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

Analytical View of Bahrain’s Government Schools’ Performance: A Quality Perspective: 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. Keywords quality assurance, Bahrain schools, quality reviews, education quality, Bahrain education This report compares both cycles and summarizes the most Introduction important characteristics of both cycles. The Kingdom of Bahrain is a small country with an area of Based on the results and analyses of both the review 767 km and an estimated population of 1.3 million people, cycles that took place between 2008 and 2014, this article according to the Central Informatics Organization (2016). will answer the following research questions: According to the Ministry of Education (2016), there are 206 government schools and 73 private schools offering educa- Research Question 1: What are the main issues that can tion to 189,244 students between the ages of 6 and 18. The be identified by comparing Cycle 1 and Cycle 2? main objectives of Bahrain’s Economic Vision 2030 include Research Question 2: What are the best ways to address stimulating and supporting the private sector to make it an those issues going forward, to improve the overall perfor- engine for growth and empowering Bahrainis to become the mance of schools in Bahrain? employees of choice for the labor market. The Bahrain’s Economic Vision 2030 is designed the main driver of all Quality Review Model of Schools recent reforms: economic, political, and social (Bahrain Economic Board, 2016). Starting in 2008, and after finishing Educators globally have argued over the years that their pro- the diagnostic and planning stages, major educational reforms fessional freedom must be protected from external quality have been introduced in Bahrain, including the establishment assessment, as they consider it a sign of distrust and prefer of the Education & Training Quality Authority (BQA) (“Decree No. (32) of 2008 on Establishing the Quality Assurance Authority for Education & Training (No. 2844),” 1 Education & Training Quality Authority (BQA), Manama, Bahrain 2008). The Directorate of Government Schools Review Corresponding Author: (DGS), as one responsible party to the BQA, and responsible Khaled Albaker, Director of the Directorate of Government Schools for reviewing all government schools’ performance in Bahrain Reviews, Education & Training Quality Authority (BQA), P.O. Box 30347, (BQA, 2016), has completed two cycles of reviews: one Manama, Bahrain. Email: Khaled.Albaker@bqa.gov.bh between 2008 and 2011 and the other between 2011 and 2014. Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License (http://www.creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). 2 SAGE Open explain the criteria for each rating in detail and to ensure that the performance of each school is evaluated according to the same standards. The classifications are as follows (BQA, 2014): 1. Outstanding: This judgment is awarded if the prac- tices of all or the vast majority of those related to the criteria are diverse and of quality and highly produc- tive. Performance and initiatives taken are excep- tional and significantly exceed expectations. It largely reflects improvement and development and Figure 1. Overall effectiveness—comparing the 206 schools can be considered as a model to be followed. reviewed in Cycle 2. 2. Good: This judgment is awarded if the practices of most of those related to the criteria are diverse and of internal quality assurance processes (Doherty, 2004). During quality and productive. Performance is effective, and the last three decades, more emphasis was placed on linking initiatives are ongoing and sometimes exceed expec- the goals of national economic growth to educational quality, tations. It largely reflects improvement and focusing on preparing students to be fit for a continuously development. changing market (Ladd & Loeb, 2013). Therefore, educa- 3. Satisfactory: This judgment is awarded if the quality tional policies encouraged educational systems to offer of the practices of the majority of those related to the greater freedom in moving toward more decentralized edu- criteria is at an acceptable level, and performance and cational management systems, with an emphasis on increased initiatives are at the expected level and reflect some accountability to external stakeholders (MacBeath, 2006). improvement and development. This accountability is to be guided by clear criteria and a 4. Inadequate: This judgment is awarded if the quality framework that is understood and agreed upon by various of the majority of the practices of those related to the stakeholders. criteria is at an inappropriate level, and the school’s Quality reviews and inspections vary between educational performance is at a level less than expected. This systems around the world in accordance with their individual judgment does not reflect any realistic expectation of needs and backgrounds (Brundrett & Rhodes, 2011). The improvement. review framework adopted by DGS in the Kingdom of Bahrain is based on the philosophy of professional develop- General Finings ment through performance review by “critical friends.” These critical friends are peers in the field of education who December 2014 marked the end of Cycle 2 reviews, as DGS have considerable experience in teaching and managing completed reviewing 206 schools: 132 primary schools and schools. The criteria by which schools are judged are consid- primary-intermediate schools, 38 intermediate schools, and ered to be generic; however, molding schools into the same 36 secondary and intermediate-secondary schools (BQA, way of doing things is not the aim. Rather, the purpose of the 2015). The overall effectiveness of government schools is evaluation is to improve students’ academic performance illustrated in Figure 1. This article will not include the results and enhance their personal development. The model adopted of seven new government schools that had been reviewed by the DGS is published in the Schools Review Handbook during Cycle 2 only; consequently, this comparison will and is based on the following three components (BQA, include only 199 schools. 