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Schools and Schooling in the State of Qatar
2011-12 Report
A nnual Report on schools and schooling in the State of Qatar
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Foreword
This annual report compendium is designed to provide those who are involved in, and others who are interested in, school education in Qatar with an array of summary information about Qatar’s schools, principals, and its students and their parents.
The compendium provides an overview of many important aspects of Qatar’s schools and is designed to provide readers with an understanding of schooling in Qatar as well as being a useful data source. The information is extensive, but indicative, in nature. It allows for the identification of what is similar as well as that which is different between the stages and types of schools operating.
This year’s edition is the eighth one in the series has been produced annually since 2005. It contains the latest information covering the 2011-12 school-year for the same aspects which were reported in the 2010-11 school-year edition.
I commend this collection to you and also take the opportunity of particularly recognising the efforts of officers of the School Evaluation Office, Data Collection & Management Office and Communications Office who contributed in many different and substantial ways to the collection, compilation and preparation of the material for this publication.
Dr. Hamda Hassan Al-SulaitiDirectorEvaluation InstituteSupreme Education CouncilQatar
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Table of Contents Page
Foreword i
Contents iii
Introductory and explanatory notes xvii
Schools 1
• Table (1) : Overall numbers of schools, teachers and students [by school type] • Table (2) : School enrolment practices [by school type] • Table (3) : School enrolment practices [by school stage]
Principals 3
• Table (4) : Principals’ gender • Graph (1) : principals’ gender • Table (5) : Principals’ age • Table (6) : Principals’ nationality • Graph (2) : principals’ nationality • Table (7) : Principals’ qualification levels • Graph (3) : principals’ qualification levels • Table (8) : Principals’ education-related qualifications • Table (9) : Principals’ experience in school positions • Table (10) : Principals’ English language skills • Table (11) : Principals’ current professional development
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Teachers 7
• Table (12) : Teachers’ gender • Graph (4) : teachers’ gender • Table (13) : Teachers’ age • Table (14) : Teachers’ nationality • Graph (5) : teachers’ nationality • Table (15) : Teachers’ educational qualifications • Graph (6) : teachers’ educational qualifications • Table (16) : Teachers’ formal teaching qualifications • Table (17) : Principals’ satisfaction with teachers’ subject preparation • Table (18) : Principals’ satisfaction with the instructional quality of school’s teachers • Table (19) : Teachers’ satisfaction with prior subject preparation of students • Table (20) : Teacher teaching experience • Table (21) : Teachers’ years of teaching experience • Table (22) : Teachers’ native language • Table (23) : Teachers’ Arabic language skills • Table (24) : Teachers’ English language skills
Students 13
• Table (25) : Students’ gender • Graph (7) : students’ gender • Table (26) : Students’ nationality • Graph (8) : students’ nationality • Table (27) : Languages spoken by students • Table (28) : Languages spoken in students’ homes • Table (29) : Parents reporting of children with learning disabilities at school • Graph (9) : students with learning disabilities • Table (30) : Students receiving financial and/or resource assistance • Graph (10) : students receiving financial assis
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Parents and the households 17
• Table (31) : Students’ household size • Table (32) : Mothers’ educational qualifications • Table (33) : Fathers’ educational qualifications • Table (34) : Educational expenditures in students’ households • Graph (11) : students’ households’ educational expenditures • Table (35) : Education-related resources in student’ households
School governance structures 19
• Table (36) : Student involvement in school committees • Table (37) : Students reporting participation in school elections • Table (38) : Student participation in school decision-making [by school type] • Table (39) : Student participation in school decision-making [by school stage] • Table (40) : Parent involvement in school committees • Table (41) : Parent participation in school decision-making [by school type] • Table (42) : Parent participation in school decision-making [by school stage] • Table (43) : Community member involvement in school committees • Table (44) : Community member participation in school decision-making [by school type]
• Table (45) : Community member participation in school decision-making [by school stage] • Table (46) : School staff involvement in school committees • Graph (12) : involvement in school committees [by school type] • Graph (13) : involvement in school committees [by school stage] • Table (47) : School staff participation in school decision-making [by school type] • Table (48) : School staff participation in school decision-making [by school stage] • Table (49) : Teachers’ views on the valuing of their opinion in school decision-making
• Table (50) : Teachers’ reporting frequency of involvement in school committees and meetings
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School leadership 25
• Table (51) : Principals’ view of their autonomy • Table (52) : Teachers’ satisfaction with school leadership • Table (53) : Teachers’ opinion as to whether the school is a well-organised place to work • Table (54) : Schools’ promotion of teacher collaboration opportunities [by school type] • Table (55) : Schools’ promotion of teacher collaboration opportunities [by school stage]
Teaching staff 27
• Table (56) : Teacher Turnover indicators • Table (57) : Principals’ views on staff turnover rates • Table (58) : Principals’ view on teacher absenteeism rates • Table (59) : Teachers’ reporting on the time spent teaching • Table (60) : Teachers’ satisfaction with the teacher salary levels at the school
Within-school relationships 29
• Table (61) : Students’ reporting of student and teacher interactions • Table (62) : Principals’ reporting of school’s administration and teachers’ teamwork • Table (63) : Teachers’ reporting of school’s administration and teachers’ teamwork • Table (64) : Principals’ view on staff-student respect at the school • Table (65) : Teachers’ views on staff-student respect at the school • Table (66) : Parents’ reporting of how well their child gets on with other students • Table (67) : Teachers’ views on principals’ support of their work • Table (68) : Teachers’ views on the value of their contribution to the school • Table (69) : Teachers’ views on the school as a workplace
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Teacher professional support and development 33
• Table (70) : Schools’ provisions to enhance its teachers’ skills [by school type] • Table (71) : Schools’ provisions to enhance its teachers’ skills [by school stage]
• Table (72) : Teachers’ participation in recent professional practices to enhance classroom skills
• Table (73) : Teachers’ reporting of professional development time • Table (74) : Teachers’ satisfaction with the quality of professional development • Table (75) : Schools regularly evaluating their classroom teachers • Graph (14) : evaluation of classroom teachers • Table (76) : Schools’ approaches to evaluating its teachers [by school type] • Table (77) : Schools’ approaches to evaluating its teachers [by school stage] • Table (78) : Schools’ teacher performance feedback practices • Table (79) : Teachers, satisfaction with the quality of feedback received at the school
on their work
School facilities 37
• Table (80) : Ratio of students to classrooms available • Table (81) : School facilities • Graph (15) : school facilities [by school type] • Graph (16) : school facilities [by school stage] • Table (82) : School library holdings • Graph (17) : school library holdings [by school type] • Graph (18) : school library holdings [by school stage] • Table (83) : Principals’ satisfaction with the quality of library facilities • Table (84) : Teachers’ satisfaction with the quality of library facilities • Table (85) : Principals’ satisfaction with the quality of science laboratories • Table (86) : Principals’ satisfaction with the quality of computer facilities available • Table (87) : Principals’ satisfaction with the amount of space available in the school • Table (88) : Teachers’ satisfaction with the quality of classrooms • Table (89) : Principals’ satisfaction with the quality of instructional materials • Table (90) : Teachers’ opinion about the work materials provided by the school • Table (91) : Principals’ satisfaction with the condition of the school building • Table (92) : Teachers’ satisfaction with the condition of the school building
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School services and activities 43
• Table (93) : School services provided [by school type] • Graph (19) : school services provided [by school type] • Table (94) : School services provided [by school stage] • Graph (20) : school services provided [by school stage] • Table (95) : School extracurricular activities provided [by school type] • Graph (21) : extracurricular activities [by school type] • Table (96) : School extracurricular activities provided [by school stage] • Graph (22) : extracurricular activities [by school stage] • Table (97) : Students’ views on activity range • Table (98) : Parents’ satisfaction with the extracurricular activities available • Table (99) : Principals’ satisfaction with school transportation services
Class and school structures 47
• Table (100) : Average school days in the school year [by school type] • Graph (23) : Average school days in the school year [by school type] • Table (101) : Ratio of total students to total teachers • Table (102) : Average weekly class time for all subjects • Graph (24) : weekly class time for all subjects [by school type] • Table (103) : Average weekly class time for Arabic • Graph (25) : weekly class time for Arabic [by school type] • Table (104) : Average weekly class time for English • Graph (26) : weekly class time for English [by school type] • Table (105) : Average weekly class time for Mathematics • Graph (27) : weekly class time for Mathematics [by school type] • Table (106) : Average weekly class time for Sciences • Graph (28) : weekly class time for Science [by school type] • Table (107) : Average weekly class time for Religion • Graph (29) : weekly class time for Religion [by school type] • Table (108) : Average weekly class time for Social Studies • Graph (30) : weekly class time for Social Studies [by school type] • Table (109) : Principals’ satisfaction with the amount of instructional time available • Table (110) : Teachers’ satisfaction with the amount of instructional time available
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Provisions for students with special needs and learning difficulties 55
• Table (111) : Schools’ access for physically handicapped students• Graph (31) : access for physically handicapped students• Table (112) : Principals’ satisfaction with the school’s resources for special needs students • Table (113) : Teachers’ satisfaction with the school’s catering for special needs students• Table (114) : Schools’ general approaches to students with learning difficulties [by school type]• Table (115) : Schools’ general approaches to students with learning difficulties [by school stage]• Table (116) : Teachers’ reporting approaches to students with learning difficulties [by school type]• Table (117) : Teachers’ reporting approaches to students with learning difficulties [by school stage]• Table (118) : Principals’ satisfaction with the school’s catering for low-performing students• Table (119) : Teachers’ satisfaction with the school’s catering for low-performing students
Computers and computing 59
• Table (120) : School computers• Table (121) : Principals’ satisfaction with the school’s access to computers • Table (122) : Students’ satisfaction with computer access• Table (123) : Teachers’ satisfaction with access to computers in school• Table (124) : Principals’ reporting on their computer skills levels• Table (125) : Teachers’ reporting on their computer skills levels• Table (126) : Teachers’ reporting on their use of computers within the classroom• Table (127) : Students’ reporting on student use of computers in classes and in general• Graph (32) : students report on their use of computers in classes• Table (128) : Students’ use of the internet for school and non-school purposes• Table (129) : Students’ use of the internet at school and elsewhere
Student academic achievement - Independent schools 63
• Table (130) : Average QCEA Arabic overall scale scores• Table (131) : Percentages of students at each Standard Level in QCEA Overall Arabic• Table (132) : Average QCEA English overall scale scores• Table (133) : Percentages of students at each Standard Level in QCEA Overall English• Table (134) : Average QCEA Mathematics (Overall) and Science (Overall) scale scores• Table (135) : Percentages of students at each Standard Level in QCEA Overall
Mathematics
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• Table (136) : Percentages of students at each Standard Level in QCEA Overall Science• Table (137) : Average QCEA Islamic Studies scale scores (Overall)• Table (138) : Percentages of students at each Standard Level in QCEA Overall Islamic
Studies• Table (139) : Average QCEA Social Studies scale scores (Overall)• Table (140) : Percentages of students at each Standard Level in QCEA Overall Social Studies
Teachers’ expectations of students 67
• Table (141) : Principals’ satisfaction with teachers’ expectations of student performance• Table (142) : Students’ views of teachers’ encouragement
Teaching practices 69
• Table (143) : Schools’ use of Arabic as the language of instruction for Mathematics classes• Table (144) : Schools’ use of Arabic as the language of instruction for Science classes• Table (145) : Schools’ use of Arabic as the language of instruction for computer classes• Table (146) : Schools’ use of Arabic as the language of instruction for social science classes• Table (147) : Teachers’ description of classroom practices [by school type] • Graph (33) : teachers’ classroom practices [by school type]• Table (148) : Teachers’ description of classroom practices [by school stage]• Graph (34) : teachers’ classroom practices [by school stage]• Table (149) : Teachers’ description of nature of work assigned in classes [by school type]• Graph (35) : teachers’ assignment of work in class [by school type]• Table (150) : Teachers’ description of nature of work assigned in classes [by school stage]• Graph (36) : teachers’ assignment of work in class [by school stage]• Table (151) : Teachers’ report on the number of different textbooks used• Table (152) : Teaching/learning aids used by the teacher [by school type]• Table (153) : Teaching/learning aids used by the teacher [by school stage]• Table (154) : Students’ description of classroom practices in Arabic classes [by school type]• Table (155) : Students’ description of classroom practices in Arabic classes [by school stage]• Table (156) : Students’ description of Arabic classes in which extended work is assigned• Table (157) : Students’ description of classroom practices in English classes [by school type]• Table (158) : Students’ description of classroom practices in English classes [by school stage]• Table (159) : Students’ description of English classes in which extended work is assigned• Table (160) : Students’ description of classroom practices in Mathematics classes [by school type]• Table (161) : Students’ description of classroom practices in Mathematics classes [by school stage]
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Page• Table (162) : Students’ description of classroom practices in Science classes [by school type]• Table (163) : Students’ description of classroom practices in Science classes [by school stage]• Table (164) : Students’ views on how well schoolwork is understood• Table (165) : Parents’ views on the appropriateness of the difficulty of their child’s schoolwork• Table (166) : Parents’ views on provision of additional help needed by their child
Assessment practices and uses of assessment information 77
• Table (167) : Schools’ use of different assessment instruments/approaches [by school type]• Table (168) : Schools’ use of different assessment instruments/approaches [by school stage]• Table (169) : Purposes for which schools use student assessment [by school type]• Table (170) : Purposes for which schools use student assessment [by school stage] • Table (171) : Schools’ frequency of undertaking evaluations of student progress [by school type]• Graph (37) : frequency of student evaluations [by school type]• Table (172) : Schools’ frequency of undertaking evaluations of student progress [by school stage]• Graph (38) : frequency of student evaluations [by school stage]
Homework 81
• Table (173) : Teachers’ reporting assignment of homework to students• Table (174) : Parents’ reporting of amount of homework done by child• Table (175) : Students’ reporting of amount of homework done• Graph (39) : student and parent reports of amount of homework done [by school type]• Graph (40) : student and parent reports of amount of homework done [by school stage]• Table (176) : Students’ reporting of proportion of set homework completed• Graph (41) : student report on proportion of homework completed• Table (177) : Students’ reporting of parental checking of homework• Table (178) : Assignment of homework as reported by teachers, students and parents• Table (179) : Parents reporting family involvement with their children’s homework• Table (180) : Parents’ views on the value of the homework
Student attitudes 85
• Table (181) : Students’ enjoyment of Arabic studies• Table (182) : Students’ enjoyment of English studies• Table (183) : Students’ enjoyment of Mathematics studies• Table (184) : Students’ enjoyment of Science studies• Table (185) : Parents’ view on how much effort their child puts into school
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• Table (186) : Principals’ satisfaction with the students’ motivation to learn • Table (187) : Teachers’ satisfaction with the students’ motivation to learn • Table (188) : Students’ reporting of further educational aspirations • Graph (42) : students’ further educational aspirations • Table (189) : Parents’ reporting on the further education aspirations they have for their child • Graph (43) : parents’ further educational aspirations for their children • Table (190) : Students’ satisfaction that school prepares them for the future
Student attendance and punctuality 89
