Though there is a continued long-term trend toward increased budgets for education in the region, meeting the combined demands of increased access, assuring relevance, and improving quality in the face of finite resources is complex. A common challenge we see in the reform process is the lack of performance monitoring and evaluation systems to ensure alignment of the education and training system with national development strategies and visions. The result is a missing link between national visions, economic development strategies, institutional priority setting and budget allocation for the education system. To contribute towards the adoption of good practice, we explore the case of Qatar as an example. We developed a performance management framework for K-12 education system reform that aligns ministry and sector strategies with the development goals established by the Qatar National Development Strategy 2011-2016 and the Qatar National Vision 2030. By defining specific policy areas for education reform, a performance management framework was devised to track delivery upon goals set out in the National Development Strategy at two levels to ensure that empirically supported socio-cultural and economic benefits attributable to education and training are achieved: Policy and process-based key performance indicators measure system performance relative to the achievement of the overarching policy aims of quality, equity, and portability; Output KPIs measure the effectiveness of the education and training system in terms of achieving academic, social, and economic outcomes which are precursors to the future development of Qatar.

1. Monitoring and Evaluation
Framework for the K-12 Education
About Us and Training System in Qatar
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We apply a performance management framework to the K-12
▲
Public Sector
education system in Qatar
Social Sector
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2. Table of Contents
 Situational Analysis
 Key Performance Indicators for the K-12 System
 Quality - Governance and Planning, Curriculum and Assessment, Human
Capital, Learning Environment and Infrastructure
 Equity and Inclusiveness - Student Progression and Achievement
 Portability and Mobility - Employment Readiness
 Appendix
 Education and Training System Priority and Target Mapping
 Education and Training System Initiative and Policy Area Mapping
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3. Monitoring and evaluation systems to ensure alignment of education sector and ministry
strategies with the National Development Strategy and 2030 Vision are lacking
QNV • Defines national values and long term goals
2030
• Defines national initiatives towards achieving
NDS 2011-2016 Qatar National Vision 2030
Monitoring mechanisms to ensure
Monitoring and alignment of sector and ministry
Evaluation Systems strategies and assess progress towards
NDS and QNV 2030 are currently lacking
Sector Strategies • Defines sectoral priorities to be
integrated into the National
2011-2016 Development Strategy 2011-2016
• Defines ministerial plans to
Ministry and Agency Strategies support implementation of
sectoral strategies
Completed To Be Completed
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4. A four stage process was followed to derive a monitoring and evaluation system to track
performance relative to achieving the goals defined in the NDS and QNV 2030
1 2 Qatar National 3 4
Qatar National Education and Human Development
Development
Vision 2030 Training System Outcomes
Strategy 2011-2016
(QNV 2030) Outcomes (social and economic)
(NDS)
• QNV 2030 advanced a • The NDS facilitates the By defining specific policy The performance framework will
broad vision for the further conceptualization areas for education reform, ensure that empirically supported
education system: of the policy principles in a performance framework social and economic benefits
QNV 2030. The policy was devised to track attributable to education and training
“Qatar aims to build a principles can be more delivery upon goals set out are achieved:
modern world-class precisely defined as in the NDS at two levels:
educational system that achieving world-class Indicative Social Outcomes
provides students with a standards in several • Policy-based KPIs • Higher levels of educational
first-rate education, policy areas: measure system attainment
comparable to that offered performance across the • Increased health
anywhere in the world.” Quality three educational levels • Efficiency of consumer choices
• Governance and Planning relative to the • Higher levels of savings and
• QNV 2030 also • Curriculum and achievement of the charitable giving
articulates three Assessment overarching policy aims • Social cohesion
system-wide policy • Human Capital of quality, equity, and • Increased self-reliance and
principles to support • Learning Environment portability economic independence
this vision: and Infrastructure • Reduced Crime
• Research and Innovation • Output KPIs measure the
 Quality
Equity and Inclusiveness effectiveness of the Indicative Economic Outcomes
 Equity and education and training • Growth and competitiveness
• Student Progression and
inclusiveness
Achievement system in terms of • Enabling comparative advantage
 Portability and achieving academic, • Increased productivity
Mobility Portability and Mobility social, and economic • Domestic innovation
• Employment Readiness outcomes • Speeding technology adoption
Source: Nelson and Phelps 1965; Lucas 1988; Mankiw, Romer et al. 1992; Benhabib and Spiegel 1994; Wold and Haveman 2002
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5. The broad system-wide policy principles of Quality, Equity and inclusiveness, and Portability
and Mobility were further conceptualized to define specific policy areas of reform
System Policy Based on NDS priorities, targets, and initiatives, the broad policy principles can be more precisely
Principles defined as achieving world-class standards in several specific policy areas:
• Governance and Planning – System-wide strategic planning, Monitoring and evaluation of system and
institutional performance, School governance structures, Establishing and applying national accreditation,
licensing, and qualification standards, Establishing supervisory authorities to expand existing education
pathways
• Curriculum and Assessment – Setting learning objectives and outcomes that align with social and
economic objectives, Establishing and implementing national curricula standards, Instilling national identity,
culture, tradition, and values in national curriculum, Establishing feedback channels to limit graduate skills
mismatch
Quality
• Human Capital - Education and development of teachers, support staff, and school leadership
• Learning Environment and Infrastructure – School infrastructure and accessibility, Leveraging IT to
improve management, administration, and enhance learning outcomes, Extracurricular activities, Parent and