2014): The main themes of the review findings are as follows. 1. Quality of outcomes Increase in Polarity of Ratings •• Students’ academic achievement •• Students’ personal development An increase in the polarity of the ratings was observed in 2. Quality of main processes Cycle 2, in which the percentage of “outstanding” schools •• Teaching and learning increased and the number of “inadequate” schools also •• Support and guidance increased, particularly in the elementary stage, as illustrated 3. Quality assurance of outcomes and processes in Figure 2. In Cycle 2, the rankings of some schools •• Leadership, management, and governance. improved by two levels; however, others reported a drop of the same degree. This was related in many cases to the level After judging the quality of each of the above aspects, of the effectiveness of school initiatives and external follow- reviewers examine schools’ overall effectiveness and capac- up and support provided to schools. On the contrary, the ity to improve. The DGS developed a classification system to decline may have been influenced by multiple factors, Albaker 3 Figure 2. Overall effectiveness—comparing the 199 schools Figure 4. Overall effectiveness—comparing the 130 primary reviewed in Cycle 1 and Cycle 2. schools (including primary-intermediate) reviewed in Cycle 1 and Cycle 2. Figure 5. Overall effectiveness—comparing the 35 intermediate Figure 3. Overall effectiveness—comparing the 32 secondary schools reviewed in Cycle 1 and Cycle 2. schools reviewed in Cycle 1 and Cycle 2. Table 1 charts the general distribution of schools by level, including student academic levels at entry in different stages rating, and gender. The girls’ schools maintained their posi- and the quality and stability of leadership including senior tive progress over the boys’ schools in the “outstanding” and and middle management. “good” ratings. The boys’ schools that were judged “satisfac- tory” in the primary level and “inadequate” in all levels Overall Performance of Various School Levels increased over the girls’ schools. Improvements in the secondary level are the most notable success story in Cycle 2 when compared with Cycle 1. Performance of Schools: Analytical “Inadequate” school ratings decreased from 47% to 22%, Review and the “outstanding” rating remained constant at one sec- ondary school in each cycle of reviews, as shown in Figure 3. The most influential factors on the performance of schools as Primary schools demonstrated a clear example of grade analyzed in more than 400 review reports and as observed in polarity; the number of “outstanding” and “inadequate” rat- the two cycles of review were as follows: ings almost doubled between Cycle 1 and Cycle 2, as shown in Figure 4. Senior Leadership The intermediate level was a point of concern for the DGS. A 9% decrease was observed in the number of “satis- Recommendations for leadership, management, and gov- factory” schools, as well as an 8% increase in the number of ernance focused on the ability of school management “inadequate” schools led the total of “inadequate” intermedi- teams to conduct accurate and comprehensive self-evalua- ate schools to be 37%. “Good” and “outstanding” schools tions and use the results to formulate a strategic plan and did not make any progress, as indicated in Figure 5. follow it up. It also focused on the preparation and 4 SAGE Open Table 1. Overall Effectiveness—General Distribution of the Effectiveness of 206 Schools According to Level, Rating, and Gender. Outstanding Good Satisfactory Inadequate Level Female Male Female Male Female Male Female Male Total Primary 10 2 30 4 20 35 2 29 132 Intermediate 1 — 6 1 12 4 2 12 38 Secondary 1 — 6 1 11 7 2 8 36 Total (by 12 2 42 6 43 46 6 49 206 gender) Grand total 14 48 89 55 implementation of teachers’ career competency programs. The work of senior leaders and their sustainable improve- ment were negatively affected by staffing changes, which they had no control over it. In addition, instability in senior management positions had a direct impact on the perfor- mance of the schools. A number of schools, especially those that were struggling, had experienced changes in their staffing up to 3 times between the first and second review visits (an average of 3.5 years). The analysis shows that these changes affected school ability to establish effective management and quality control systems, and in turn affected their development and progress. Results show Figure 6. Overall effectiveness—comparing the 206 boys’ and that “outstanding” schools had maintained stable staffing girls’ schools reviewed in Cycle 2. for 2 to 6 years. illustrated in Figure 6, “outstanding” ratings in girls’ schools Middle Management and Teaching Staff were 6 times more prevalent than in boys’ schools. Only 3% Middle managers—senior teachers in Bahrain—significantly of girls’ schools were rated “inadequate,” compared with impact classroom practices by observing teachers’ perfor- 24% of boys’ schools. Reports analysis shows that this dis- mance and organizing professional development to ensure crepancy is partially attributed to the difference in perfor- good teaching processes. Review teams reported shortages in mance levels between genders, relating to boys’ lack of middle management in a number of schools, which affected readiness or motivation to learn. The quality of teaching and the quality of class management and instructional differenti- learning practices in the schools may also