• Table (191) : Parents’ reporting on student absenteeism • Table (192) : Students’ reporting of absenteeism and tardiness • Graph (44) : students’ absenteeism • Graph (45) : students’ tardiness • Table (193) : Principals’ views on students’ attendance and punctuality
Student behaviour and discipline 91
• Table (194) : Students’ views on fairness of school discipline • Table (195) : Parents’ views on school discipline • Table (196) : Teachers’ views on principal’s enforcement of behaviour policy • Table (197) : Parents’ satisfaction with how the school treats their child • Table (198) : Principals’ satisfaction with student behaviour and discipline • Table (199) : Teachers’ satisfaction with student behaviour and discipline • Table (200) : Students’ views on safety at school • Table (201) : Students’ reporting of being subject to theft or bullying • Table (202) : Students’ views on degree of students’ attention to schoolwork • Table (203) : Students’ reporting disobeying school rules • Table (204) : Students reporting school contacts parents about behaviour
Parent-School communications 95
• Table (205) : Schools’ parent reporting practices • Graph (46) : schools’ parent reporting practices [by school type] • Graph (47) : schools’ parent reporting practices [by school stage] • Table (206) : Parents’ reporting frequency of parental-school contacts • Graph (48) : frequency of parental-school contacts
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• Table (207) : Parents’ reporting frequency of receiving student report cards from the school • Graph (49) : parents’ frequency of receiving student reports from the school • Table (208) : Parents’ report on frequency of receipt of information from the school • Graph (50) : parents’ frequency of receiving information from the school • Table (209) : Teachers’ reporting of frequency of communicating with parents • Table (210) : Parents’ reporting on frequency of involvement in educational activities • Table (211) : Parents’ satisfaction with school’s communications
Parents’ involvement in, and interactions with, school 99
• Table (212) : Schools’ expectations of its students’ parents [by school type] • Table (213) : Schools’ expectations of its students’ parents [by school stage] • Table (214) : Principals’ views on parental involvement in their child’s education • Table (215) : Principals’ satisfaction with parental support for learning • Table (216) : Teachers’ satisfaction with parental support for learning • Table (217) : Parents’ description of frequency of involvement in aspects of school [by school type] • Graph (51) : parents’ involvement in aspects of school [by school type]
• Table (218) : Parents’ description of frequency of involvement in aspects of school [by school stage]
• Graph (52) : parents’ involvement in aspects of school [by school stage] • Table (219) : Parents’ views on their involvement in school decisions • Table (220) : Schools’ reporting of parent participation in its activities [by school type] • Table (221) : Schools’ reporting of parent participation in its activities [by school stage] • Table (222) : Principals’ view on students’ parents involvement in the school • Table (223) : Principals’ views on school’s welcoming of parents • Table (224) : Teachers’ views on school’s welcoming of parents • Table (225) : Principals’ views on teachers’ relationship with students’ parents • Table (226) : Teachers’ views on teachers’ relationship with students’ parent
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Aspects of client satisfaction 105
• Table (227) : Students’ satisfaction with school • Table (228) : Parents’ satisfaction with education provided by the school • Table (229) : Parents’ satisfaction with the quality of the curriculum provided by the school • Table (230) : Students’ satisfaction about their school providing a good education • Table (231) : Students’ views on how well school prepares them for work • Table (232) : Students’ views on how well school prepares them for parenthood • Table (233) : Students’ views on how well school prepares them for citizenship • Table (234) : Parents’ satisfaction with school as preparation for the future • Table (235) : Students’ pride in their school • Table (236) : Students’ views on how well they enjoy school • Table (237) : Parents’ views on how well their child enjoys school
Comparative information 2009-10 to 2011-12: selected indicators 109
• Table (238) : Teachers’ formal teaching qualifications 2009 to 2012 • Graph (53) : Teachers’ teaching qualifications [by school type] • Graph (54) : Teachers’ teaching qualifications [by school stage] • Table (239) : Principal satisfaction with the instructional quality of school’s teachers 2009 to 2012 • Graph (55) : Satisfaction with teacher quality [by school type] • Graph (56) : Satisfaction with teacher quality [by school stage] • Table (240) : Principals’ views on their autonomy 2009 to 2012 • Graph (57) : Principals’ autonomy [by school type] • Graph (58) : Principals’ autonomy [by school stage] • Table (241) : Teachers’ satisfaction with school leadership 2009 to 2012 • Graph (59) : Satisfaction with school leadership [by school type] • Graph (60) : Satisfaction with school leadership [by school stage] • Table (242) : Teachers’ views on the valuing of their opinion in school decision-making 2009 to 2012 • Graph (61) : Teachers’ decision-making involvement satisfaction [by school type] • Graph (62) : Teachers’ decision-making involvement satisfaction [by school stage] • Table (243) : Teachers’ views about the school being a well-organised place to work 2009 to 2012
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• Graph (63) : Satisfaction with school workplace organisation [by school type] • Graph (64) : Satisfaction with school workplace organisation [by school stage]
• Table (244) : Teacher reporting of professional development time 2009 to 2012 • Graph (65) : Teacher professional development time [by school type] • Graph (66) : Teacher professional development time [by school stage]
• Table (245) : Teachers’ views on the quality of professional development available 2009 to 2012
• Graph (67) : Satisfaction with professional development [by school type] • Graph (68) : Satisfaction with professional development [by school stage] • Table (246) : Students’ views on teachers’ encouragement 2009 to 2012 • Graph (69) : Teachers’ encouragement of students [by school type] • Graph (70) : Teachers’ encouragement of students [by school stage] • Table (247) : Students’ views on activity range 2009 to 2012 • Graph (71) : Satisfaction with schools’ activity range [by school type] • Graph (72) : Satisfaction with schools’ activity range [by school stage] • Table (248) : School computers 2009 to 2012 • Graph (73) : School computers [by school type] • Graph (74) : School computers [by school stage] • Table (249) : Students’ satisfaction with computer access 2009 to 2012 • Graph (75) : satisfaction with computer access [by school type] • Graph (76) : satisfaction with computer access [by school stage] • Table (250) : Average QCEA Arabic (Overall) scale scores 2009 to 2012 • Graph (77) : QCEA Arabic (Overall) scale scores • Table (251) : Average QCEA English (Overall) scale scores 2009 to 2012 • Graph (78) : QCEA English (Overall) scale scores • Table (252) : Average QCEA Mathematics (Overall) scale scores 2009 to 2012 • Graph (79) : QCEA Mathematics (Overall) scale scores • Table (253) : Average QCEA Science (Overall) scale scores 2009 to 2012 • Graph (80) : QCEA Science (Overall) scale scores • Table (254) : Average QCEA Islamic Studies (Overall) scale scores 2010 to 2012 • Graph (81) : QCEA Islamic Studies (Overall) scale scores • Table (255) : Student reporting of absenteeism 2009 to 2012 • Graph (82) : Student absenteeism [by school type] • Graph (83) : Student absenteeism [by school stage] • Table (256) : Parents’ satisfaction with school’s communications 2009 to 2012 • Graph (84) : Satisfaction with school communication [by school type] • Graph (85) : Satisfaction with school communication [by school stage] • Table (257) : Parents’ views on their involvement in school decisions 2009 to 2012 • Graph (86) : Satisfaction with involvement in school decisions [by school type] • Graph (87) : Satisfaction with involvement in school decisions [by school stage] • Table (258) : Parents’ views on how well the school treats their child 2009 to 2012 • Graph (88) : Parents’ views on treatment of their children [by school type] • Graph (89) : Parents’ views on treatment of their children [by school stage]
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• Table (259) : Students’ satisfaction with school 2009 to 2012 • Graph (90) : Students’ satisfaction with school [by school type] • Graph (91) : Students’ satisfaction with school [by school stage]
• Table (260) : Students’ satisfaction about their school providing a good education 2009 to 2012
• Graph (92) : Students’ satisfaction school provides good education [by school type] • Graph (93) : Students’ satisfaction school provides good education [by school stage] • Table (261) : Students’ views on how well they enjoy school 2009 to 2012 • Graph (94) : Students’ enjoyment of school [by school type] • Graph (95) : Students’ enjoyment of school [by school stage] • Table (262) : Parents’ views on how well their child enjoys school 2009 to 2012 • Graph (96) : Parents’ views on students’ enjoyment of school [by school type] • Graph (97) : Parents’ views on students’ enjoyment of school [by school stage] • Table (263) : Parents’ satisfaction about the school providing a good education 2009 to 2012 • Graph (98) : parents’ satisfaction school provides good education [by school type] • Graph (99) : parents’ satisfaction school provides good education [by school stage]
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Introductory and explanatory notes
The information is presented in a series of tables and displays that are intended to be essentially self-explanatory and self-contained. Some shaping of the data has been undertaken in order to simplify and standardise the presentation and facilitate understanding. As such, readers are urged to be careful in drawing any conclusions and also to refer the notes accompanying the tables to better understand the table entries.
Apart from the first table, the tabulations and the selected pictorial presentations typically provide separate information based on the three stages of schooling (primary, preparatory and secondary) and on four school types (referred to as Independent, Private Arabic, and International) as well as for schools of these types overall. For ease of presentation the abbreviations Ind, PA, and Int have been used for the four types respectively within the graphical displays.
The first table provides data on the numbers and percentages of schools, teachers, and students in Qatar as a in terms of five school types (viz the three types indicated above plus the Community and the Other categories. The rest of the tables do not include information from the Community schools and no detailed data surveys were carried out in these schools. However, data from the Other schools (ie Qatar Leadership Academy and Aspire Academy for Sports Excellence) were collected and has been incorporated for presentation purposes within the Independent schools’ data.
Care should be taken particularly when examining the data presented by school stage as there are many situations where respondents, and their information, relate to more than one stage. In such instances the respondents’ data contributes to all of the stages to which they pertain. Thus, for example, teachers who work in both primary and preparatory schooling stages will be reported separately in each of the primary and the preparatory categories. For this reason, the information presented by school stage may not always seem to be consistent with the totals or overall figures as it may well be based on multiply-allocated cases and/or responses
The main sources for information selected for presentation in this report are listed and briefly outlined in the following table.
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Main data sources: 2011-12 Schools Annual ReportData Source Date Collected Collection Method
DCM School Enumeration October to December 2011 School records
DCM School Profile October to December 2011 School visit
QCSS School Questionnaire December 2011 Completed electronically through the web
QCSS Principal Questionnaire December 2011 Completed electronically through the web
QCSS Parent Questionnaire March to April 2012 Paper surveys completed at home
QCSS Student Questionnaire March to April 2012 Paper surveys completed in classroom
QCSS Teacher Questionnaire March to April 2012 Completed electronically through the web
QCEA Student Assessment May to June 2012 Standardized tests administered in classroom
DCM Data Collection and Management; QCSS Qatar Comprehensive School Surveys; QCEA Qatar Comprehensive Educational Assessment.
The bulk of these data covers the 2011-12 school-year and has been independently compiled by the Evaluation Institute based on a variety of data sources. The data are presented essentially as provided by the various respondents; they represent what the respondents think, feel and report and have not been filtered and/or verified. In one sense verification occurs through triangulation: by juxtaposing the various perspectives on the same concept from different groups (eg parents, principals and teachers have each independently provided their views about what was transpiring with respect to parent-school involvement). Similarly, it should also be noted that some of the descriptive information presented are simply signifying the feature’s purported existence (as reported by the school itself) and no judgement has been made about the veracity or indeed the actual quality or fitness-for-purpose of the feature.
Examining the data sources table above, it can be seen that the information comes from a range of approaches and data sources ensuring that the description of the schools involved are not dependent upon a single viewpoint, and that the information is broad and robust. The student questionnaires were only administered to students in Grades 4 to 12 inclusive so any data which are reported as being sourced from ‘primary stage students’ is, in fact, only from those students in Grades 4 to 6 inclusive.
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It is also important to note, as indicated, that the data are sourced from various times in the 2011-12 school-year and thus are a little dated and do not depict a single fixed situation nor necessarily the present situation with respect to schools. Schools are dynamic entities with their resources, students, staff and operations undergoing change. However, whilst not necessarily currently accurate, these data are usefully indicative and over time, together with up-to-date schools information serves to inform conversations and considerations about schooling in Qatar. Whilst not definitive, collectively they provide a rich depiction of Qatar’s school education contexts.
It should be noted that, as most data have been presented in rounded form, the individual component percentages will not always sum to 100%. In addition, there will be occasions where the individual components sum to less than 100% with this occurring where not all response categories for a particular area were chosen for reporting within the tables. In addition, there will be instances where the data genuinely exist, but they are shown as 0% or 0 in the table because the actual values are so small that rounding has reduced the presentation figure to zero.
This is the eighth report of this nature; the inaugural report presented data from the 2009-12 school-year. This current report contains the same tables and displays as those in last year’s edition. However, prior to that, whereas the information presented is similar to that previously presented, some minor changes in content or presentation have occurred (particularly when compared to the inaugural 2004-05 report). These differences have arisen as a consequence of refinements to data collection instruments and/or variations in data availability. The overall pervading similarity of presentation allows interested readers to compare the contents across the five reports to gain an understanding of the broad changes that may have occurred over time.
The report also contains a number of tables, which have been compiled and displays which have been created on selected aspects, which present the information over the seven (or occasionally less) years in which the data were available. These selected aspects have been chosen for their interest and relevance as useful indicators of effective schools and schooling They have been presented in order to facilitate comparison of these specific key aspects and to help identify potential trends.
Schools and Schooling in the State of Qatar 2011-12 Report
1
Schools
Table (1): Overall numbers of all schools, teachers and students in Qatar [by school type]
Average number students
per school
Average number of teachers
per school
Students Teachers Schools
Percentage Number Percentage Number Percentage Number
501 71 45% 89200 62% 12358 60% 178 Independent
Typ
e
347 26 3% 6597 2% 492 6% 19 Private Arabic998 71 39% 76826 27% 5433 26% 77 International 983 67 12% 23584 8% 1613 8% 24 Communities
658 68 100% 196207 100% 19896 100% 298 All Schools
Table (2): School enrolment practices [by school type]
Frequency of use of selected criteria in determining students’ enrolment at the school
Independent Private Arabic
International All
Schools
Residence in a particular area 2.8 2.0 1.5 2.3 Student’s gender 2.9 1.9 1.3 2.3 Student’s academic performance record 1.7 2.0 2.3 1.9 Passing an entrance test 1.3 1.8 2.4 1.7 Student requires a special program 2.4 1.9 2.2 2.3 Student has siblings enrolled at the school 2.1 2.1 2.3 2.2 Student’s nationality 1.8 1.2 1.2 1.6 Student’s religion 1.5 1.6 1.1 1.4 Student’s behavioural record 1.7 2.0 2.4 1.9 Parent’s ability to pay 1.5 2.0 1.8 1.7 Availability of space at the school 2.9 2.7 2.8 2.8 The averages may be broadly interpreted as follows: 1.0 to 1.6 indicating ‘never’; 1.7 to 2.3 indicating ‘sometimes’; and, 2.4 to 3.0 indicating ‘always’.
Sch
oo
ls
Schools and Schooling in the State of Qatar 2011-12 Report
2
Table (3):School enrolment practices [by school stage] Frequency of use of selected criteria in
determining students’ enrolment at the school Primary Preparatory Secondary
All Schools
Residence in a particular area 2.2 1.9 1.9 2.3 Student’s gender 2.1 1.8 1.8 2.3 Student’s academic performance record 1.9 2.1 2.1 1.9 Passing an entrance test 1.8 2.0 2.0 1.7 Student requires a special program 2.2 2.2 2.2 2.3 Student has siblings enrolled at the school 2.2 2.2 2.2 2.2 Student’s nationality 1.5 1.3 1.3 1.6 Student’s religion 1.4 1.3 1.3 1.4 Student’s behavioural record 2.0 2.2 2.2 1.9 Parent’s ability to pay 1.7 1.8 1.8 1.7 Availability of space at the school 2.8 2.7 2.7 2.8
The averages may be broadly interpreted as follows: 1.0 to 1.6 indicating ‘never’; 1.7 to 2.3 indicating ‘sometimes’; and, 2.4 to 3.0 indicating ‘always’.