community interaction and involvement, School safety
• Research and Innovation (only for higher education) – Developing a national research strategy,
Introducing regulatory, funding, and other mechanisms to increase output and commercialization
• Student Progression and Achievement – Compulsory education, Increasing access to education including
special needs and less talented students, Reinforcing the value and consequences of education decisions
Equity and
including overcoming negative perceptions of technical education and vocational training, Expanding
Inclusiveness
continuing education pathways and support for adults, Promoting and incenting qualification attainment in
knowledge-based fields, Educating and training Qataris to be leaders of government and business
• Employment Readiness – Strengthening career counseling and advising including technical and vocational
Portability
fields, Assessing and remediating skills deficiencies amongst recent graduates, Developing occupational
and Mobility
standards to facilitate labor mobility
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6. The monitoring and evaluation framework identifies medium and long-term key
performance indicators (KPIs) to measure system performance and outcomes
Education 1
Level K-12 Higher Education TEVT
KPIs are advanced
across the three
KPI Category Governance and Governance and Governance and education levels
Planning Planning Planning
Quality 2
Curriculum and Assessment Curriculum and Assessment Curriculum and Assessment Initiative-level
KPIs measure
Human Capital Human Capital Human Capital performance
relative to the
Learning Environment Learning Environment Learning Environment achievement of
and Infrastructure and Infrastructure and Infrastructure the overarching
Equity and policy aims of
Student Progression Student Progression Student Progression
quality, equity, and
Inclusiveness and Achievement and Achievement and Achievement
portability. These
Portability aims are further
Employment Readiness Employment Readiness Employment Readiness
and Mobility classified by
specific policy
Quality Research and areas.
(Specific to the higher education level) Innovation
3
Output KPIs
Education measure the
and Training Academic Outcomes Academic Outcomes Academic Outcomes effectiveness of
the education and
System training system to
Outcomes Economic and Social Economic and Social Economic and Social
achieve academic,
Outcomes Outcomes Outcomes
economic and
social, and
Research and
Measurement Innovation Output innovation
Framework outcomes
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7. Table of Contents
 Situational Analysis
 Key Performance Indicators for the K-12 System
 Quality - Governance and Planning, Curriculum and Assessment, Human
Capital, Learning Environment and Infrastructure
 Equity and Inclusiveness - Student Progression and Achievement
 Portability and Mobility - Employment Readiness
 Appendix
 Education and Training System Priority and Target Mapping
 Education and Training System Initiative and Policy Area Mapping
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8. Governance and planning KPIs measure policy effectiveness concerning strategic planning,
performance monitoring, governance, standards implementation, and pathway expansion
Governance and Planning KPIs address the following policy areas:
• System-wide strategic planning
• Monitoring and evaluation of system and institutional performance
• School governance structures
• Establishing and applying national accreditation, licensing, and qualification standards
• Establishing supervisory authorities to expand existing education pathways
Summary of K-12 Governance and Planning KPIs
Governance and
Planning • Approved K-12 10-year strategic plan and performance framework
• Spending on education as percentage of GDP
Curriculum and Assessment • Annual expenditure per student
• % of schools operating autonomously
Human Capital • Approved national accreditation system for private K-12 schools
Overview of
• % of independent/semi-independent schools inspected yearly
Learning Environment proposed KPIs
• % of private schools inspected yearly
and Infrastructure
• % of accredited independent and semi-independent schools
Student Progression • % of accredited private schools
and Achievement • % of private schools with international accreditation
• Approved strategy for education and training database
Employment Readiness • % of K-12 institutions which use the education and training database
• % of schools in which students are involved in governance
• % of schools in which parents are involved in governance
• % of schools in which community is involved in governance
Academic Outcomes • % of schools in which staff are involved in governance
• % of teachers who feel their opinion matters in decision making
• % of principals who have sufficient autonomy in decision making
Economic and Social
Outcomes • % of teachers who are satisfied with the quality of their school’s leadership
• % of parents satisfied with the input they have on school decisions
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9. Key Performance Indicators Governance and
Governance and
Planning
Planning
K-12 – Governance and Planning
Strategic Linkage to NDS Targets
KPI How it is Calculated
What it Measures Medium term Long term
Priority BK&S1, Target 1
To be
Approved K-12 10-year strategic To be
Board approval of K-12 10-year completed
plan and performance and Indicates the ability of the SEC to revised as
strategic plan as soon as
monitoring framework develop and implement outcome- appropriate
practical
based strategic planning
Priority BK&S1, Target 1
%
Spending on education K-12 education budget of Qatar / GDP
Measures the continuing commitment
as percentage of GDP Qatar
to invest in education likely to be
Overview of included in strategic plan
proposed KPIs BK&S1, Target 1
Priority
Total number students in independent Measures the continuing commitment
to invest in education through direct
Annual expenditure per student
and semi-independent schools/total
expenditure on independent and semi- expenditure by educational %
independent schools institutions in relation to the number
of students enrolled likely to be
included in strategic plan
Priority BK&S1, Target 1
Indicates the continuation of
Percentage of schools operating
autonomously
Number of independent and private
schools/total schools
decentralization efforts and % 100%
conversion of former MOE schools to
independent schools likely to be
included in strategic plan
A KPI with a high value that meets or A KPI with a low value that meets or
exceeds the best current is lower than the best current
performance level globally performance level globally
% A KPI with a value that increases over time
% A KPI with a value that decreases over time
towards a defined targeted value towards a defined targeted value
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