have had an ation. In some schools, especially intermediate and second- impact. It is worth noting that the management and staffing ary schools, shortages included senior teachers of core of the “outstanding” and “good” primary schools consisted subjects; this shortage was due to increasing subject special- of females. ization required and the nature and characteristics of this age group (13-18 years). The workload of senior teachers in The School Environment schools was also affected by staffing changes, which required more time to cope with low retention rates and more efforts The school environment in Bahrain is generally safe, and to be spent developing teachers’ performance. most schools have equal infrastructures and learning resources. This promotes equal learning opportunities for all students. Analysis results indicate that in many cases, new Gap in Performance Between Male and Female buildings, facilities, and the availability of scientific technol- Students ogy have had a direct impact on students’ motivation to learn Overall, the gap in performance observed between boys and and progress. However, some schools lack science and com- girls in Cycle 1 remained consistent in Cycle 2. While this puter laboratories and multipurpose halls. Few schools cov- comparison is a point of concern for many educational sys- ered in this study face challenges related to inadequate tems internationally, its impact is especially impactful in the buildings or external hazards that threaten students’ safety Kingdom. The consequences of the discrepancy are reflected when they come to and go from school. These schools do not in communities, employment opportunities, and access constitute the majority; nevertheless, such shortages are sig- equality in higher education sector in particular. As nificant to students’ learning processes. Albaker 5 Technical and Commercial Education Educational Technology and Its Use In Bahrain, secondary education consists of four main tracks: In this age of digital culture, technological skills are among technical, commercial, scientific, and literacy. Technical and the most important for students. With regard to the use of commercial education is an important component of devel- educational technology, the analysis of review reports oped educational systems, and its importance increases as showed, despite the availability of computer labs in the vast countries seek to transform their service sectors and move majority of schools, that their use varied greatly. toward knowledge-based economies. Analysis results indi- “Outstanding” and “good” schools employed IT, in addition cate that, in general, students on the commercial track out- to the use of blogs and websites, in their classroom practices performed their peers on the technical track. Students on the to serve the teaching and learning processes. They also con- commercial track showed weakness in basic skills in English ducted some formative tests electronically. In these schools, and mathematics, whereas students on the technical track did IT was also used for a portion of teachers’ professional not meet the desired outcomes in their theoretical lessons, development programs. Review reports showed that students particularly English, but performed better in practical lessons generally had moderate IT skills; for example, in the most and showed more enthusiasm for those subjects. Students’ effective schools, students initiated the transfer of some parts knowledge of English and some theoretical subjects is fun- of the curriculum into e-lessons. However, such practices damental for both the commercial and technical tracks; varied among schools, especially those with “satisfactory” therefore, it is important to reconsider the use of diagnostic and “inadequate” ratings, in which the use of electronic pro- tests and provide greater support based on students’ ability jectors was the extent of IT that was observed. This limita- levels. tion can impact students’ academic progress. It is worth mentioning that the use of e-learning varies in accordance with educational stages, and it was used more in primary Role of Parents schools than in the intermediate and secondary schools. Parents have a significant role in driving teaching and learning processes and improving their children’s academic achieve- Increase in the Number of ment; they do this through following up their children prog- “Inadequate” Schools ress, maintaining high expectations of them, and motivating them to succeed. Analysis of reports shows that school man- The number of “inadequate” schools in Cycle 1 was 41, com- agement teams are keen to collect and implement parents’ sug- pared with 55 in Cycle 2. This change negatively affects the gestions and often formulate and activate parents’ councils. achievement of Bahrain’s Economic Vision 2030. The most However, poor participation limits their impact. Although important reasons for the increase in schools rated “inade- more than one quarter of the schools in this study were judged quate” include the following: the decline of students’ academic as “inadequate,” parents’ satisfaction was judged as “inade- achievement, as there was a noticeable variance between the quate” in only 1% of schools. This reinforces that parents are students’ pass rates and proficiency rates; a decline in students’ not aware of the impact of their active participation or that acquisition of basic skills such as reading and writing in Arabic they are poorly motivated to play more active role in their chil- and English, arithmetical skills in mathematics, and applied dren learning. Parents’ councils should be activated through skills in science; weakness of students’ personal development, constructive and continuous discussions with teachers as most students do not effectively participate in life at school, throughout