Schools and Schooling in the State of Qatar 2011-12 Report
3
Principals
Table (4): Principals’ gender [by school type and school stage] Percentage
Male Percentage
Female T
ype
Independent 32% 68% Private Arabic 16% 84% International 36% 64%
Sta
ge Primary 25% 75%
Preparatory 37% 63% Secondary 37% 63%
All Schools 31% 69%
Graph (1): Principal’s gender [by school type and school stage]
Table (5): Principals’ age [by school type and school stage]
Age in years Average
Age
Typ
e
Independent 43.7 Private Arabic 50.9 International 48.6
Sta
ge Primary 46.4
Preparatory 47.9 Secondary 47.7
All Schools 46.1
Male Female
Ind PA Int
100%
80%
60%
40%
20%
0%
Male Female
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Pri
nci
pa
ls
Schools and Schooling in the State of Qatar 2011-12 Report
4
Table (6): Principals’ nationality [by school type and school stage]
Percentage Qatari
Percentage Other Arab
Percentage Non-Arab
Typ
e Independent 99% 1% 0% Private Arabic 14% 84% 2% International 8% 29% 64%
Sta
ge Primary 50% 25% 25%
Preparatory 34% 33% 33% Secondary 33% 33% 34%
All Schools 61% 20% 20%
Graph (2): Principals' nationality [by school type and school stage]
Table (7): Principals’ qualification levels [by school type and school stage]
Highest level of education completed
Percentage Below aBachelor’s Degree
Percentage Bachelor’s
Degree
Percentage Above aBachelor’s Degree
Typ
e
Independent 3% 75% 23% Private Arabic 42% 40% 19% International 13% 27% 60%
Sta
ge Primary 13% 50% 38%
Preparatory 17% 44% 39% Secondary 16% 43% 41%
All Schools 11% 56% 33%
Qatari Other Arabic Non-Arabic
Ind PA Int
100%
80%
60%
40%
20%
0%
Qatari Other Arabic Non-Arabic
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
5
Graph (3): Principals' qualification levels [by school type and school stage]
Table (8): Principals' qualification levels [by school type and school stage] Proportions of principals with
education-related qualifications Percentage With Formal Teaching Qualifications
Percentage With Formal SchoolLeadership Qualifications
Typ
e
Independent 72% 54% Private Arabic 60% 40% International 79% 59%
Sta
ge Primary 78% 53%
Preparatory 73% 53% Secondary 68% 52%
All Schools 73% 54%
Table (9): Principals’ experience in school positions [by school type and school stage]
Average years in school positions
As a Principal/Deputyin Present School
As Principal/Deputyin Any School
As a Teacher in Any School
Typ
e
Independent 4.2 6.8 10.2 Private Arabic 12.0 12.9 9.3 International 4.8 11.7 13.6
Sta
ge Primary 5.4 9.1 11.5
Preparatory 6.3 7.6 9.5 Secondary 6.4 11.0 11.4
All Schools 5.3 9.1 11.2
Below Bachelordegree
Bachelor degree Above Bachelordegree
Ind PA Int
100%
80%
60%
40%
20%
0%
Below Bachelordegree
Bachelor degree Above Bachelordegree
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
6
Table (10): Principal self-rating: English language skills [by school type and school stage]
“Level of language skills” Listening Speaking Reading Writing
Typ
e
Independent 3.8 3.5 3.6 3.4 Private Arabic 3.3 3.2 3.4 3.3 International 4.7 4.7 4.7 4.6
Sta
ge Primary 4.1 3.9 4.0 3.9
Preparatory 4.1 4.0 4.1 4.0 Secondary 4.2 4.0 4.1 4.0
All Schools 4.0 3.8 3.9 3.7 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘very low’; 1.8 to 2.5 indicating ‘low’; 2.6 to 3.3 indicating ‘moderate’; 3.4 to 4.1 indicating ‘good’; and, 4.2 to 5.0 indicating ‘excellent’.
Table (11): Principals’ current professional development [by school type and school stage]
Principals who undertook professional development in the previous year
Percentage of Principals
Typ
e
Independent 93% Private Arabic 40% International 68%
Sta
ge Primary 75%
Preparatory 67% Secondary 69%
All Schools 79%
Schools and Schooling in the State of Qatar 2011-12 Report
7
Teachers Table (12): Teachers’ gender [by school type and school stage]
Percentage Male
Percentage Female
Typ
e Independent 28% 72% Private Arabic 47% 53% International 31% 69%
Sta
ge Primary 18% 82%
Preparatory 42% 58% Secondary 43% 57%
All Schools 30% 70% Graph (4): Teachers' gender [by school type and school stage] Table (13): Teachers’ age [by school type and school stage]
Age in years Average
Age
Typ
e
Independent 34.5 Private Arabic 37.8 International 36.9
Sta
ge Primary 34.7
Preparatory 36.1 Secondary 37.1
All Schools 35.1
Male Female
Ind PA Int
100%
80%
60%
40%
20%
0%
Male Female
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Te
ach
ers
Schools and Schooling in the State of Qatar 2011-12 Report
8
Table (14): Teachers’ nationality [by school type and school stage]
Percentage Qatari
Percentage Other Arab
Percentage Non-Arab
Typ
e
Independent 27% 66% 6% Private Arabic 0% 93% 7% International 0% 28% 71%
Sta
ge Primary 21% 51% 27%
Preparatory 10% 56% 34% Secondary 8% 58% 34%
All Schools 21% 60% 20% Graph (5): Teachers' nationality Table (15): Teachers’ educational qualifications [by school type and school stage]
Highest level of education completed
Percentage Below aBachelor’s Degree
Percentage Bachelor’s Degree
Percentage Above a Bachelor’s Degree
Typ
e
Independent 2% 78% 20% Private Arabic 15% 65% 20% International 7% 47% 45%
Sta
ge Primary 5% 70% 24%
Preparatory 5% 62% 33% Secondary 5% 59% 36%
All Schools 4% 71% 25%
Qatari Other Arabic Non-Arabic
Ind PA Int
100%
80%
60%
40%
20%
0%
Qatari Other Arabic Non-Arabic
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
9
Graph (6): Teachers' qualification levels [by school type and school stage] Table (16): Teachers’ formal teaching qualifications [by school type and school stage]
Percentage of teachers with formal teaching qualifications
Percentage of Teachers
Typ
e
Independent 67% Private Arabic 66% International 82%
Sta
ge Primary 71%
Preparatory 74% Secondary 75%
All Schools 70%
Table (17): Principal opinion: satisfaction with teachers subject preparation [by school type
and school stage]
“The subject preparation of the school’s teachers”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of
Satisfaction
Typ
e
Independent 94% 2% 4.4 Private Arabic 95% 2% 4.4 International 97% 0% 4.6
Sta
ge Primary 96% 1% 4.5
Preparatory 96% 0% 4.5 Secondary 97% 1% 4.5
All Schools 95% 1% 4.4 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Below Bachelordegree
Bachelor degree Above Bachelordegree
Ind PA Int
100%
80%
60%
40%
20%
0%Below Bachelor
degreeBachelor degree Above Bachelor
degree
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
10
Table (18): Principal opinion: satisfaction with instructional quality of school’s teachers [by
school type and school stage]
“The instructional skills and abilities of the school’s teachers”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of
Satisfaction
Typ
e
Independent 92% 3% 4.3 Private Arabic 100% 0% 4.5 International 94% 0% 4.5
Sta
ge Primary 94% 2% 4.4
Preparatory 96% 0% 4.5 Secondary 96% 0% 4.5
All Schools 94% 2% 4.4 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (19): Teacher opinion: satisfaction with prior subject preparation of students [by school
type and school stage]
“The prior subject preparation of the students you have”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of
Satisfaction
Typ
e
Independent 61% 21% 3.5 Private Arabic 62% 20% 3.5 International 61% 15% 3.5
Sta
ge Primary 65% 16% 3.6
Preparatory 59% 20% 3.5 Secondary 57% 21% 3.4
All Schools 61% 20% 3.5 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (20): Teachers’ teaching experience [by school type and school stage]
Teachers who are teaching a course or subject for the first time
Percentage of Teachers
Typ
e
Independent 10% Private Arabic 10% International 16%
Sta
ge Primary 14%
Preparatory 11% Secondary 11%
All Schools 11%
Schools and Schooling in the State of Qatar 2011-12 Report
11
Table (21): Teachers’ years of teaching experience [by school type and school stage]
Average Years of Teaching
Experience
Typ
e
Independent 11.4 Private Arabic 13.7 International 12.2
Sta
ge Primary 10.7
Preparatory 12.4 Secondary 13.5
All Schools 11.7 Table (22): Teachers’ native language [by school type and school stage]
Native language of teachers Percentage ArabicLanguage
Percentage EnglishLanguage
Percentage Other Language
Typ
e
Independent 97% 1% 2% Private Arabic 96% 1% 3% International 31% 48% 21%
Sta
ge Primary 76% 16% 8%
Preparatory 69% 21% 10% Secondary 68% 21% 10%
All Schools 83% 11% 6% Table (23): Teacher self-rating: Arabic language skills [by school type and school stage]
“Level of language skills” Listening Speaking Reading Writing
Typ
e
Independent 4.8 4.8 4.9 4.8 Private Arabic 4.8 4.7 4.8 4.8 International 2.7 2.6 2.5 2.4
Sta
ge Primary 4.1 4.1 4.1 4.0
Preparatory 3.9 3.8 3.9 3.8 Secondary 3.9 3.8 3.8 3.8
All Schools 4.4 4.3 4.4 4.3 The 4.8averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘very low’; 1.8 to 2.5 indicating ‘low’; 2.6 to 3.3 indicating ‘moderate’; 3.4 to 4.1 indicating ‘good’; and, 4.2 to 5.0 indicating ‘excellent’.
Schools and Schooling in the State of Qatar 2011-12 Report
12
Table (24): Teacher self-rating: English language skills [by school type and school stage]
“Level of language skills” Listening Speaking Reading Writing
Typ
e
Independent 3.7 3.6 3.8 3.7 Private Arabic 3.6 3.4 3.6 3.6 International 4.6 4.6 4.6 4.6
Sta
ge Primary 4.0 3.9 4.0 3.9
Preparatory 4.1 4.0 4.1 4.1 Secondary 4.1 4.1 4.2 4.1
All Schools 3.9 3.8 3.9 3.9 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘very low’; 1.8 to 2.5 indicating ‘low’; 2.6 to 3.3indicating ‘moderate’; 3.4 to 4.1 indicating ‘good’; and, 4.2 to 5.0 indicating ‘excellent’.
Schools and Schooling in the State of Qatar 2011-12 Report
13
Students Table (25): Students’ gender [by school type and school stage]
Percentage Male
Percentage Female
Typ
e Independent %44 %56 Private Arabic %58 %42 International %52 %47
Sta
ge Primary %49 %51
Preparatory %49 %51 Secondary %45 %55
All Schools %47 %53 Graph (7): Students' gender [by school type and school stage] Table (26):Students’ nationality [by school type and school stage]
Percentage Qatari
Percentage Other Arab
Percentage Non-Arab
Typ
e
Independent 59% 34% 7% Private Arabic 31% 63% 6% International 30% 33% 37%
Sta
ge Primary 46% 36% 18%
Preparatory 40% 37% 23% Secondary 40% 36% 24%
All Schools 50% 35% 15%
Male Female
Ind PA Int
100%
80%
60%
40%
20%
0%
Male Female
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Stu
de
nts
Schools and Schooling in the State of Qatar 2011-12 Report
14
Graph (8): Students' nationality [by school type and school stage] Table (27): Student report: Languages spoken by students [by school type and school stage]
Main languages which students report they can speak
PercentageArabic
Percentage English
Percentage Other
Typ
e
Independent 95% 2% 2% Private Arabic 96% 3% 1% International 68% 30% 2%
Sta
ge Primary 83% 14% 3%
Preparatory 84% 15% 2% Secondary 84% 14% 2%
All Schools 89% 9% 2% Table (28): Student report: Languages spoken in students’ homes [by school type and school
stage] Main languages reported by students as
being spoken at their homePercentage
Arabic Percentage
English Percentage
Other
Typ
e
Independent 95% 1% 4% Private Arabic 96% 1% 3% International 67% 22% 10%
Sta
ge Primary 82% 10% 7%
Preparatory 83% 11% 6% Secondary 83% 10% 6%
All Schools 89% 6% 5%
Qatari Other Arabic Non-Arabic
Ind PA Int
100%
80%
60%
40%
20%
0%
Qatari Other Arabic Non-Arabic
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
15
Table (29): Parent report: children with learning disabilities at school [by school type and
school stage] Students with learning disabilities or
handicapping conditions Percentage of Students
Typ
e
Independent 2% Private Arabic 0% International 0%
Sta
ge Primary 1%
Preparatory 1% Secondary 1%
All Schools 1%
Graph (9): Students' with learning disabilities [by school type and school stage] Table (30): Students receiving school financial and/or resource assistance [by school type and
school stage] Students provided financial and/or resource
assistance by their school Percentage of Students
Typ
e
Independent 3% Private Arabic 4% International 5%
Sta
ge Primary 4%
Preparatory 5% Secondary 5%
All Schools 4%
Students with disabilities
Ind PA Int
5%
4%
3%
2%
1%
0%
Students with disabilities
Primary Preparatory Secondary
5%
4%
3%
2%
1%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
16
Graph (10): Students' receiving school financial assistance [by school type and school stage]
Students receiving assistance
Ind PA Int
20%
16%
12%
8%
4%
0%
Students receiving assistance
Primary Preparatory Secondary
20%
16%
12%
8%
4%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
17
Parents and the households Table (31): Students’ household size [by school type and school stage]
Average number of family members
in students’ households T
ype
Independent 8.5 Private Arabic 7.0 International 6.2
Sta
ge Primary 7.7
Preparatory 7.3 Secondary 7.5
All Schools 8.0 Table (32): Mothers’ educational qualifications
Highest level of education completed
Percentage Below aBachelor’s Degree
Percentage Bachelor’s Degree
Percentage Above a Bachelor’s Degree
Typ
e
Independent 70% 27% 3% Private Arabic 59% 37% 4% International 30% 64% 6%
Sta
ge Primary 58% 39% 3%
Preparatory 53% 42% 5% Secondary 54% 41% 6%
All Schools 62% 34% 4% Table (33): Fathers’ educational qualifications
Highest level of education completed
Percentage Below aBachelor’s Degree
Percentage Bachelor’s Degree
Percentage Above a Bachelor’s Degree
Typ
e
Independent 66% 25% 9% Private Arabic 46% 39% 15% International 25% 56% 19%
Sta
ge Primary 55% 35% 11%
Preparatory 47% 39% 14% Secondary 47% 38% 15%
All Schools 58% 31% 11%
Pa
ren
ts a
nd
th
e h
ou
seh
old
s
Schools and Schooling in the State of Qatar 2011-12 Report
18
Table (34): Educational expenditure in students’ households [by school type and school stage]
Average monthly household expenditure on
educational related matters (in Qatari Riyals)
Typ
e
Independent 6743.6 Private Arabic 15161.2 International 24312.3
Sta
ge Primary 11594.6
Preparatory 13948.8 Secondary 14977.1
All Schools 10207.8 These averages have been computed using weighted appropriately interpolated values for the responsecategories in order to obtain indicative estimates of the actual figures.
