The Private-Public Literacy Divide amid Educational Reform in Qatar: What Does PISA Tell Us?

Autor/in	Cheema, Jehanzeb R.
Titel	The Private-Public Literacy Divide amid Educational Reform in Qatar: What Does PISA Tell Us?
Quelle	In: International Review of Education, 61 (2015) 2, S.173-189 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-015-9479-8
Schlagwörter	Foreign Countries; Standardized Tests; Public Schools; Educational Change; Private Schools; Literacy; Reading Skills; Comparative Analysis; Mathematics Skills; Science Process Skills; Institutional Autonomy; Educational Practices; Qatar; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Standadised tests; Standardisierter Test; Public school; Öffentliche Schule; Bildungsreform; Private school; Privatschule; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Institutionelle Autonomie; Bildungspraxis; Katar
Abstract	The education system in Qatar comprises of both private schools, which receive money through student fees, and public schools, which are fully government-funded. In the mid-2000s, Qatar started its transition towards an independent school model with the aim of eventually converting all public schools into government-supported independent schools. The idea was to give public schools more autonomy in terms of hiring decisions, adoption of curriculum and textbooks, and budget spending, enabling them to emulate some of the private schools' strategies for turning out successful students. This study examines evidence from the 2006-2012 administrations of the Program for International Student Assessment (PISA) in Qatar in order to evaluate whether or not recent educational reform efforts in this country have succeeded in bridging the literacy divide between private and public schools. The results, presented in a number of detailed tables and discussed in the last part of the article, indicate that there is a significant difference in key literacy skills between the two types of schools. Private schools were found to outperform their public counterparts in areas such as mathematics, reading and science, both before and after controlling for important student-level differences, and this gap has evidently persisted from 2006 to 2012. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01