the school year, and deciding on appropriate learn- show enthusiasm toward learning, or take on leadership roles. ing experience starting points of students through addressing In addition, other factors, as reports analysis show, include accurate analyses of their educational levels. In addition, par- teaching- and learning-related problems, such as ineffective ents and teachers should jointly develop methods to achieve teaching strategies and poor classroom management. Also, competencies that are in line with students’ abilities. inaccurate self-evaluation, poor strategic planning, the turn- over of school leaders, and ineffective professional develop- ment programs for teachers were another factors contributed Input-Based Changes to the poor performance. Changes in the number of students in Bahrain and their back- Nineteen schools were judged as being “inadequate” in grounds, social classes, or cultures were not accompanied both cycles. These schools are still causing concern, and with needed level of support in developing teachers with organizations must take immediate intervention actions. sound induction programs to deal with students with special Such actions may include employing more experienced needs. For instance, nonnative Arabic speakers, who com- teachers, ensuring close follow-up, improving parents’ prise more than 20% of the population in some schools, were awareness, and acquiring the necessary support to address not matched with appropriate teacher training programs that schools’ specific needs to enhance outcomes and improve address the needs of these students, which obstructed stu- ratings. It is important to remember that some students will dents’ progress. receive their entire education from “inadequate” schools. 6 SAGE Open Declaration of Conflicting Interests Ways Forward The author(s) declared no potential conflicts of interest with respect The comparison between the two cycles of reviews has to the research, authorship, and/or publication of this article. revealed several overall areas for improvement. Actions by regulatory bodies should Funding The author(s) received no financial support for the research, author- •• Apply and develop the practices of the “outstanding” ship, and/or publication of this article. schools to ensure the sustainability of those schools’ performance and to propagate best practices in other References schools; Bahrain Economic Board. (2016). The economic vision 2030 for •• Enable students to acquire basic skills in all educa- Bahrain. Retrieved from http://www.bahrainedb.com/en/about/ tional stages and tracks; Pages/economic%20vision%202030.aspx#.Vm0yQUp96Ul •• Ensure the improvement of “inadequate” schools’ Brundrett, M., & Rhodes, C. (2011). Leadership for quality and performance, especially those that face challenges and accountability in education. Oxford, UK: Routledge. Central Informatics Organization. (2016). Statistical abstract have received the same grade in two review cycles; 2011. Retrieved from http://www.cio.gov.bh/CIO_ENG/ •• Consider the stability of schools’ staff and address SubDetailed.aspx?subcatid=566 shortages in human resources, especially teachers of Decree No. (32) of 2008 on establishing the Quality Assurance core subjects and senior teachers; Authority for Education & Training (No. 2844). (2008, May •• Work on reducing the gap between boys’ and girls’ 22). Gazette, pp. 9-14. performance and achievement in general, and work to Doherty, G. (2004). Developing quality systems in education. motivate boys to learn and achieve academically; London, England: Routledge. •• Offer support for students’ needs across all different Education & Training Quality Assurance. (2014). Schools review handbook. Bahrain: BQA. levels through training and professional development Education & Training Quality Assurance. (2015). Annual report programs for staff; 2015. Bahrain: BQA. •• Address the shortages of facilities and resources such Education & Training Quality Assurance. (2016). About BQA. as multipurpose halls, science labs, and technology, to Retrieved from http://www.qqa.gov.bh/En/AboutQaaet/Pages/ establish similar learning conditions among schools FactSheet.aspx and facilitate better learning opportunities; Ladd, H., & Loeb, S. (2013). The challenges of measuring school •• Encourage an e-learning culture among students, par- quality: Implications for educational equity. In D. Allen & R. ents, and teachers, enabling them to make optimal use Reich (Eds.), Education, justice, and democracy (pp. 22-55). Chicago, IL: The University of Chicago Press. of computer labs and other technology that supports MacBeath, J. (2006). School inspection and self-evaluation: the teaching and learning processes; Working with the new relationship. Oxford, UK: Routledge. •• Ensure the safety of buildings, as well as freedom Ministry of Education. (2016). Statistics report, academic year 2014– from hazards that may threaten students’ security dur- 2015. Retrieved from http://www.moe.gov.bh/statistics.aspx ing their arrival and departure; and •• Increase parents’ awareness of the importance of their Author Biography participation in the educational process. Khaled Albaker, director of Government Schools Reviews Directorate, Education and Training Quality Authority (BQA), Author’s Note responsible for reviewing all governments’ schools. Former chair To read the full report and different sectors’ quality reviews in the of Bahrain Teachers College Academic Groups Heads Council and Kingdom of Bahrain, please see the Education & Training Quality a former head of Educational Foundations and Management Authority’s (BQA) 2015 annual report, available at www.bqa.gov.bh. Academic Group. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png SAGE Open SAGE

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

Albaker, Khaled