Graph (11): Monthly household educational expenditure [by school type and school stage] Table (35): Education-related resources in students’ households [by school type and school
stage] Percentage of students’ households with education-related resources
Dedicated Student Study Area(s)
Computer(s) Internet Access Study Tutor(s)
Typ
e
Independent 83% 89% 87% 27% Private Arabic 86% 94% 91% 27% International 91% 97% 97% 31%
Sta
ge Primary 84% 90% 89% 25%
Preparatory 87% 95% 93% 28% Secondary 89% 95% 94% 34%
All Schools 85% 91% 89% 27%
Average monthly expenditure
Ind PA Int
25000QR
20000 QR
15000 QR
1000QR
5000 QR
0QR
Average monthly expenditure
Primary Preparatory Secondary
25000QR
20000QR
15000QR
10000QR
5000QR
0QR
Schools and Schooling in the State of Qatar 2011-12 Report
19
School governance structures Table (36): Principal report: student involvement in official school committees, groups or
councils [by school type and school stage] Percentage of schools in which students are
involved in official committees, groups or councilsPercentage in which students
give advice
Percentage in which students participate in decision-
making
Typ
e
Independent 88% 73% Private Arabic 40% 33% International 51% 28%
Sta
ge Primary 63% 46%
Preparatory 62% 44% Secondary 61% 44%
All Schools 71% 54% Table (37): Student report: participation in school elections [by school type and school stage]
“Percentage of students reporting having voted or run for office in elections at school”
Percentage of Students
Typ
e
Independent 28% Private Arabic 36% International 46%
Sta
ge Primary 42%
Preparatory 34% Secondary 31%
All Schools 32%
Table (38): Principal report: policy matters on which students participate [by school type]
Percentage of schools in which students have the right to participate in decisions about the
following school policy matters Independent
Private Arabic
International All
Schools
School planning policy 45% 21% 43% 43% School financial policy 10% 7% 7% 9% School curriculum policy 36% 21% 41% 36% School activities policy 94% 100% 79% 92% Teacher hiring and/or deployment policy 8% 21% 11% 10% Teacher professional development policy 15% 36% 14% 17% Policy on student enrolment at the school 14% 29% 11% 14% Student discipline policy 88% 79% 69% 84% Student evaluation policy 38% 64% 36% 40% Parent’s communications policy 80% 79% 39% 74% Community relations policy 80% 64% 45% 73%
Sch
oo
l g
ove
rna
nce
str
uct
ure
s
Schools and Schooling in the State of Qatar 2011-12 Report
20
Table (39): Principal report: policy matters on which students participate [by school stage]
Percentage of schools in which students have the right to participate in decisions about the
following school policy matters Primary Preparatory Secondary
All Schools
School planning policy 41% 45% 37% 43% School financial policy 11% 11% 9% 9% School curriculum policy 37% 39% 34% 36% School activities policy 90% 92% 90% 92% Teacher hiring and/or deployment policy 11% 14% 13% 10% Teacher professional development policy 18% 20% 21% 17% Policy on student enrolment at the school 12% 22% 18% 14% Student discipline policy 81% 85% 80% 84% Student evaluation policy 41% 52% 38% 40% Parent’s communications policy 70% 71% 68% 74% Community relations policy 69% 70% 67% 73%
Table (40): Principal report: parental involvement in official school committees, groups or councils [by school type and school stage]
Percentage of schools in which parents are involved in official committees, groups or councils
Percentage in which parents give advice
Percentage in which parents participate in decision-
making
Typ
e
Independent 90% 82% Private Arabic 51% 30% International 57% 34%
Sta
ge Primary 70% 55%
Preparatory 65% 48% Secondary 66% 47%
All Schools 75% 61%
Table (41): Principal report: policy matters on which parents participate [by school type]
Percentage of schools in which parents have the right to participate in decisions about the
following school policy matters Independent
Private Arabic
International All
Schools
School planning policy 69% 77% 72% 70% School financial policy 48% 15% 23% 42% School curriculum policy 49% 46% 58% 50% School activities policy 94% 92% 83% 92% Teacher hiring and/or deployment policy 30% 31% 28% 30% Teacher professional development policy 49% 69% 36% 48% Policy on student enrolment at the school 32% 46% 50% 36% Student discipline policy 92% 85% 69% 88% Student evaluation policy 53% 54% 42% 51% Parent’s communications policy 96% 92% 83% 93% Community relations policy 96% 85% 89% 94%
Schools and Schooling in the State of Qatar 2011-12 Report
21
Table (42): Principal report: policy matters on which parents participate [by school stage]
Percentage of schools in which parents have the right to participate in decisions about the
following school policy matters Primary Preparatory Secondary
All Schools
School planning policy 65% 72% 73% 70% School financial policy 36% 34% 40% 42% School curriculum policy 50% 52% 53% 50% School activities policy 91% 90% 90% 92% Teacher hiring and/or deployment policy 29% 31% 32% 30% Teacher professional development policy 49% 45% 50% 48% Policy on student enrolment at the school 36% 43% 41% 36% Student discipline policy 86% 84% 82% 88% Student evaluation policy 48% 54% 52% 51% Parent’s communications policy 93% 91% 90% 93% Community relations policy 93% 92% 93% 94%
Table (43): Principal report: community involvement in official school committees, groups or
councils [by school type and school stage]
Percentage of schools in which community representatives are involved in official committees,
groups or councils
Percentage in which community representatives
give advice
Percentage in which community representatives
participate in decision-making
Typ
e
Independent 83% 83% Private Arabic 33% 16% International 42% 25%
Sta
ge Primary 57% 49%
Preparatory 52% 39% Secondary 52% 40%
All Schools 64% 57% Table (44): Principal report: policy matters on which the community participate [by school
type]
Percentage of schools in which community members have the right to participate in decisions
about the following school policy matters Independent
Private Arabic
International All
Schools
School planning policy 74% 71% 77% 74% School financial policy 60% 14% 54% 57% School curriculum policy 47% 57% 73% 51% School activities policy 93% 100% 88% 93% Teacher hiring and/or deployment policy 35% 43% 38% 36% Teacher professional development policy 63% 86% 58% 63% Policy on student enrolment at the school 36% 43% 65% 40% Student discipline policy 92% 100% 69% 89% Student evaluation policy 56% 71% 54% 56% Parent’s communications policy 95% 100% 85% 94% Community relations policy 94% 100% 96% 95%
Schools and Schooling in the State of Qatar 2011-12 Report
22
Table (45): Principal report: policy matters on which the community participate [by school stage]
Percentage of schools in which community members have the right to participate in decisions
about the following school policy matters Primary Preparatory Secondary
All Schools
School planning policy 72% 74% 73% 74% School financial policy 56% 50% 53% 57% School curriculum policy 50% 59% 56% 51% School activities policy 92% 91% 91% 93% Teacher hiring and/or deployment policy 37% 40% 35% 36% Teacher professional development policy 66% 60% 60% 63% Policy on student enrolment at the school 42% 51% 49% 40% Student discipline policy 88% 84% 81% 89% Student evaluation policy 53% 60% 58% 56% Parent’s communications policy 93% 88% 90% 94% Community relations policy 95% 93% 93% 95%
Table (46): Principal report: school staff involvement in official school committees, groups or
councils [by school type and school stage]
Percentage of schools in which school staff are involved in official committees, groups or councils
Percentage in which school staff give advice
Percentage in which school staff participate in decision-
making
Typ
e
Independent 90% 86% Private Arabic 79% 74% International 84% 66%
Sta
ge Primary 85% 75%
Preparatory 85% 74% Secondary 85% 75%
All Schools 87% 79%
Graph (12): Proportions of schools in which various groups are involved in school decision-making committees [by school type]
Students Parents School staff Community members
100%
80%
60%
40%
20%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
23
Graph (13): Proportions of schools in which various groups are involved in school decision-
making committees [by school stage] Table (47): Principal report: policy matters on which school staff participate [by school type]
Percentage of schools in which school staff have the right to participate in decisions about
the following school policy matters Independent
Private Arabic
International All
Schools
School planning policy 89% 88% 88% 89% School financial policy 50% 44% 28% 43% School curriculum policy 87% 94% 97% 90% School activities policy 98% 97% 99% 98% Teacher hiring and/or deployment policy 71% 50% 58% 65% Teacher professional development policy 94% 88% 94% 93% Policy on student enrolment at the school 49% 72% 74% 58% Student discipline policy 97% 97% 96% 97% Student evaluation policy 89% 100% 97% 92% Parent’s communications policy 99% 100% 90% 97% Community relations policy 97% 75% 74% 89%
Students Parents School staff Community members
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (48): Principal report: policy matters on which school staff participate [by school stage]
Percentage of schools in which school staff have the right to participate in decisions about the
following school policy matters Primary Preparatory Secondary
All Schools
School planning policy 89% 90% 88% 89% School financial policy 42% 41% 36% 43% School curriculum policy 91% 93% 94% 90% School activities policy 98% 99% 98% 98% Teacher hiring and/or deployment policy 61% 61% 64% 65% Teacher professional development policy 92% 94% 93% 93% Policy on student enrolment at the school 60% 68% 67% 58% Student discipline policy 98% 97% 95% 97% Student evaluation policy 93% 95% 96% 92% Parent’s communications policy 96% 95% 95% 97% Community relations policy 85% 83% 82% 89%
Table (49): Teacher opinion: the valuing of their opinion in school decision-making [by school type and school stage]
“My opinion matters in school decision-making”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of
Agreement
Typ
e
Independent 58% 16% 3.6 Private Arabic 56% 22% 3.4 International 44% 28% 3.2
Sta
ge Primary 52% 21% 3.4
Preparatory 53% 21% 3.4 Secondary 53% 21% 3.4
All Schools 55% 19% 3.5 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (50): Teacher report: frequency of involvement in school committees and meetings [by school type and school stage]
Frequency in a year with which teachers have been involved
Average for School-wide Staff Meetings
Average for Grade or Department Meetings
Average for School Committees
Typ
e
Independent 7.4 8.8 4.3 Private Arabic 5.5 5.9 3.7 International 7.6 8.0 4.1
Sta
ge Primary 7.3 8.2 4.0
Preparatory 7.2 8.3 4.2 Secondary 7.4 8.2 4.4
All Schools 7.4 8.5 4.2 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Schools and Schooling in the State of Qatar 2011-12 Report
25
School leadership
Table (51): Principal opinion: their autonomy [by school type and school stage]
“My being allowed to change the things at the school that need changing”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of
Agreement
Typ
e
Independent 90% 4% 4.5 Private Arabic 91% 2% 4.5 International 91% 1% 4.5
Sta
ge Primary 91% 2% 4.5
Preparatory 91% 2% 4.5
Secondary 91% 1% 4.5
All Schools 90% 3% 4.5 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (52): Teacher opinion: satisfaction with school leadership [by school type and school stage]
“The quality of the school’s leadership”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 85% 6% 4.3 Private Arabic 71% 14% 3.8 International 56% 20% 3.5
Sta
ge Primary 73% 12% 3.9
Preparatory 72% 13% 3.9 Secondary 72% 13% 3.9
All Schools 78% 10% 4.1 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (53): Teacher opinion: whether the school is a well-organised place to work [by school type and school stage]
“The school is a well-organised place to work”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 82% 8% 4.2 Private Arabic 71% 13% 3.8 International 55% 21% 3.5
Sta
ge Primary 72% 13% 3.9
Preparatory 71% 14% 3.9 Secondary 70% 13% 3.8
All Schools 76% 11% 4.0 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Sch
oo
l le
ad
ers
hip
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (54): Schools’ promotion of teacher collaboration opportunities [by school type] Percentages of schools reporting having selected
opportunities for teacher collaboration Independent
Private Arabic
International All
Schools
Regularly scheduled whole staff meetings 99% 88% 99% 98% Regular subject/grade level staff meetings 99% 83% 96% 96% School instructional issue committees 95% 88% 80% 90% School policy-making committees 85% 76% 62% 78%
Table (55): Schools’ promotion of teacher collaboration opportunities [by school stage]
Percentages of schools reporting having selected opportunities for teacher collaboration
Primary Preparatory Secondary All
Schools
Regularly scheduled whole staff meetings 97% 97% 97% 98% Regular subject/grade level staff meetings 95% 94% 94% 96% School instructional issue committees 88% 86% 87% 90% School policy-making committees 72% 73% 75% 78%
Schools and Schooling in the State of Qatar 2011-12 Report
27
Teaching staff
Table (56): Teacher turnover indicators [by school type and school stage] Average proportions of schools’ teaching staff
changes at the beginning of the school year Percentages of Teachers
New to the School
Percentages of Teachers Who Left
the School
Percentages of Total Changes to School’s Teaching Numbers
Typ
e
Independent 25% 20% 45% Private Arabic 30% 34% 64% International 25% 21% 48%
Sta
ge Primary 25% 23% 49%
Preparatory 27% 23% 51% Secondary 26% 22% 49%
All Schools 26% 22% 48%
Table (57): Principal opinion: satisfaction with the staff turnover rates [by school type and
school stage]
“The frequency of staff changes for the school”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 86% 8% 4.2 Private Arabic 84% 9% 4.1 International 85% 9% 4.1
Sta
ge Primary 84% 9% 4.1
Preparatory 85% 9% 4.1 Secondary 85% 9% 4.2
All Schools 85% 8% 4.2 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (58): Principal opinion: satisfaction with teacher absenteeism rates [by school type and
school stage]
“The frequency of teacher absences from the school”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 88% 7% 4.3 Private Arabic 95% 2% 4.5 International 89% 3% 4.3
Sta
ge Primary 87% 6% 4.2
Preparatory 92% 2% 4.4 Secondary 92% 3% 4.4
All Schools 89% 5% 4.3 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Te
ach
ing
sta
ff
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (59): Teacher report: time spent on teaching [by school type and school stage]
Average amount of time (in hours) spent as reported by teachers
Average Number of Hours a Week Classroom Teaching
Average Number of Hours a Week - All Teaching Activities
Typ
e
Independent 13.2 36.8 Private Arabic 17.5 32.0 International 21.2 42.1
Sta
ge Primary 15.9 36.9
Preparatory 16.9 39.4 Secondary 17.2 40.4
All Schools 15.1 37.7 Table (60): Teacher opinion: satisfaction with teacher salary levels at the school [by school
type and school stage]
“The teacher salary levels at this school”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Private Arabic 52% 37% 3.2 Independent 18% 73% 2.0 International 38% 41% 2.9
Sta
ge Primary 48% 38% 3.1
Preparatory 41% 44% 2.9 Secondary 42% 43% 2.9
All Schools 48% 39% 3.1 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Schools and Schooling in the State of Qatar 2011-12 Report
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Within-school relationships Table (61): Student opinion: student and teacher interactions [by school type and school stage]
“In my school teachers and students get along well together”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 61% 19% 3.6 Private Arabic 65% 17% 3.7 International 67% 11% 3.8
Sta
ge Primary 71% 12% 3.9
Preparatory 62% 17% 3.6 Secondary 59% 18% 3.5
All Schools 63% 17% 3.6 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in thetable. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (62): Principal opinion: school’s administration and teachers teamwork [by school type and school stage]
“The school’s administration and teachers work as a team”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 98% 0% 4.7 Private Arabic 98% 0% 4.8 International 98% 0% 4.7
Sta
ge Primary 98% 0% 4.7
Preparatory 98% 0% 4.8 Secondary 98% 0% 4.8
All Schools 98% 0% 4.7 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates aneutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (63): Teacher opinion: school’s administration and teachers teamwork [by school type and school stage]
“The school’s administration and teachers work as a team”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 86% 5% 4.3 Private Arabic 85% 7% 4.2 International 65% 17% 3.7
Sta
ge Primary 79% 9% 4.1
Preparatory 78% 10% 4.1 Secondary 78% 10% 4.1
All Schools 82% 8% 4.2 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Wit
hin
-sch
oo
l re
lati
on
ship
s
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (64): Principal opinion: staff-student respect at the school [by school type and school stage]
“The school’s staff and students respect each other”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 99% 0% 4.7 Private Arabic 100% 0% 4.7 International 98% 0% 4.7
Sta
ge Primary 99% 0% 4.7
Preparatory 99% 0% 4.7
Secondary 99% 0% 4.7
All Schools 99% 0% 4.7 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates aneutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (65): Teacher opinion: staff-student respect at the school [by school type and school stage]
“The school’s staff and students respect each other”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 81% 8% 4.1 Private Arabic 85% 7% 4.1 International 72% 10% 3.8
Sta
ge Primary 79% 8% 4.1
Preparatory 77% 9% 4.0 Secondary 78% 8% 4.0
All Schools 79% 8% 4.1 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (66): Parent opinion: how well their child gets on with other students [by school type
and school stage]
“My child gets along well with other students”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 90% 3% 4.3 Private Arabic 90% 3% 4.3 International 91% 2% 4.3
Sta
ge Primary 90% 3% 4.3
Preparatory 91% 3% 4.3 Secondary 91% 3% 4.3
All Schools 90% 3% 4.3
The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (67): Teacher opinion: principals’ support of their work [by school type and school stage]
“The school principal helps the school staff and teachers in their
work”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 88% 5% 4.4 Private Arabic 83% 11% 4.1 International 64% 15% 3.7
Sta
ge Primary 79% 9% 4.1
Preparatory 78% 9% 4.1 Secondary 78% 9% 4.1
All Schools 83% 7% 4.2 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in thetable. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Table (68): Teacher opinion: the value of their contribution to the school [by school type and
school stage]
“My contribution to the school is valued”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 76% 9% 4.1 Private Arabic 75% 13% 3.9 International 63% 17% 3.6
Sta
ge Primary 71% 12% 3.9
Preparatory 72% 12% 3.9 Secondary 71% 12% 3.9
All Schools 74% 11% 4.0 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates aneutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (69): Teacher opinion: school as a workplace [by school type and school stage]
“This school is a good place to work” Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 87% 6% 4.3 Private Arabic 76% 12% 3.9 International 73% 11% 3.9
Sta
ge Primary 81% 9% 4.1
Preparatory 81% 9% 4.1 Secondary 81% 8% 4.1
All Schools 83% 7% 4.2 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Schools and Schooling in the State of Qatar 2011-12 Report
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Schools and Schooling in the State of Qatar 2011-12 Report
33
Teacher professional support and development Table (70): Schools’ provisions to enhance its teachers’ skills [by school type]
Percentages of schools providing selected activities to enhance the skills of its classroom teachers
IndependentPrivate Arabic
International All
Schools
Offering seminars on instructional methods 95% 56% 86% 87% Offering training with teachers from other schools 89% 39% 39% 68% Assigning mentors to its teachers 65% 54% 82% 68% Providing individualised feedback 100% 93% 98% 98% Organising observation of experienced teachers 100% 93% 90% 96%
Table (71): Schools’ provisions to enhance its teachers’ skills [by school stage] Percentages of schools providing selected activities to
enhance the skills of its classroom teachers Primary Preparatory Secondary
All Schools
Offering seminars on instructional methods 84% 83% 83% 87% Offering training with teachers from other schools 62% 53% 53% 68% Assigning mentors to its teachers 69% 70% 73% 68% Providing individualised feedback 98% 97% 97% 98% Organising observation of experienced teachers 95% 94% 94% 96% Table (72): Teacher report: participation in professional practices to enhance classroom skills
[by school type and school stage] Frequency with which
teachers have engaged in the selected activities
Working with a Mentor
Observing an Experienced
Teacher
Being observed by a colleague
Being observed by an experienced
teacher
Typ
e
Independent 3.1 3.2 3.2 3.2 Private Arabic 2.9 2.9 2.9 2.9 International 2.4 2.3 2.6 2.5
Sta
ge Primary 2.9 2.9 3.0 3.0
Preparatory 2.8 2.8 2.9 2.9 Secondary 2.8 2.8 2.9 2.9
All Schools 3.0 3.0 3.1 3.1 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘never’; 1.8 to 2.5 indicating ‘rarely’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
Te
ach
er
pro
fess
ion
al
sup
po
rt a
nd
de
velo
pm
en
t
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34
Table (73): Teacher report: professional development time [by school type and school stage]
Time (hours) spent in year on professional development
Average Time Spent
Typ
e
Independent 56.2 Private Arabic 32.6 International 27.5
Sta
ge Primary 43.6
Preparatory 41.7 Secondary 43.8
All Schools 49.2 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of theactual figures.
