Analytical View of Bahrain's Government Schools' Performance: A Quality Perspective

Autor/in	Albaker, Khaled
Titel	Analytical View of Bahrain's Government Schools' Performance: A Quality Perspective
Quelle	In: SAGE Open, 7 (2017) 4, (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244017736555
Schlagwörter	Educational Change; Educational Quality; Foreign Countries; Public Schools; Comparative Analysis; Gender Differences; Academic Achievement; Achievement Gap; Technical Education; Parent Participation; Business Education; Educational Improvement; Institutional Evaluation; School Safety; Middle Management; Teacher Evaluation; Educational Technology; Technology Uses in Education; Elementary Secondary Education; Quality Assurance; Administrator Role; Bahrain + Suchen Sie Ihr Suchwort? Bildungsreform; Quality of education; Bildungsqualität; Ausland; Public school; Öffentliche Schule; Geschlechterkonflikt; Schulleistung; Technikunterricht; Elternmitwirkung; Wirtschaftserziehung; Wirtschaftspädagogik; Teaching improvement; Unterrichtsentwicklung; Mittlere Führungskraft; Teacher appraisal; Lehrerbeurteilung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Qualitätssicherung
Abstract	Since 2005, education in the Kingdom of Bahrain has undergone major reforms as part of the National Education Reform Project to achieve the goals of Bahrain's Economic Vision 2030. The Education & Training Quality Authority (BQA) was created by a Royal Decree as an independent entity established that is responsible for ensuring quality in education and training in the Bahrain. The Directorate of Government Schools Review (DGS) is under the umbrella of BQA and responsible for conducting quality reviews for all Bahraini government schools. Upon successfully completing two cycles of school reviews (review cycle average is 4 years), this article compares the findings of two DGS review cycles. In December 2014, the DGS completed its second review of 206 schools. Generally, the results showed an increase in the polarity of the ratings. Analysis of the results showed the following: In terms of schools' environments, it is generally safe with equal infrastructure and learning resources among most schools; the performance gap between male and female students is widening; the field of technical and commercial education still faces challenges; parental involvement is limited, despite opportunities for participation; and available technology is used inconsistently. In addition, some schools that are judged inadequate face increased challenges to improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01