SAGE Open , Volume 7 (4): 1 – Oct 11, 2017
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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. Keywords quality assurance, Bahrain schools, quality reviews, education quality, Bahrain education This report compares both cycles and summarizes the most Introduction important characteristics of both cycles. The Kingdom of Bahrain is a small country with an area of Based on the results and analyses of both the review 767 km and an estimated population of 1.3 million people, cycles that took place between 2008 and 2014, this article according to the Central Informatics Organization (2016). will answer the following research questions: According to the Ministry of Education (2016), there are 206 government schools and 73 private schools offering educa- Research Question 1: What are the main issues that can tion to 189,244 students between the ages of 6 and 18. The be identified by comparing Cycle 1 and Cycle 2? main objectives of Bahrain’s Economic Vision 2030 include Research Question 2: What are the best ways to address stimulating and supporting the private sector to make it an those issues going forward, to improve the overall perfor- engine for growth and empowering Bahrainis to become the mance of schools in Bahrain? employees of choice for the labor market. The Bahrain’s Economic Vision 2030 is designed the main driver of all Quality Review Model of Schools recent reforms: economic, political, and social (Bahrain Economic Board, 2016). Starting in 2008, and after finishing Educators globally have argued over the years that their pro- the diagnostic and planning stages, major educational reforms fessional freedom must be protected from external quality have been introduced in Bahrain, including the establishment assessment, as they consider it a sign of distrust and prefer of the Education & Training Quality Authority (BQA) (“Decree No. (32) of 2008 on Establishing the Quality Assurance Authority for Education & Training (No. 2844),” 1 Education & Training Quality Authority (BQA), Manama, Bahrain 2008). The Directorate of Government Schools Review Corresponding Author: (DGS), as one responsible party to the BQA, and responsible Khaled Albaker, Director of the Directorate of Government Schools for reviewing all government schools’ performance in Bahrain Reviews, Education & Training Quality Authority (BQA), P.O. Box 30347, (BQA, 2016), has completed two cycles of reviews: one Manama, Bahrain. Email: Khaled.Albaker@bqa.gov.bh between 2008 and 2011 and the other between 2011 and 2014. Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License (http://www.creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). 2 SAGE Open explain the criteria for each rating in detail and to ensure that the performance of each school is evaluated according to the same standards. The classifications are as follows (BQA, 2014): 1. Outstanding: This judgment is awarded if the prac- tices of all or the vast majority of those related to the criteria are diverse and of quality and highly produc- tive. Performance and initiatives taken are excep- tional and significantly exceed expectations. It largely reflects improvement and development and Figure 1. Overall effectiveness—comparing the 206 schools can be considered as a model to be followed. reviewed in Cycle 2. 2. Good: This judgment is awarded if the practices of most of those related to the criteria are diverse and of internal quality assurance processes (Doherty, 2004). During quality and productive. Performance is effective, and the last three decades, more emphasis was placed on linking initiatives are ongoing and sometimes exceed expec- the goals of national economic growth to educational quality, tations. It largely reflects improvement and focusing on preparing students to be fit for a continuously development. changing market (Ladd & Loeb, 2013). Therefore, educa- 3. Satisfactory: This judgment is awarded if the quality tional policies encouraged educational systems to offer of the practices of the majority of those related to the greater freedom in moving toward more decentralized edu- criteria is at an acceptable level, and performance and cational management systems, with an emphasis on increased initiatives are at the expected level and reflect some accountability to external stakeholders (MacBeath, 2006). improvement and development. This accountability is to be guided by clear criteria and a 4. Inadequate: This judgment is awarded if the quality framework that is understood and agreed upon by various of the majority of the practices of those related to the stakeholders. criteria is at an inappropriate level, and the school’s Quality reviews and inspections vary between educational performance is at a level less than expected. This systems around the world in accordance with their individual judgment does not reflect any realistic expectation of needs and backgrounds (Brundrett & Rhodes, 2011). The improvement. review framework adopted by DGS in the Kingdom of Bahrain is based on the philosophy of professional develop- General Finings ment through performance review by “critical friends.” These critical friends are peers in the field of education who December 2014 marked the end of Cycle 2 reviews, as DGS have considerable experience in teaching and managing completed reviewing 206 schools: 132 primary schools and schools. The criteria by which schools are judged are consid- primary-intermediate schools, 38 intermediate schools, and ered to be generic; however, molding schools into the same 36 secondary and intermediate-secondary schools (BQA, way of doing things is not the aim. Rather, the purpose of the 2015). The overall effectiveness of government schools is evaluation is to improve students’ academic performance illustrated in Figure 1. This article will not include the results and enhance their personal development. The model adopted of seven new government schools that had been reviewed by the DGS is published in the Schools Review Handbook during Cycle 2 only; consequently, this comparison will and is based on the following three components (BQA, include only 199 schools. 