Table (74): Teacher opinion: satisfaction with the quality of professional development
[by school type and school stage]
“The quality of the professional development available in this school”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 84% 7% 4.2 Private Arabic 61% 21% 3.5 International 52% 24% 3.4
Sta
ge Primary 72% 13% 3.9
Preparatory 69% 15% 3.8 Secondary 69% 15% 3.8
All Schools 77% 11% 4.0 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicatessatisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (75): Schools regularly evaluating their classroom teachers
[by school type and school stage] Percentage of schools with some form of classroom
teachers’ performance evaluation type Percentage of Schools
Typ
e
Independent 97% Private Arabic 88% International 85%
Sta
ge Primary 92%
Preparatory 88% Secondary 88%
All Schools 92%
Schools and Schooling in the State of Qatar 2011-12 Report
35
Graph (14): Schools with teacher performance review [by school type and school stage] Table (76): Schools’ approaches to evaluating its teachers [by school type]
Percentages of schools using selected approaches to evaluating its teachers
IndependentPrivate Arabic
International All
Schools
Administrator observes teachers in class 100% 100% 100% 100% Supervisor observes teachers in class 100% 80% 87% 94% Person external to school observes teachers 96% 17% 28% 66% Students’ test results reviewed 93% 61% 81% 85% Teachers’ lesson plans reviewed 99% 100% 99% 99% Teacher self-evaluation 97% 88% 85% 92% Utilises parent and student judgements 98% 93% 96% 97%
Table (77): Schools’ approaches to evaluating its teachers [by school stage]
Percentages of schools using selected approaches to evaluating its teachers
Primary Preparatory Secondary All
Schools
Administrator observes teachers in class 100% 100% 100% 100% Supervisor observes teachers in class 92% 89% 89% 94% Person external to school observes teachers 58% 44% 44% 66% Students’ test results reviewed 82% 81% 81% 85% Teachers’ lesson plans reviewed 99% 99% 99% 99% Teacher self-evaluation 92% 88% 88% 92% Utilises parent and student judgements 97% 96% 96% 97%
Schools regularly reviewing its teachers
Ind PA Int
100%
80%
60%
40%
20%
0%
Schools regularly reviewing its teachers
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
36
Table (78): Schools’ teacher performance feedback practices [by school type and school stage]
Percentages of schools using selected approaches to provide teacher
feedback
Individual Written Evaluation Report
Individual Oral Feedback
Typ
e Independent 100% 88% Private Arabic 80% 88% International 82% 93%
Sta
ge Primary 90% 90%
Preparatory 86% 91% Secondary 86% 90%
All Schools 92% 89% Table (79): Teacher opinion: quality of feedback received at the school on their work
[by school type and school stage]
“I receive helpful feedback on my work at this school”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 85% 6% 4.2 Private Arabic 65% 18% 3.7 International 60% 19% 3.5
Sta
ge Primary 75% 11% 4.0
Preparatory 73% 12% 3.9 Secondary 72% 12% 3.9
All Schools 79% 9% 4.1 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates aneutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Schools and Schooling in the State of Qatar 2011-12 Report
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School facilities Table (80): Ratio of students to classrooms available [by school type and school stage]
Average of schools’ ratios of students to classrooms available
Average Numbers of Students per Available Classrooms
Typ
e
Independent 23.4 Private Arabic 19.2 International 17.7
Sta
ge Primary 20.2
Preparatory 19.1 Secondary 19.5
All Schools 21.3 Table (81): School facilities [by school type and school stage] Average numbers of various
facilities Mosques Libraries Auditoria
Science Labs
Computer Labs
LanguageLabs
Gymnasia
Typ
e
Independent 0.3 1.0 1.2 1.9 1.7 0.4 1.0 Private Arabic 0.2 0.7 0.3 0.6 0.7 0.2 0.5 International 0.5 1.2 1.0 1.9 1.7 0.7 1.6
Sta
ge Primary 0.3 1.0 1.0 1.5 1.4 0.5 1.1
Preparatory 0.4 1.0 0.9 1.8 1.5 0.6 1.2 Secondary 0.4 1.0 0.9 1.9 1.5 0.6 1.2
All Schools 0.3 1.0 1.0 1.8 1.6 0.5 1.1
Graph (15): Schools' average numbers of various selected facilities [by school type]
Mosques Libraries Auditoria Science labs Computer labsLanguage labs Gymnasia
Ind PA Int
3.0
2.4
1.8
1.2
0.6
0
Sch
oo
l fa
cili
tie
s
Schools and Schooling in the State of Qatar 2011-12 Report
38
Graph (16): Schools' average numbers of various selected facilities [by school stage] Table (82): School library holdings [by school type and school stage]
Average Number of Books in the
School Library Average Number of School Library Books per Student
Typ
e
Independent 4878 13.1 Private Arabic 766 2.8 International 7553 13.7
Sta
ge Primary 5136 12.5
Preparatory 5509 12.1 Secondary 5267 10.8
All Schools 5163 12.0
Graph (17): Numbers of school library books [by school type and school stage]
Mosques Libraries Auditoria Science labs Computer labsLanguage labs Gymnasia
Primary Preparatory Secondary
3.5
3.0
2.5
2.0
1.5
1
0.5
0
Average number of library books
Ind PA Int
10000
7500
5000
2500
0
Average number of library books
Primary Preparatory Secondary
10000
7500
5000
2500
0
Schools and Schooling in the State of Qatar 2011-12 Report
39
Graph (18): Numbers of school library books per student [by school type and school stage]
Table (83): Principal opinion: satisfaction with the quality of library facilities [by school type and school stage]
“The quality of the school’s library” Percentage
Satisfied Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 91% 4% 4.4 Private Arabic 77% 5% 4.1 International 87% 7% 4.3
Sta
ge Primary 86% 6% 4.3
Preparatory 87% 4% 4.3 Secondary 85% 5% 4.3
All Schools 88% 5% 4.3 The percentage satisfied comprises respondents who indicated they re ‘satisfied’ or ‘very satisfied’; the percentage dissatisfiedcomprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (84): Teacher opinion: satisfaction with the quality of library facilities [by school type and school stage]
“The quality of the school’s library” Percentage
Satisfied Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 86% 6% 4.3 Private Arabic 68% 17% 3.7 International 60% 19% 3.6
Sta
ge Primary 76% 11% 4.0
Preparatory 74% 12% 3.9 Secondary 73% 13% 3.9
All Schools 80% 9% 4.1 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Average number per student
Ind PA Int
20
16
12
8
4
0
Average number per student
Primary Preparatory Secondary
20
16
12
8
4
0
Schools and Schooling in the State of Qatar 2011-12 Report
40
Table (85): Principal opinion: satisfaction with the quality of science laboratories [by school type and school stage]
“The quality of the school’s science laboratories”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 84% 8% 4.3 Private Arabic 65% 9% 3.8 International 80% 4% 4.1
Sta
ge Primary 79% 7% 4.1
Preparatory 78% 6% 4.1 Secondary 78% 5% 4.1
All Schools 80% 7% 4.2 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (86): Principal opinion: satisfaction with the quality of computer facilities available [by school type and school stage]
“The quality of computer facilities available”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 85% 5% 4.4 Private Arabic 74% 14% 4.0 International 76% 7% 4.1
Sta
ge Primary 79% 7% 4.2
Preparatory 80% 7% 4.2 Secondary 78% 7% 4.1
All Schools 81% 7% 4.2 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (87): Principal opinion: satisfaction with the amount of space available in the school [by school type and school stage]
“The amount of space available for the school’s activities”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 70% 22% 3.8 Private Arabic 67% 12% 3.9 International 68% 15% 3.8
Sta
ge Primary 68% 19% 3.8
Preparatory 71% 14% 3.9 Secondary 68% 15% 3.8
All Schools 69% 18% 3.8 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (88): Teacher opinion: satisfaction with the quality of classrooms [by school type and school stage]
“The quality of classroom space available for your classes”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 79% 14% 4.1 Private Arabic 61% 23% 3.5 International 63% 23% 3.6
Sta
ge Primary 70% 19% 3.8
Preparatory 72% 18% 3.9 Secondary 72% 18% 3.9
All Schools 75% 17% 3.9 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (89): Principal opinion: satisfaction with the quality of instructional materials [by school type and school stage]
“The quality and availability of textbooks and instructional materials”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 94% 4% 4.5 Private Arabic 93% 5% 4.5 International 94% 2% 4.6
Sta
ge Primary 94% 3% 4.5
Preparatory 95% 3% 4.5 Secondary 95% 2% 4.6
All Schools 94% 3% 4.5 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicatessatisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (90): Teacher opinion: provision of the materials necessary to do their work [by school type and school stage]
“This school provides me with the necessary materials to do my work”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 85% 6% 4.3 Private Arabic 63% 20% 3.6 International 65% 18% 3.7
Sta
ge Primary 75% 11% 4.0
Preparatory 76% 11% 4.0 Secondary 75% 12% 4.0
All Schools 80% 9% 4.1 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table.For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates aneutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (91): Principal opinion: satisfaction with the condition of the school building
[by school type and school stage]
“The condition of the school’s buildings”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 77% 18% 3.9 Private Arabic 84% 5% 4.2 International 87% 6% 4.3
Sta
ge Primary 82% 11% 4.1
Preparatory 83% 8% 4.2 Secondary 84% 8% 4.1
All Schools 81% 12% 4.0 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (92): Teacher opinion: satisfaction with the condition of the school building
[by school type and school stage]
“The condition of the school’s buildings”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 80% 14% 4.1 Private Arabic 60% 23% 3.5 International 70% 15% 3.8
Sta
ge Primary 74% 16% 3.9
Preparatory 75% 15% 4.0 Secondary 75% 15% 3.9
All Schools 77% 15% 4.0 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Schools and Schooling in the State of Qatar 2011-12 Report
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School services and activities Table (93): School services provided [by school type]
Percentages of schools with selected services available for students
IndependentPrivate Arabic
International All
Schools
Medical services 98% 88% 90% 95% School transport services 98% 95% 84% 93% Canteen or food services 88% 69% 52% 75% Remedial services 73% 49% 62% 67% Student charity or financial assistance 81% 50% 28% 61% Personal counselling services 97% 95% 90% 95% Vocational counselling services 93% 60% 73% 83% Educational counselling services 93% 80% 92% 92%
Graph (19): Proportions of schools providing various selected services [by school type] Table (94): School services provided [by school stage]
Percentages of schools with selected services available for students
Primary Preparatory Secondary All
Schools
Medical services 93% 92% 92% 95% School transport services 92% 91% 90% 93% Canteen or food services 68% 68% 67% 75% Remedial services 60% 63% 65% 67% Student charity or financial assistance 52% 48% 51% 61% Personal counselling services 94% 93% 94% 95% Vocational counselling services 71% 75% 83% 83% Educational counselling services 88% 89% 92% 92%
Medical Transport Canteen/food Remedial Studentcharity
Personalcounselling
Vocationalcounselling
Educationalcounselling
Ind PA Int
100%
80%
60%
40%
20%
0%
Sch
oo
l se
rvic
es
an
d a
ctiv
itie
s
Schools and Schooling in the State of Qatar 2011-12 Report
44
Graph (20): Proportions of schools providing various selected services [by school stage] School (95): School extra-curricular activities provided [by school type]
Percentages of schools providing selected extra-curricular activities
IndependentPrivate Arabic
International All
Schools
Sports teams 84% 49% 75% 77% Arts (including theatre and music) 70% 39% 66% 64% Media club (including school newspaper) 62% 22% 45% 52% Academic club (including debating) 74% 27% 57% 63% Boy or girl scouts 53% 20% 16% 38% Community service or environment groups 71% 29% 49% 59% Student council 76% 39% 59% 66% Religious groups 74% 61% 53% 66%
Graph (21): Proportions of schools offering various selected extra-curricular activities [by
school type]
Medical Transport Canteen/food Remedial Studentcharity
Personalcounselling
Vocationalcounselling
Educationalcounselling
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Sports teams Performing &fine arts
Media Club Academic club Scouts Communityservice
Studentcouncil
Religiousgroups
Ind PA Int
100%
80%
60%
40%
20%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (96): School extra-curricular activities provided [by school stage] Percentages of schools providing selected extra-
curricular activities Primary Preparatory Secondary
All Schools
Sports teams 72% 74% 75% 77% Arts (including theatre and music) 61% 63% 61% 64% Media club (including school newspaper) 43% 50% 50% 52% Academic club (including debating) 53% 58% 60% 63% Boy or girl scouts 29% 29% 27% 38% Community service or environment groups 50% 53% 55% 59% Student council 59% 62% 63% 66% Religious groups 60% 63% 65% 66%
Graph (22): Proportions of schools offering various selected extra-curricular activities [by
school stage] Table (97): Student opinion: satisfaction with activity range [by school type and school stage]
“The range of activities available at the school”Percentage
Satisfied Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 62% 20% 3.6 Private Arabic 57% 28% 3.4 International 62% 19% 3.6
Sta
ge Primary 71% 15% 3.9
Preparatory 60% 20% 3.6 Secondary 51% 26% 3.3
All Schools 62% 20% 3.6 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfiedcomprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction..
