar, it is easy to
see just how central it is to the country's growth and progress. The Qatari
government does not just view education as a basic right; it is also seen as
the key to a better economy and a more inclusive society. The idea is simple:
give people the skills and knowledge they need to meet tomorrow's challenges
and you are building a stronger country. It is not just about schools and
universities but the whole system. We are talking about developing
infrastructure, offering a wide range of educational choices, and encouraging
young people to innovate and lead. Moreover, let us not forget, that education can
bring people together by promoting cultural understanding and strengthening
social bonds. The government's commitment to education is part of a bigger
plan. It is all connected to Qatar's National Vision 2030, which lays out the
country's roadmap for sustainable development. Universities and colleges in
Qatar are not only teaching the next generation—they are also doing important
research and helping to create a skilled workforce. This contributes to both
the economy and the social fabric of the country. Education is not just about
memorizing facts and figures; it is about shaping a sustainable society that
works for everyone. Given all this, there are a few things policymakers and
educators should focus on if they want to make a difference in Qatar's education
system:
·
Increase Education
Investment: The government should ensure that
there is enough money flowing into education. This means not just building new
schools, but also ensuring they are well-equipped and have the resources they
need to deliver a high-quality education. To this end, the Ministry of Education
and Higher Education should develop long-term plans for infrastructural
development and technological upgrades. Such plans should extend to include
schools, universities, and vocational institutions. Added to this, funding for
essential resources like textbooks, learning materials, and technology tools
should be prioritised. Supporting instructors’ training programs is also a key
to enhancing teaching and learning quality. Co-investment
in educational projects, via Public Private Partnerships (PPP) with private sector
education players should help provide additional resources and expertise.
·
Promote Universal Access
to Elementary Education: Every child should get
access to free elementary education. That includes children with disabilities (Oghenekohwo
& Frank-Oputu, 2017). It is about breaking
down the barriers that keep some kids from getting education. To reach this
goal, education policies should be inclusive. That means such policies should
be designed in a way that ensures all children, including those with
disabilities or from disadvantaged backgrounds, have access to quality
elementary education with support programs for students with special needs.
Furthermore, all barriers to education, such as transportation, language
differences, and socio-economic constraints should be considered and addressed
in education policies. In this context, community-based education centres can
enhance access to education in certain demographics. Parents’ involvement in
their children's education via open channels of communication with schools can
help in addressing different aspects related to the universal access element.
·
Focus on Essential Skills
Development: It is important to go beyond the
basics like reading, writing, and math. We need to teach kids life skills that
will help them in the real world, whether it is teamwork, problem-solving, or
financial literacy. To this end, regular reviews and updates of the curriculum
to ensure it covers skills such as critical thinking, and problem solving are
important. Added to this, life skills such as teamwork, communication, and
financial literacy should be added and enhanced in the curriculum. These skills
should prepare students for real-world challenges and workplace integration. Experiential learning opportunities, such
as internships and practical projects, to connect classroom learning with
real-world applications can also help in completing the skill set needed for
students learning and success.
·
Strengthen Technical and
Vocational Education: Not everyone is cut out
for traditional academic paths, and that is okay. By providing more
opportunities for technical and vocational training, we can help students gain
the skills they need to find good jobs and contribute to the economy (Masudin
et al., 2024). In that sense, the collaboration between
educational institutions and industry partners to design technical and
vocational programs that align with current job market demands will add to the
existing foundations of the educational system in the country. It will also
ensure that students acquire relevant skills, which are needed to fill in the
existing gaps in job markets. Establishing
certification and accreditation pathways for vocational training, allowing
students to gain recognized qualifications can provide a good incentive for
students to join technical and vocational education. Additionally, developing
apprenticeship programs that offer hands-on training and job placement
opportunities should help in bridging the gap between education and employment.
·
Enhance Higher Education
and Research: It is not just about having more
universities; it is about making sure they are providing high-quality education.
This includes offering more postgraduate opportunities and encouraging
partnerships with international institutions. In this regard, increasing
funding opportunities for research projects at universities will help in
encouraging innovation and contributing to Qatar's knowledge-based economy.
Added to this, academic partnerships with international universities will help local
educational institutions exchange knowledge, share best practices, and offer
joint research opportunities. Such partnerships should also allow the expansion
of current postgraduate study programs to attract talented students and retain
them in Qatar's education system.
·
Integrate Technology into
Education: Technology can be a game-changer. By
making sure schools have the latest tools and teachers know how to use them, we
can improve learning outcomes and make education more accessible to everyone.
In this context, investing in digital infrastructure to ensure schools and
universities have reliable internet access and modern technology tools should
be an ongoing priority for education policy-makers. Developing e-learning
platforms should also help in providing flexible learning opportunities and
facilitating remote education when necessary. Furthermore, offering training
programs for teachers and educators should help improve their proficiency in
using technology for teaching and engaging students in digital learning.
·
Integrate Sustainable
Development into the Curriculum: Teaching students
about sustainability and how they can make a difference is crucial. This is not
just about recycling—it is about understanding environmental, social, and
economic issues and how they all connect. In this respect, integrating
environmental education into the curriculum can be a means to raise awareness
about sustainability and climate change, which in turn can foster a sense of
responsibility towards the environment. Organizing
community-based projects that promote sustainable practices, and encouraging
students to apply what they learn in real-world contexts can be another means
to this end. Interdisciplinary learning that connects sustainability with other
subjects, such as economics, social studies, and science, to promote a holistic
understanding of sustainable development should also be an integrated component
of education policies in Qatar.
Following these suggestions will help Qatar build an
education system that does not just produce graduates, but also contributes to
a more sustainable and inclusive society. It is a journey, but with the right
focus and commitment, Qatar is on the right track.
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