2014): The main themes of the review findings are as follows. 1. Quality of outcomes Increase in Polarity of Ratings •• Students’ academic achievement •• Students’ personal development An increase in the polarity of the ratings was observed in 2. Quality of main processes Cycle 2, in which the percentage of “outstanding” schools •• Teaching and learning increased and the number of “inadequate” schools also •• Support and guidance increased, particularly in the elementary stage, as illustrated 3. Quality assurance of outcomes and processes in Figure 2. In Cycle 2, the rankings of some schools •• Leadership, management, and governance. improved by two levels; however, others reported a drop of the same degree. This was related in many cases to the level After judging the quality of each of the above aspects, of the effectiveness of school initiatives and external follow- reviewers examine schools’ overall effectiveness and capac- up and support provided to schools. On the contrary, the ity to improve. The DGS developed a classification system to decline may have been influenced by multiple factors, Albaker 3 Figure 2. Overall effectiveness—comparing the 199 schools Figure 4. Overall effectiveness—comparing the 130 primary reviewed in Cycle 1 and Cycle 2. schools (including primary-intermediate) reviewed in Cycle 1 and Cycle 2. Figure 5. Overall effectiveness—comparing the 35 intermediate Figure 3. Overall effectiveness—comparing the 32 secondary schools reviewed in Cycle 1 and Cycle 2. schools reviewed in Cycle 1 and Cycle 2. Table 1 charts the general distribution of schools by level, including student academic levels at entry in different stages rating, and gender. The girls’ schools maintained their posi- and the quality and stability of leadership including senior tive progress over the boys’ schools in the “outstanding” and and middle management. “good” ratings. The boys’ schools that were judged “satisfac- tory” in the primary level and “inadequate” in all levels Overall Performance of Various School Levels increased over the girls’ schools. Improvements in the secondary level are the most notable success story in Cycle 2 when compared with Cycle 1. Performance of Schools: Analytical “Inadequate” school ratings decreased from 47% to 22%, Review and the “outstanding” rating remained constant at one sec- ondary school in each cycle of reviews, as shown in Figure 3. The most influential factors on the performance of schools as Primary schools demonstrated a clear example of grade analyzed in more than 400 review reports and as observed in polarity; the number of “outstanding” and “inadequate” rat- the two cycles of review were as follows: ings almost doubled between Cycle 1 and Cycle 2, as shown in Figure 4. Senior Leadership The intermediate level was a point of concern for the DGS. A 9% decrease was observed in the number of “satis- Recommendations for leadership, management, and gov- factory” schools, as well as an 8% increase in the number of ernance focused on the ability of school management “inadequate” schools led the total of “inadequate” intermedi- teams to conduct accurate and comprehensive self-evalua- ate schools to be 37%. “Good” and “outstanding” schools tions and use the results to formulate a strategic plan and did not make any progress, as indicated in Figure 5. follow it up. It also focused on the preparation and 4 SAGE Open Table 1. Overall Effectiveness—General Distribution of the Effectiveness of 206 Schools According to Level, Rating, and Gender. Outstanding Good Satisfactory Inadequate Level Female Male Female Male Female Male Female Male Total Primary 10 2 30 4 20 35 2 29 132 Intermediate 1 — 6 1 12 4 2 12 38 Secondary 1 — 6 1 11 7 2 8 36 Total (by 12 2 42 6 43 46 6 49 206 gender) Grand total 14 48 89 55 implementation of teachers’ career competency programs. The work of senior leaders and their sustainable improve- ment were negatively affected by staffing changes, which they had no control over it. In addition, instability in senior management positions had a direct impact on the perfor- mance of the schools. A number of schools, especially those that were struggling, had experienced changes in their staffing up to 3 times between the first and second review visits (an average of 3.5 years). The analysis shows that these changes affected school ability to establish effective management and quality control systems, and in turn affected their development and progress. Results show Figure 6. Overall effectiveness—comparing the 206 boys’ and that “outstanding” schools had maintained stable staffing girls’ schools reviewed in Cycle 2. for 2 to 6 years. illustrated in Figure 6, “outstanding” ratings in girls’ schools Middle Management and Teaching Staff were 6 times more prevalent than in boys’ schools. Only 3% Middle managers—senior teachers in Bahrain—significantly of girls’ schools were rated “inadequate,” compared with impact classroom practices by observing teachers’ perfor- 24% of boys’ schools. Reports analysis shows that this dis- mance and organizing professional development to ensure crepancy is partially attributed to the difference in perfor- good teaching processes. Review teams reported shortages in mance levels between genders, relating to boys’ lack of middle management in a number of schools, which affected readiness or motivation to learn. The quality of teaching and the quality of class management and instructional differenti- learning practices in the schools may also have had an ation. In some schools, especially