Sports teams Performing &fine arts
Media Club Academic club Scouts Communityservice
Studentcouncil
Religiousgroups
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
100%
80%
60%
40%
20%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
46
Table (98): Parent opinion: satisfaction with the extracurricular activities available
[by school type and school stage]
“The extracurricular activities that the school provides”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 63% 13% 3.6 Private Arabic 52% 23% 3.3 International 57% 21% 3.4
Sta
ge Primary 64% 14% 3.6
Preparatory 57% 18% 3.5 Secondary 51% 22% 3.3
All Schools 61% 15% 3.6 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicatessatisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (99): Principal opinion: satisfaction with school transport services
[by school type and school stage]
“The transportation for students to and from the school”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 94% 3% 4.6 Private Arabic 88% 7% 4.4 International 74% 8% 4.1
Sta
ge Primary 86% 6% 4.4
Preparatory 83% 6% 4.3 Secondary 83% 6% 4.3
All Schools 88% 5% 4.4 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfiedcomprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neithersatisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to5.0 indicates strong satisfaction.
Schools and Schooling in the State of Qatar 2011-12 Report
47
Class and school structures
Table (100): Average school days in the school year [by school type]
Independent Private Arabic
International All
Schools
Grade 1 183 175 176 180 Grade 2 183 175 177 180 Grade 3 183 177 177 180 Grade 4 183 178 176 180 Grade 5 183 178 177 180 Grade 6 183 178 176 180 Grade 7 181 181 174 178 Grade 8 182 181 174 179 Grade 9 182 181 175 179 Grade 10 181 182 174 178 Grade 11 181 182 172 178 Grade 12 176 176 171 175
Graph (23): Average school days in the school year [by school type]
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Ind PA Int
192 Days
180 Days
168 Days
156Days
144 Days
132Days
120Days
Cla
ss a
nd
sch
oo
l st
ruct
ure
s
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (101): Ratio of total students to total teachers [by school type and school stage] Average of schools’ ratios of total
students to total teachers Average Numbers of Students
per Teacher in the School
Typ
e
Independent 9.8 Private Arabic 13.6 International 14.2
Sta
ge Primary 11.5
Preparatory 12.7 Secondary 12.8
All Schools 11.4 Table (102): Average class time (hours) per week: all subjects [by school type]
Average time (hours) per week
Independent Private Arabic
International All
Schools
Grade 1 26.8 25.5 24.9 25.9 Grade 2 26.8 24.8 25.2 26.0 Grade 3 27.1 25.2 25.8 26.4 Grade 4 27.2 25.4 25.7 26.5 Grade 5 27.3 25.7 25.5 26.5 Grade 6 27.5 25.7 25.6 26.6 Grade 7 26.9 26.9 25.3 26.2 Grade 8 27.0 26.7 25.5 26.4 Grade 9 26.9 26.7 25.7 26.4 Grade 10 28.0 26.6 26.6 27.3 Grade 11 27.8 26.5 24.5 26.5 Grade 12 27.4 27.0 23.6 26.0
Graph (24): Average class time (in hours) per week for all subjects [by school type]
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Ind PA Int
30 Hours
28Hours
26Hours
22Hours
20Hours
Schools and Schooling in the State of Qatar 2011-12 Report
49
Table (103): Average class time (hours) per week: Arabic [by school type] Average time (hours) per
week Independent
Private Arabic
International All
Schools
Grade 1 5.1 5.9 3.2 4.4 Grade 2 5.0 5.9 3.4 4.4 Grade 3 5.0 5.7 3.4 4.4 Grade 4 5.0 5.4 3.4 4.4 Grade 5 4.5 5.0 3.5 4.1 Grade 6 4.5 5.0 3.4 4.1 Grade 7 4.2 4.5 3.3 3.9 Grade 8 4.3 4.4 3.2 3.8 Grade 9 4.2 4.5 3.0 3.8 Grade 10 3.7 3.6 2.9 3.4 Grade 11 4.1 3.8 2.4 3.5 Grade 12 4.4 4.9 2.5 3.8
Graph (25): Average class time (in hours) per week for Arabic [by school type] Table (104): Average class time (hours) per week: English [by school type]
Average time (hours) per week
Independent Private Arabic
International All
Schools
Grade 1 4.6 4.3 6.0 5.2 Grade 2 4.7 4.3 5.9 5.1 Grade 3 5.1 4.5 5.9 5.4 Grade 4 5.1 4.6 5.7 5.3 Grade 5 4.6 4.6 5.4 4.9 Grade 6 4.6 4.6 5.4 4.9 Grade 7 4.4 4.5 4.5 4.4 Grade 8 4.4 4.5 4.5 4.4 Grade 9 4.4 4.5 4.5 4.4 Grade 10 3.9 3.8 4.4 4.1 Grade 11 4.3 4.2 4.3 4.3 Grade 12 4.6 4.4 4.2 4.4
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Ind PA Int
7.5Hours
6.0Hours
4.5Hours
3.0Hours
1.5Hours
0Hours
Schools and Schooling in the State of Qatar 2011-12 Report
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Graph (26): Average class time (in hours) per week for English [by school type] Table (105): Average class time (hours) per week: Mathematics [by school type]
Average time (hours) per week
Independent Private Arabic
International All
Schools
Grade 1 4.6 4.1 4.6 4.5 Grade 2 4.6 4.1 4.6 4.5 Grade 3 5.0 4.2 4.5 4.8 Grade 4 5.0 4.4 4.5 4.8 Grade 5 5.0 4.5 4.5 4.7 Grade 6 5.0 4.5 4.4 4.7 Grade 7 4.3 4.4 4.1 4.2 Grade 8 4.3 4.4 4.2 4.3 Grade 9 4.3 4.3 4.3 4.3 Grade 10 4.7 4.4 4.5 4.6 Grade 11 4.2 4.1 4.5 4.3 Grade 12 3.5 3.4 4.7 3.9
Graph (27): Average class time (in hours) per week for Mathematics [by school type]
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Ind PA Int
6.5 Hours
5.2 Hours
3.9 Hours
2.6 Hours
1.3 Hours
0 Hours
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Ind PA Int
6.5 Hours
5.2 Hours
3.9 Hours
2.6 Hours
1.3 Hours
0 Hours
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (106): Average class time (hours) per week: Science [by school type]
Average time (hours) per week
Independent Private Arabic
International All
Schools
Grade 1 3.4 3.0 2.4 3.0 Grade 2 3.4 2.4 2.4 2.9 Grade 3 2.8 2.6 2.6 2.7 Grade 4 3.0 2.6 2.7 2.9 Grade 5 3.5 3.1 2.8 3.2 Grade 6 3.6 3.1 2.9 3.3 Grade 7 3.7 3.9 3.6 3.7 Grade 8 3.7 3.8 3.7 3.7 Grade 9 4.4 4.0 4.4 4.3 Grade 10 7.5 7.0 6.0 6.8 Grade 11 7.4 6.5 6.7 7.1 Grade 12 5.7 6.0 6.1 5.8
Graph (28): Average class time (in hours) per week for Science [by school type]
Table (107): Average class time (hours) per week: Religion [by school type]
Average time (hours) per week
Independent Private Arabic
International All
Schools
Grade 1 3.2 3.4 1.7 2.6 Grade 2 3.2 3.4 1.7 2.6 Grade 3 2.7 3.0 1.8 2.4 Grade 4 2.7 3.0 1.8 2.4 Grade 5 2.7 3.1 1.8 2.4 Grade 6 2.7 3.0 1.7 2.3 Grade 7 2.8 2.8 1.6 2.3 Grade 8 2.7 2.8 1.6 2.3 Grade 9 2.7 2.7 1.4 2.2 Grade 10 2.8 2.7 1.0 2.0 Grade 11 2.8 2.7 0.8 2.1 Grade 12 2.9 2.7 1.0 2.2
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Ind PA Int
6.5 Hours
5.2 Hours
3.9 Hours
2.6 Hours
1.3 Hours
0 Hours
Schools and Schooling in the State of Qatar 2011-12 Report
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Graph (29): Average class time (in hours) per week for Religion [by school type]
Table (108): Average class time (hours) per week: Social Studies [by school type]
Average time (hours) per week Independent Private Arabic
International All
Schools
Grade 1 2.5 1.2 2.0 2.2 Grade 2 2.5 1.2 2.0 2.2 Grade 3 1.8 1.5 2.3 2.0 Grade 4 1.8 1.6 2.2 2.0 Grade 5 2.6 2.0 2.4 2.5 Grade 6 2.6 2.0 2.6 2.5 Grade 7 2.6 2.5 3.2 2.8 Grade 8 2.6 2.5 3.2 2.9 Grade 9 2.6 2.5 3.5 3.0 Grade 10 2.7 2.7 3.9 3.2 Grade 11 2.6 2.3 3.1 2.7 Grade 12 3.7 3.7 3.1 3.5
Graph (30): Average class time (in hours) per week for Social Studies [by school type]
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Ind PA Int
6.5 Hours
5.2 Hours
3.9 Hours
2.6 Hours
1.3 Hours
0 Hours
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Ind PA Int
6.5 Hours
5.2 Hours
3.9 Hours
2.6 Hours
1.3 Hours
0 Hours
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Table (109): Principal opinion: satisfaction with amount of instructional time available by school type and school stage]
“The amount of instructional time in the school day available”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 98% 2% 4.6 Private Arabic 100% 0% 4.7 International 95% 2% 4.5
Sta
ge Primary 97% 1% 4.5
Preparatory 97% 1% 4.6 Secondary84 98% 1% 4.6
All Schools 98% 1% 4.6 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (110): Teacher opinion: satisfaction with amount of instructional time available [by
school type and school stage]
“The amount of instructional time in the school day available”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 88% 6% 4.3 Private Arabic 79% 13% 3.9 International 75% 11% 3.8
Sta
ge Primary 83% 8% 4.1
Preparatory 83% 8% 4.1 Secondary 82% 9% 4.0
All Schools 85% 7% 4.1 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
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Schools and Schooling in the State of Qatar 2011-12 Report
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Provisions for students with special needs and learning difficulties Table (111): Schools’ access for physically handicapped students
[by school type and school stage]
Schools having special access provisions (eg ramps, elevators) to accommodate physically handicapped students
Percentage of Schools
Typ
e
Independent 78% Private Arabic 21% International 23%
Sta
ge Primary 47%
Preparatory 37% Secondary 37%
All Schools 55%
Graph (31): Schools with special access provisions for the physically handicapped
Table (112): Principal opinion: satisfaction with school’s resources for special needs students [by school type and school stage]
“The school’s resources and facilities to cater for special needs students”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 73% 14% 4.0 Private Arabic 28% 19% 3.1 International 42% 15% 3.4
Sta
ge Primary 53% 16% 3.6
Preparatory 51% 14% 3.6 Secondary 48% 15% 3.5
All Schools 58% 15% 3.7 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Schools with special provisions
Ind PA Int
100%
80%
60%
40%
20%
0%Schools with special provisions
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Pro
visi
on
s fo
r st
ud
en
ts w
ith
sp
eci
al
ne
ed
s a
nd
le
arn
ing
dif
ficu
ltie
s
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Table (113): Teacher opinion: Satisfaction with school’s catering for special needs students [by school type and school stage]
“The school’s capacity to cater for special needs students”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 75% 8% 4.0 Private Arabic 44% 30% 3.1 International 36% 36% 2.9
Sta
ge Primary 58% 20% 3.6
Preparatory 57% 22% 3.5 Secondary 55% 22% 3.5
All Schools 65% 15% 3.8 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (114): Schools’ general approaches to students with learning difficulties [by school type]
Frequency of schools using various approaches to catering for learning difficulties students
IndependentPrivate Arabic
International All
Schools
Treat exactly the same as all students 3.3 2.8 3.1 3.2 Teacher makes special provisions in exams 3.6 2.4 3.2 3.3 Teachers to provide extra help in class 3.7 3.0 3.7 3.6 Teacher to form ability groups in class 3.5 3.3 3.2 3.4 Provide extra person to help child in class 3.3 2.2 2.7 3.0 Provide remedial classes 3.3 2.2 3.0 3.1 Place in special classes 1.5 1.5 1.9 1.7 Help student’s parent assist their child 3.9 3.6 3.6 3.8 Advise them to enrol elsewhere 1.5 2.4 1.9 1.7 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘never’; 1.8 to 2.5 indicating ‘rarely’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
Table (115): Schools’ general approaches to students with learning difficulties [by school stage]
Frequency of schools using various approaches to catering for learning difficulties
students Primary Preparatory Secondary
All Schools
Treat exactly the same as all students 3.2 3.1 3.1 3.2 Teacher makes special provisions in exams 3.2 3.1 3.1 3.3 Teachers to provide extra help in class 3.6 3.5 3.5 3.6 Teacher to form ability groups in class 3.3 3.3 3.3 3.4 Provide extra person to help child in class 2.9 2.7 2.8 3.0 Provide remedial classes 2.9 2.9 3.0 3.1 Place in special classes 1.7 1.7 1.7 1.7 Help student’s parent assist their child 3.7 3.7 3.7 3.8 Advise them to enrol elsewhere 1.8 1.9 1.9 1.7
The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘never’; 1.8 to 2.5 indicating ‘rarely’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
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Table (116): Teacher report: approaches to students with learning difficulties (LD)
[by school type] Frequency with which teachers use various app-roaches to cater for learning difficulties students
IndependentPrivate Arabic
International All
Schools
Treats them exactly the same as all students 3.1 2.9 3.1 3.1 Provides individualised help 3.7 3.7 3.8 3.7 Slows the pace of lesson for the whole class 3.4 3.4 2.7 3.3 Arranges extra activities outside of class 2.8 2.8 2.6 2.8 Forms different ability groupings in class 3.2 3.0 3.2 3.2 Gets other students to assist the LD students 3.4 3.2 3.2 3.3 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘never’; 1.8 to 2.5 indicating ‘rarely’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
Table (117): Teacher report: approaches to students with learning difficulties (LD) [by school stage]
Frequency with which teachers use various app-roaches to cater for learning difficulties students
Primary Preparatory Secondary All
Schools
Treats them exactly the same as all students 3.1 3.0 3.0 3.1 Provides individualised help 3.8 3.7 3.7 3.7 Slows the pace of lesson for the whole class 3.2 3.1 3.1 3.3 Arranges extra activities outside of class 2.8 2.7 2.7 2.8 Forms different ability groupings in class 3.3 3.2 3.1 3.2 Gets other students to assist the LD students 3.3 3.3 3.3 3.3
The entries in the table represent averages of reported occurrences. The averages may be broadly interpreted as follows: 1.0 to 1.7indicating ‘never’; 1.8 to 2.5 indicating ‘rarely’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
Table (118): Principal opinion: satisfaction with school’s catering for low-performing students
[by school type and school stage]
“The availability of support for the school’s low-performing students”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 95% 1% 4.4 Private Arabic 93% 2% 4.3 International 82% 1% 4.2
Sta
ge Primary 90% 1% 4.3
Preparatory 87% 1% 4.3 Secondary 89% 1% 4.3
All Schools 91% 1% 4.3 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfiedcomprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
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Table (119): Teacher opinion: satisfaction with school’s catering for low-performing students
[by school type and school stage]
“The availability of support for the school’s low-performing students”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 78% 9% 4.0 Private Arabic 55% 22% 3.4 International 44% 31% 3.1
Sta
ge Primary 63% 18% 3.6
Preparatory 63% 19% 3.6 Secondary 63% 19% 3.6
All Schools 70% 14% 3.8 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfiedcomprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
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Computers and computing Table (120): School computers [by school type and school stage]
Average Number of All Computers
in the School Average Number of Students per School Computers for Students
Typ
e
Independent 151.4 7.3 Private Arabic 22.3 23.5 International 122.8 19.2
Sta
ge Primary 111.1 13.6
Preparatory 113.8 16.0 Secondary 114.2 16.5
All Schools 127.5 12.3 Table (121): Principal opinion: satisfaction with the school’s access to computers
[by school type and school stage]
“The school’s access to computing and other educational technology
Percentage Satisfied
Percentage Dissatisfied
Average of Overall Level of Satisfaction
Typ
e
Independent 89% 8% 4.4 Private Arabic 70% 12% 4.0 International 81% 7% 4.1
Sta
ge Primary 84% 8% 4.2
Preparatory 82% 7% 4.2 Secondary 81% 7% 4.2
All Schools 84% 8% 4.3 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicatessatisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (122): Student opinion: satisfaction with computer access
[by school type and school stage]
“The availability of computers for student use at the school”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 66% 18% 3.7 Private Arabic 55% 33% 3.3 International 60% 21% 3.5
Sta
ge Primary 70% 16% 3.9
Preparatory 65% 18% 3.7 Secondary 52% 28% 3.3
All Schools 64% 20% 3.7 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
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Table (123): Teacher opinion: satisfaction with access to computers in school [by school type and school stage]
“Teacher access to computer and other educational technology at
school”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 85% 8% 4.3 Private Arabic 53% 30% 3.3 International 57% 26% 3.5
Sta
ge Primary 73% 15% 3.9
Preparatory 71% 17% 3.9 Secondary 71% 18% 3.8
All Schools 78% 13% 4.0 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (124): Principal report: their computer skill levels [by school type and school stage]
Computer
Skill Levels
Typ
e
Independent 4.0 Private Arabic 3.2 International 3.8
Sta
ge Primary 3.8
Preparatory 3.7 Secondary 3.7
All Schools 3.8 The entries in the table represent averages of reported responses. The averages may be broadly interpreted as follows: 1.0 to 1.8 indicating ‘notat all skilled’; 1.9 to 2.6 indicating ‘little skilled’; 2.7 to 3.4 indicating‘somewhat skilled’; 3.5 to 4.2 indicating ‘moderately skilled’; and, 4.3 to5.0 indicating ‘very highly skilled’.
Table (125): Teacher report: their computer skill levels [by school type and school stage]
Computer
Skill Levels
Typ
e
Independent 4.2 Private Arabic 4.0 International 4.1
Sta
ge Primary 4.1 Preparatory 4.1 Secondary 4.1
All Schools 4.1 The entries in the table represent averages of reported responses. The averages may be broadly interpreted as follows: 1.0 to 1.8 indicating ‘not at all skilled’; 1.9 to 2.6 indicating ‘little skilled’; 2.7 to 3.4 indicating ‘somewhat skilled’; 3.5 to 4.2 indicating ‘moderately skilled’; and, 4.3 to 5.0 indicating ‘very highly skilled’.
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Table (126): Teacher report: use of computers in the classroom [by school type and school
stage] Teachers who report using
computers within their classrooms Percentage of Teachers
Typ
e
Independent 72% Private Arabic 44% International 63%
Sta
ge Primary 68%
Preparatory 65% Secondary 64%
All Schools 67% Table (127): Student report: student use of computers in classes and in general [by school type
and school stage] Reported frequency of student use
of computers In classes
Anywhere (in school, at home or elsewhere)
Typ
e
Independent 3.0 4.1 Private Arabic 2.6 4.0 International 3.0 4.2
Sta
ge Primary 3.1 4.1
Preparatory 3.1 4.2 Secondary 2.7 4.2
All Schools 3.0 4.1 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘no days’; 1.8 to 2.5 indicating ‘few days’; 2.6 to 3.3 indicating ‘some days’; 3.4 to 4.1 indicating ‘most days’; and, 4.2 to 5.0 indicating ‘every day’.
Graph (32): Students use of computers in the classroom [by school type and school stage]
Frequency of class computer use
Ind PA Int
EveryDay
Most Days
Some Days
Few Days
NoDays
Frequency of class computer use
Primary Preparatory Secondary
Every Day
Most Days
Some Days
Few Days
NoDays
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Table (128): Student report: students’ use of the internet for school and non-school purposes [by school type and school stage]
Reported frequency of student use of the internet
Frequency using internet anywhere for schoolwork purposes
Frequency using internet anywhere for non-schoolwork
purposes
Typ
e
Independent 3.5 3.7 Private Arabic 3.3 3.6 International 3.6 3.8
Sta
ge Primary 3.6 3.6
Preparatory 3.5 3.8 Secondary 3.4 3.8
All Schools 3.5 3.7 The entries in the table represent averages of reported occurrences. The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘no days’; 1.8 to 2.5 indicating ‘few days’; 2.6 to 3.3 indicating ‘some days’; 3.4 to 4.1 indicating ‘most days’; and, 4.2 to 5.0 indicating ‘every day’.
Table (129): Student report: students’ use of the internet school and elsewhere [by school type
and school stage] Reported frequency of student use of the
internet Frequency of using the internet in the
school Frequency of using the internet at
places other than at school
Typ
e
Independent 2.8 3.9 Private Arabic 2.1 3.8 International 2.8 4.1
Sta
ge Primary 2.8 3.9
Preparatory 2.9 4.0 Secondary 2.5 4.0
All Schools 2.8 3.9 The entries in the table represent averages of reported occurrences. The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘no days’; 1.8 to 2.5 indicating ‘few days’; 2.6 to 3.3 indicating ‘some days’; 3.4 to 4.1 indicating ‘most days’; and, 4.2 to 5.0 indicating ‘every day’.
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Student academic achievement — Independent schools Table (130): Average QCEA Arabic overall scale scores
Arabic
Grade 4 481 Grade 5 494 Grade 6 522 Grade 7 532 Grade 8 534 Grade 9 547 Grade 10 554 Grade 11 551 The scales have been constructed so that individual student’s scores are typically within the range from 250 to about 900. These scale scores provide a broad indication of the students’ performance, with the higher the score being indicative of stronger performance.
Table (131): Percentages of students at each Standard Level in QCEA Overall Arabic
Below Standards
(Level 1) Below Standards
(Level 2) Below Standards
(Level 3) Approaching
Standards Meets Standards
Grade 4 8% 7% 38% 38% 9% Grade 5 10% 13% 24% 39% 15% Grade 6 6% 5% 17% 51% 21% Grade 7 12% 6% 26% 41% 16% Grade 8 9% 8% 23% 47% 13% Grade 9 10% 10% 27% 34% 19% Grade 10 13% 5% 27% 39% 17% Grade 11 20% 11% 26% 30% 13% There are five standards levels used within the QCEA about student overall performance in the Qatar National Curriculum Standards: Meets Standards; Approaching Standards; Below Standards (Level 3); Below Standards (Level 2); and, Below Standards (Level 1).
Table (132): Average QCEA English Overall scale scores
English
Grade 4 526 Grade 5 535 Grade 6 547 Grade 7 549 Grade 8 550 Grade 9 560 Grade 10 565 Grade 11 567 The scales have been constructed so that individual student’s scores are typically within the range from 250 to about 900. These scale scores provide a broad indication of the students’ performance, with the higher the score being indicative of stronger performance.
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Table (133): Percentages of students at each Standard Level in QCEA Overall English
Below Standards
(Level 1) Below Standards
(Level 2) Below Standards
(Level 3) Approaching
Standards Meets Standards
Grade 4 9% 7% 30% 34% 21% Grade 5 7% 7% 34% 32% 20% Grade 6 7% 3% 27% 39% 24% Grade 7 10% 7% 34% 30% 20% Grade 8 12% 8% 35% 29% 16% Grade 9 12% 4% 33% 33% 18% Grade 10 10% 6% 35% 28% 21% Grade 11 12% 12% 38% 20% 17% There are five standards levels used within the QCEA about student overall performance in the Qatar National Curriculum Standards: Meets Standards; Approaching Standards; Below Standards (Level 3); Below Standards (Level 2); and, Below Standards (Level 1).
Table (134): Average QCEA Mathematics (Overall) and Science (Overall) scale scores
Mathematics
Science
Grade 4 481 565 Grade 5 566 558 Grade 6 534 539 Grade 7 523 522 Grade 8 552 550 Grade 9 545 538
Grade 10 638 Biology Chemistry Physics
519 609 616
Grade 11 644 Biology Chemistry Physics
586 660 612 The scales have been constructed so that individual student’s scores are typically within the range from 250 to about 900. These scale scores provide a broad indication of the students’ performance, with the higher the score being indicative of stronger performance. For each curriculum area there are different scales, so the scores cannot be directly compared across curriculum areas. Moreover, within the Mathematics and Science curriculum areas, the scales have different underlying bases for each grade and thus the scores can also not be directly compared across grades.
Table (135): Percentages of students at each Standard Level in QCEA Overall Mathematics
Below Standards
(Level 1) Below Standards
(Level 2) Below Standards
(Level 3) Approaching
Standards Meets Standards
Grade 4 14% 6% 46% 28% 6% Grade 5 8% 0% 46% 38% 7% Grade 6 6% 7% 41% 40% 7% Grade 7 12% 8% 40% 34% 7% Grade 8 7% 9% 36% 42% 6% Grade 9 13% 7% 32% 37% 11% Grade 10 19% 9% 33% 33% 7% Grade 11 32% 6% 27% 24% 10% There are five standards levels used within the QCEA about student overall performance in the Qatar National Curriculum Standards: Meets Standards; Approaching Standards; Below Standards (Level 3); Below Standards (Level 2); and, Below Standards (Level 1).
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Table (136): Percentages of students at each Standard Level in QCEA Overall Science
Below Standards
(Level 1) Below Standards
(Level 2) Below Standards
(Level 3) Approaching
Standards Meets Standards
Grade 4 6% 10% 32% 22% 30% Grade 5 10% 8% 39% 30% 13% Grade 6 8% 8% 30% 42% 12% Grade 7 7% 8% 27% 50% 7% Grade 8 8% 4% 31% 52% 5% Grade 9 8% 6% 29% 53% 4% Grade 10 (Biology) 19% 7% 33% 37% 4% Grade 10 (Chemistry) 14% 9% 20% 44% 12% Grade 10 (Physics) 20% 8% 36% 32% 4% Grade 11 (Biology) 16% 7% 26% 23% 28% Grade 11 (Chemistry) 12% 16% 35% 25% 13% Grade 11 (Physics) 12% 17% 33% 20% 19% There are five standards levels used within the QCEA about student overall performance in the Qatar National Curriculum Standards: Meets Standards; Approaching Standards; Below Standards (Level 3); Below Standards (Level 2); and, Below Standards (Level 1).
Table (137): Average QCEA Islamic Studies overall scale scores
Islamic Studies
Grade 4 474 Grade 5 469 Grade 6 479 Grade 7 467 Grade 8 453 Grade 9 479 Grade 10 482 Grade 11 480 The scales have been constructed so that individual student’s scores are typically within the range from 300 to about 600. These scale scores provide a broad indication of the students’ performance, with the higher the score being indicative of stronger performance.
Table (138): Percentages of students at each Standard Level in QCEA Overall Islamic Studies
Below Standards
(Level 1) Below Standards
(Level 2) Below Standards
(Level 3) Approaching
Standards Meets Standards
Grade 4 3% 4% 9% 7% 77% Grade 5 2% 1% 9% 11% 76% Grade 6 2% 1% 6% 17% 74% Grade 7 1% 2% 5% 20% 72% Grade 8 2% 4% 9% 28% 57% Grade 9 3% 4% 12% 25% 56% Grade 10 10% 6% 23% 31% 30% Grade 11 13% 8% 31% 23% 24% There are five standards levels used within the QCEA about student overall performance in the Qatar National Curriculum Standards: Meets Standards; Approaching Standards; Below Standards (Level 3); Below Standards (Level 2); and, Below Standards (Level 1).
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Table (139): Average QCEA Social Studies overall scale scores Social Studies
Grade 4 504 Grade 5 504 Grade 6 505 Grade 7 505 Grade 8 506 Grade 9 507 Grade 10 506 Grade 11 523 The scales have been constructed so that individual student’s scores are typically within the range from 305 to about 875. These scale scores provide a broad indication of the students’ performance, with the higher the score being indicative of stronger performance.
Table (140): Percentages of students at each Standard Level in QCEA Overall Social Studies
Below Standards
(Level 1) Below Standards
(Level 2) Below Standards
(Level 3) Approaching
Standards Meets Standards
Grade 4 8% 16% 12% 35% 29% Grade 5 9% 13% 13% 37% 28% Grade 6 8% 12% 14% 38% 28% Grade 7 9% 10% 13% 39% 28% Grade 8 9% 9% 11% 45% 26% Grade 9 11% 10% 13% 40% 26% Grade 10 17% 11% 12% 49% 11% Grade 11 23% 15% 13% 28% 21% There are five standards levels used within the QCEA about student overall performance in the Qatar National Curriculum Standards: Meets Standards; Approaching Standards; Below Standards (Level 3); Below Standards (Level 2); and, Below Standards (Level 1).