intermediate and second- impact. It is worth noting that the management and staffing ary schools, shortages included senior teachers of core of the “outstanding” and “good” primary schools consisted subjects; this shortage was due to increasing subject special- of females. ization required and the nature and characteristics of this age group (13-18 years). The workload of senior teachers in The School Environment schools was also affected by staffing changes, which required more time to cope with low retention rates and more efforts The school environment in Bahrain is generally safe, and to be spent developing teachers’ performance. most schools have equal infrastructures and learning resources. This promotes equal learning opportunities for all students. Analysis results indicate that in many cases, new Gap in Performance Between Male and Female buildings, facilities, and the availability of scientific technol- Students ogy have had a direct impact on students’ motivation to learn Overall, the gap in performance observed between boys and and progress. However, some schools lack science and com- girls in Cycle 1 remained consistent in Cycle 2. While this puter laboratories and multipurpose halls. Few schools cov- comparison is a point of concern for many educational sys- ered in this study face challenges related to inadequate tems internationally, its impact is especially impactful in the buildings or external hazards that threaten students’ safety Kingdom. The consequences of the discrepancy are reflected when they come to and go from school. These schools do not in communities, employment opportunities, and access constitute the majority; nevertheless, such shortages are sig- equality in higher education sector in particular. As nificant to students’ learning processes. Albaker 5 Technical and Commercial Education Educational Technology and Its Use In Bahrain, secondary education consists of four main tracks: In this age of digital culture, technological skills are among technical, commercial, scientific, and literacy. Technical and the most important for students. With regard to the use of commercial education is an important component of devel- educational technology, the analysis of review reports oped educational systems, and its importance increases as showed, despite the availability of computer labs in the vast countries seek to transform their service sectors and move majority of schools, that their use varied greatly. toward knowledge-based economies. Analysis results indi- “Outstanding” and “good” schools employed IT, in addition cate that, in general, students on the commercial track out- to the use of blogs and websites, in their classroom practices performed their peers on the technical track. Students on the to serve the teaching and learning processes. They also con- commercial track showed weakness in basic skills in English ducted some formative tests electronically. In these schools, and mathematics, whereas students on the technical track did IT was also used for a portion of teachers’ professional not meet the desired outcomes in their theoretical lessons, development programs. Review reports showed that students particularly English, but performed better in practical lessons generally had moderate IT skills; for example, in the most and showed more enthusiasm for those subjects. Students’ effective schools, students initiated the transfer of some parts knowledge of English and some theoretical subjects is fun- of the curriculum into e-lessons. However, such practices damental for both the commercial and technical tracks; varied among schools, especially those with “satisfactory” therefore, it is important to reconsider the use of diagnostic and “inadequate” ratings, in which the use of electronic pro- tests and provide greater support based on students’ ability jectors was the extent of IT that was observed. This limita- levels. tion can impact students’ academic progress. It is worth mentioning that the use of e-learning varies in accordance with educational stages, and it was used more in primary Role of Parents schools than in the intermediate and secondary schools. Parents have a significant role in driving teaching and learning processes and improving their children’s academic achieve- Increase in the Number of ment; they do this through following up their children prog- “Inadequate” Schools ress, maintaining high expectations of them, and motivating them to succeed. Analysis of reports shows that school man- The number of “inadequate” schools in Cycle 1 was 41, com- agement teams are keen to collect and implement parents’ sug- pared with 55 in Cycle 2. This change negatively affects the gestions and often formulate and activate parents’ councils. achievement of Bahrain’s Economic Vision 2030. The most However, poor participation limits their impact. Although important reasons for the increase in schools rated “inade- more than one quarter of the schools in this study were judged quate” include the following: the decline of students’ academic as “inadequate,” parents’ satisfaction was judged as “inade- achievement, as there was a noticeable variance between the quate” in only 1% of schools. This reinforces that parents are students’ pass rates and proficiency rates; a decline in students’ not aware of the impact of their active participation or that acquisition of basic skills such as reading and writing in Arabic they are poorly motivated to play more active role in their chil- and English, arithmetical skills in mathematics, and applied dren learning. Parents’ councils should be activated through skills in science; weakness of students’ personal development, constructive and continuous discussions with teachers as most students do not effectively participate in life at school, throughout the school year, and deciding on appropriate learn- show enthusiasm toward learning, or take on leadership roles. ing experience starting points of students through addressing In addition, other factors, as reports analysis show, include accurate analyses of their educational levels. In addition, par- teaching- and learning-related problems, such as ineffective ents and teachers should jointly develop methods to achieve teaching strategies and poor classroom management. Also, competencies that are in line with students’ abilities. inaccurate self-evaluation, poor strategic planning, the turn- over of school leaders, and ineffective professional develop- ment programs for teachers were another factors contributed Input-Based Changes to the poor performance. Changes in the number of students in Bahrain and their back- Nineteen schools were judged as being “inadequate” in grounds, social classes, or cultures were not accompanied both cycles. These schools are still causing concern, and with needed level of support in developing teachers with organizations must take immediate intervention actions. sound induction programs to deal with students with special Such actions may include employing more experienced needs. For instance, nonnative Arabic speakers, who com- teachers, ensuring close follow-up, improving parents’ prise more than 20% of the population in some schools, were awareness, and acquiring the necessary support to address not matched with appropriate teacher training programs that schools’ specific needs to enhance outcomes and improve address the needs of these students, which obstructed stu- ratings. It is important to remember that some students will dents’ progress. receive their entire education from “inadequate” schools. 6 SAGE Open Declaration of Conflicting Interests Ways Forward The author(s) declared no potential conflicts of interest with respect The comparison between the two cycles of reviews has to the research, authorship, and/or publication of this article. revealed several overall areas for improvement. Actions by regulatory bodies should Funding The author(s) received no financial support for the research, author- •• Apply and develop the practices of the “outstanding” ship, and/or publication of this article. schools to ensure the sustainability of those schools’ performance and to propagate best practices in other References schools; Bahrain Economic Board. (2016). The economic vision 2030 for •• Enable students to acquire basic skills in all educa- Bahrain. Retrieved from http://www.bahrainedb.com/en/about/ tional stages and tracks; Pages/economic%20vision%202030.aspx#.Vm0yQUp96Ul •• Ensure the improvement of “inadequate” schools’ Brundrett, M., & Rhodes, C. (2011). Leadership for quality and performance, especially those that face challenges and accountability in education. Oxford, UK: Routledge. Central Informatics Organization. (2016). Statistical abstract have received the same grade in two review cycles; 2011. Retrieved from http://www.cio.gov.bh/CIO_ENG/ •• Consider the stability of schools’ staff and address SubDetailed.aspx?subcatid=566 shortages in human resources, especially teachers of Decree No. (32) of 2008 on establishing the Quality Assurance core subjects and senior teachers; Authority for Education & Training (No. 2844). (2008, May •• Work on reducing the gap between boys’ and girls’ 22). Gazette, pp. 9-14. performance and achievement in general, and work to Doherty, G. (2004). Developing quality systems in education. motivate boys to learn and achieve academically; London, England: Routledge. •• Offer support for students’ needs across all different Education & Training Quality Assurance. (2014). Schools review handbook. Bahrain: BQA. levels through training and professional development Education & Training Quality Assurance. (2015). Annual report programs for staff; 2015. Bahrain: BQA. •• Address the shortages of facilities and resources such Education & Training Quality Assurance. (2016). About BQA. as multipurpose halls, science labs, and technology, to Retrieved from http://www.qqa.gov.bh/En/AboutQaaet/Pages/ establish similar learning conditions among schools FactSheet.aspx and facilitate better learning opportunities; Ladd, H., & Loeb, S. (2013). The challenges of measuring school •• Encourage an e-learning culture among students, par- quality: Implications for educational equity. In D. Allen & R. ents, and teachers, enabling them to make optimal use Reich (Eds.), Education, justice, and democracy (pp. 22-55). Chicago, IL: The University of Chicago Press. of computer labs and other technology that supports MacBeath, J. (2006). School inspection and self-evaluation: the teaching and learning processes; Working with the new relationship. Oxford, UK: Routledge. •• Ensure the safety of buildings, as well as freedom Ministry of Education. (2016). Statistics report, academic year 2014– from hazards that may threaten students’ security dur- 2015. Retrieved from http://www.moe.gov.bh/statistics.aspx ing their arrival and departure; and •• Increase parents’ awareness of the importance of their Author Biography participation in the educational process. Khaled Albaker, director of Government Schools Reviews Directorate, Education and Training Quality Authority (BQA), Author’s Note responsible for reviewing all governments’ schools. Former chair To read the full report and different sectors’ quality reviews in the of Bahrain Teachers College Academic Groups Heads Council and Kingdom of Bahrain, please see the Education & Training Quality a former head of Educational Foundations and Management Authority’s (BQA) 2015 annual report, available at www.bqa.gov.bh. Academic Group.

Journal

SAGE Open – SAGE

Published: Oct 11, 2017

Keywords: quality assurance; Bahrain schools; quality reviews; education quality; Bahrain education

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