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Teachers’ expectations of students Table (141): Principal opinion: satisfaction with teachers’ expectations of student
performance [by school type and school stage]
“The school’s teachers’ expectations of how well students will perform”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 95% 1% 4.2 Private Arabic 95% 0% 4.3 International 96% 1% 4.4
Sta
ge Primary 96% 1% 4.3
Preparatory 96% 1% 4.3 Secondary 96% 0% 4.3
All Schools 96% 1% 4.3 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentageindicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nordissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (142): Student opinion: teachers’ encouragement [by school type and school stage]
“My teachers encourage me to do my best”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 72% 12% 3.9 Private Arabic 74% 13% 4.0 International 81% 6% 4.2
Sta
ge Primary 82% 7% 4.2
Preparatory 75% 10% 4.0 Secondary 71% 10% 3.9
All Schools 74% 10% 4.0 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeingcomprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view arenot represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicatesstrong agreement
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Teaching practices Table (143): School use of Arabic as the language of instruction: Mathematics classes [by
school type and school stage] Percentages of schools in which Arabic is the
language of instructionUsed for All
Classers Used for Some
Classes Used for No
Classes
Typ
e
Independent 14% 21% 46% Private Arabic 24% 36% 19% International 1% 8% 91%
Sta
ge Primary 11% 16% 58%
Preparatory 9% 18% 62% Secondary 11% 19% 60%
All Schools 11% 19% 56% Table (144): School use of Arabic as the language of instruction: Science classes [by school
type and school stage] Percentages of schools in which Arabic is the
language of instructionUsed for All
Classers Used for Some
Classes Used for No
Classes
Typ
e
Independent 14% 23% 43% Private Arabic 34% 20% 24% International 1% 3% 96%
Sta
ge Primary 13% 12% 61%
Preparatory 12% 12% 65% Secondary 14% 14% 62%
All Schools 13% 17% 57% Table (145): School use of Arabic as the language of instruction: Computer classes [by school
type and school stage] Percentages of schools in which Arabic is the
language of instructionUsed for All
Classers Used for Some
Classes Used for No
Classes
Typ
e
Independent 16% 30% 34% Private Arabic 34% 17% 17% International 2% 2% 96%
Sta
ge Primary 12% 19% 55%
Preparatory 12% 9% 64% Secondary 14% 12% 62%
All Schools 13% 20% 51%
Te
ach
ing
pra
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es
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Table (146): School use of Arabic as the language of instruction: Social Studies classes [by school type and school stage]
Percentages of schools in which Arabic is the language of instruction
Used for All Classers
Used for Some Classes
Used for No Classes
Typ
e Independent 95% 2% 1% Private Arabic 91% 6% 0% International 12% 26% 62%
Sta
ge Primary 63% 11% 23%
Preparatory 52% 14% 32% Secondary 53% 14% 32%
All Schools 71% 9% 18%
Table (147): Teacher description of classroom practices [by school type]
Frequency with which various approaches are used in class
IndependentPrivate Arabic
International All
Schools
Whole class work lead by the teacher 4.6 4.6 4.5 4.6 Group work in class 4.5 4.0 4.0 4.4 Individual work in class 3.9 3.7 4.3 3.9 Teachers lectures to class 4.0 4.1 4.5 4.1 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicates ‘no days’; 1.8 to 2.5 indicates ‘few days’; 2.6 to 3.3 indicates ‘some days’; 3.4 to 4.1 indicates ‘most days’; and, 4.2 to 5.0 indicates ‘every day’.
Graph (33): Teachers: Frequency with which they use various approaches in class [by school
type]
Table (148): Teacher description of classroom practices [by school stage]
Frequency with which various approaches are used in class
Primary Preparatory Secondary All
Schools
Whole class work lead by the teacher 4.6 4.5 4.5 4.6 Group work in class 4.4 4.2 4.2 4.4 Individual work in class 4.1 3.9 3.9 3.9 Teachers lectures to class 4.2 4.2 4.1 4.1
The averages may be broadly interpreted as follows: 1.0 to 1.7 indicates ‘no days’; 1.8 to 2.5 indicates ‘few days’; 2.6 to 3.3 indicates ‘some days’; 3.4 to 4.1 indicates ‘most days’; and, 4.2 to 5.0 indicates ‘every day’.
Teacher led wholeclass work
Group work in class Individual studentwork in class
Teacher lectures
Ind PA Int
Every Day
Most Days
Some Days
Few Days
NoDays
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Graph (34): Teachers: Frequency with which they use various approaches in class [by school stage]
Table (149): Teacher description of nature of work assigned in classes [by school type]
Frequency with which various approaches are used by students in class
IndependentPrivate Arabic
International All
Schools
Completing worksheets or workbooks 4.1 4.2 3.8 4.1 Reading supplementary materials or text books 3.9 4.0 3.6 3.9 Short writing assignments or tasks 3.3 3.3 3.5 3.3 Working on long-term projects 2.8 2.7 2.6 2.7 Undertaking extended writing tasks 2.6 2.6 2.7 2.6 Presenting individual or small group oral reports 3.6 3.5 3.3 3.5 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicates ‘no days’; 1.8 to 2.5 indicates ‘few days’; 2.6 to 3.3 indicates ‘some days’; 3.4 to 4.1 indicates ‘most days’; and, 4.2 to 5.0 indicates ‘every day’.
Graph (35): Teachers: Frequency of nature of work assigned in classes [by school type]
Teacher led wholeclass work
Group work in class Individual studentwork in class
Teacher lectures
Primary Preparatory Secondary
Every Day
Most Days
Some Days
Few Days
NoDays
Completingworksheets
Reading text booksor other materials
Short writing tasks Working on longterm tasks
Extended writingtasks
Presenting oralreports
Ind PA Int
Every Day
Most Days
Some Days
Few Days
NoDays
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Table (150): Teacher description of nature of work assigned in classes [by school stage] Frequency with which various approaches are used by
students in class Primary Preparatory Secondary
All Schools
Completing worksheets or workbooks 4.1 4.0 4.0 4.1 Reading supplementary materials or text books 3.8 3.8 3.8 3.9 Short writing assignments or tasks 3.3 3.4 3.4 3.3 Working on long-term projects 2.7 2.7 2.7 2.7 Undertaking extended writing tasks 2.6 2.7 2.7 2.6 Presenting individual or small group oral reports 3.5 3.4 3.4 3.5
The averages may be broadly interpreted as follows: 1.0 to 1.7 indicates ‘no days’; 1.8 to 2.5 indicates ‘few days’; 2.6 to 3.3 indicates ‘some days’; 3.4 to 4.1 indicates ‘most days’; and, 4.2 to 5.0 indicates ‘every day’.
Graph (36): Teachers: Frequency of nature of work assigned in classes [by school stage]
Table (151): Teachers’ use of textbooks with their classes [by school type and school stage]
Number of different textbooks used by the teacher with their classes
Average number of textbooks used
Typ
e
Independent 2.1 Private Arabic 2.0 International 2.6
Sta
ge Primary 2.3
Preparatory 2.3 Secondary 2.3
All Schools 2.2 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Completingworksheets
Reading text booksor other materials
Short writing tasks Working on longterm tasks
Extended writingtasks
Presenting oralreports
Primary Preparatory Secondary
Every Day
Most Days
Some Days
Few Days
NoDays
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (152): Teacher report: teaching/learning aids used in classes [by school type]
Frequency with which various teaching/learning aids are employed within the class
Independent Private Arabic
International All
Schools
Text books 3.7 3.7 3.3 3.6 Audio-visual equipment 3.7 3.0 3.2 3.5 Calculators 2.0 1.8 1.8 1.9 Computers 3.6 2.9 2.8 2.4 Realia 3.2 2.9 2.5 3.0 Charts, flash cards and/or manipulative 3.5 3.3 3.2 3.4 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicates ‘never’; 1.8 to 2.5 indicates ‘rarely’; 2.6 to 3.2indicates ‘sometimes’; 3.3 to 4.0 indicates ‘often’.
Table (153): Teacher report: teaching/learning aids used in classes [by school stage]
Frequency with which various teaching/learning aids are employed within the class
Primary Preparatory Secondary All
Schools
Text books 3.6 3.5 3.5 3.6 Audio-visual equipment 3.5 3.4 3.4 3.5 Calculators 1.8 1.9 2.0 1.9 Computers 3.3 3.2 3.2 3.4 Realia 3.1 2.8 2.7 3.0 Charts, flash cards and/or manipulative 3.5 3.3 3.3 3.4
The averages may be broadly interpreted as follows: 1.0 to 1.7 indicates ‘never’; 1.8 to 2.5 indicates ‘rarely’; 2.6 to 3.2indicates ‘sometimes’; 3.3 to 4.0 indicates ‘often’.
Table (154): Student description of classroom practices [by school type]: Arabic classes
Frequency with which various approaches are used in class
Independent Private Arabic
International All
Schools
Whole class work lead by the teacher 3.7 3.6 2.4 3.4 Group work in class 3.7 2.9 1.7 3.2 Individual work in class 3.5 3.8 2.8 3.4 Teacher lectures to class 3.9 4.0 2.7 3.6 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘never’; 1.8 to 2.5 indicating ‘almost never’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
Table (155): Student description of classroom practices [by school stage]: Arabic classes
Frequency with which various approaches are used in class
Primary Preparatory Secondary All
Schools
Whole class work lead by the teacher 3.2 3.1 3.0 3.4 Group work in class 2.9 2.7 2.6 3.2 Individual work in class 3.3 3.2 3.1 3.4 Teacher lectures to class 3.5 3.4 3.3 3.6
The entries in the table represent averages of reported occurrences. The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘never’; 1.8 to 2.5 indicating ‘almost never’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
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74
Table (156): Student description of extended work within Arabic classes
Number of times extended work has been assigned
Average Number of Times in a Year When Extended Reading
Work Assigned
Average Number of Times in a Year When Extended Writing
Work Assigned
Typ
e
Independent 3.9 3.3 Private Arabic 4.1 3.4 International 3.1 2.3
Sta
ge Primary 4.0 3.3
Preparatory 3.5 2.8 Secondary 3.2 2.5
All Schools 3.7 3.1 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Table (157): Student description of classroom practices [by school type]: English classes
Frequency with which various approaches are used in class
IndependentPrivate Arabic
International All
Schools
Whole class work lead by the teacher 3.7 3.7 3.7 3.7 Group work in class 3.6 2.8 3.0 3.4 Individual work in class 3.5 3.9 3.8 3.6 Teacher lectures to class 3.8 4.0 4.0 3.9 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘never’; 1.8 to 2.5 indicating ‘almost never’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
Table (158): Student description of classroom practices [by school stage]: English classes
Frequency with which various approaches are used in class
Primary Preparatory Secondary All
Schools
Whole class work lead by the teacher 3.7 3.7 3.6 3.7 Group work in class 3.4 3.3 3.2 3.4 Individual work in class 3.7 3.7 3.6 3.6 Teacher lectures to class 4.0 3.9 3.8 3.9
The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘never’; 1.8 to 2.5 indicating ‘almost never’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
Table (159): Student description of extended work within English classes
Number of times extended work has been assigned
Average Number of Times in a Year When Extended Reading
Work Assigned
Average Number of Times in a Year When Extended Writing
Work Assigned
Typ
e
Independent 3.3 3.0 Private Arabic 3.3 2.9 International 5.0 4.6
Sta
ge Primary 4.4 3.9
Preparatory 3.9 3.6 Secondary 3.7 3.5
All Schools 3.6 3.4 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
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Table (160): Student description of classroom practices [by school type]: Mathematics classes
Frequency with which various approaches are used in class
Independent Private Arabic
International All
Schools
Whole class work lead by the teacher 3.6 3.6 3.7 3.6 Group work in class 3.4 2.7 2.7 3.2 Individual work in class 3.7 4.0 4.1 3.8 Teacher lectures to class 3.8 4.1 4.1 3.9 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘never’; 1.8 to 2.5 indicating ‘almost never’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
Table (161): Student description of classroom practices [by school stage]: Mathematics classes
Frequency with which various approaches are used in class
Primary Preparatory Secondary All
Schools
Whole class work lead by the teacher 3.7 3.6 3.5 3.6 Group work in class 3.2 3.0 2.9 3.2 Individual work in class 3.9 3.9 3.9 3.8 Teacher lectures to class 4.0 3.9 3.9 3.9
The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘never’; 1.8 to 2.5 indicating ‘almost never’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
Table (162): Student description of classroom practices [by school type]: Science classes
Frequency with which various approaches are used in class
Independent Private Arabic
International All
Schools
Whole class work lead by the teacher 3.7 3.5 3.6 3.6 Group work in class 3.5 2.7 3.0 3.4 Individual work in class 3.4 3.7 3.8 3.5 Teacher lectures to class 3.8 3.9 4.0 3.9 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘never’; 1.8 to 2.5 indicating ‘almost never’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
Table (163): Student description of classroom practices [by school stage]: Science classes
Frequency with which various approaches are used in class
Primary Preparatory Secondary All
Schools
Whole class work lead by the teacher 3.7 3.7 3.5 3.6 Group work in class 3.4 3.3 3.0 3.4 Individual work in class 3.7 3.6 3.5 3.5 Teacher lectures to class 4.0 3.9 3.8 3.9
The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘never’; 1.8 to 2.5 indicating ‘almost never’; 2.6 to 3.2 indicating ‘sometimes’; and, 3.3 to 4.0 indicating ‘often’.
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Table (164): Student opinion: how well schoolwork is understood [by school type and school
stage]
“I understand what my teacher explains in class”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 68% 11% 3.8 Private Arabic 75% 10% 4.0 International 78% 5% 4.0
Sta
ge Primary 80% 6% 4.1
Preparatory 71% 8% 3.8 Secondary 68% 9% 3.8
All Schools 71% 9% 3.8 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (165): Parent report: appropriateness of the difficulty of the schoolwork given their child [by school type and school stage]
Percentages of parents judging the difficulty of the schoolwork
assigned to their children
Schoolwork Assigned Is Too Easy
Schoolwork Assigned Is About Right
Schoolwork Assigned Is Too Difficult
Typ
e
Independent 16% 72% 13% Private Arabic 16% 75% 9% International 10% 81% 9%
Sta
ge Primary 14% 74% 12%
Preparatory 14% 76% 10% Secondary 13% 76% 11%
All Schools 15% 73% 12%
Table (166): Parent opinion: provision of additional help needed by their child [by school type and school stage]
“The school provides any additional help my child needs to do well”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 66% 14% 3.5 Private Arabic 55% 23% 3.4 International 56% 23% 3.4
Sta
ge Primary 63% 17% 3.6
Preparatory 61% 19% 3.5 Secondary 59% 20% 3.5
All Schools 63% 16% 3.6 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
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Assessment practices and uses of assessment information Table (167): Schools’ use of different assessment instruments/approaches [by school type]
Percentages of schools using selected assessment instruments/approaches
IndependentPrivate Arabic
International All
Schools
QCEA tests 2.7 2.0 1.3 2.3 Other standardised tests 1.5 1.2 1.9 1.6 Other external developed tests 2.3 1.8 1.6 2.0 Within-school developed tests 2.9 2.6 2.9 2.8 Student projects or portfolios 2.8 2.3 2.7 2.7 Student performance (music, science, art) 2.6 2.0 2.5 2.5 Individual oral, interview or observation 2.7 2.4 2.7 2.7 The averages may be broadly interpreted as follows: 1.0 to 1.6 indicating ‘2never’; 1.7 to 2.3 indicating ‘sometimes’; and, 2.4 to 3.0 indicating ‘usually’.
Table (168): Schools’ use of different assessment instruments/approaches [by school stage]
Percentages of schools using selected assessment instruments/approaches
Primary Preparatory Secondary All
Schools
QCEA tests 2.1 1.9 1.9 2.3 Other standardised tests 1.5 1.7 1.8 1.6 Other external developed tests 1.9 1.9 2.0 2.0 Within-school developed tests 2.8 2.8 2.8 2.8 Student projects or portfolios 2.7 2.6 2.6 2.7 Student performance (music, science, art) 2.5 2.5 2.5 2.5 Individual oral, interview or observation 2.7 2.6 2.7 2.7
The averages may be broadly interpreted as follows: 1.0 to 1.6 indicating ‘never’; 1.7 to 2.3 indicating ‘sometimes’; and, 2.4 to 3.0 indicating ‘usually’.
Table (169): Purposes for which schools’ use student assessment [by school type]
Percentages of schools reporting using student assessment for selected purposes
Independent Private Arabic
International All
Schools
Informing parents about child’s progress 99% 100% 100% 100% Making student retention/promotion decisions 89% 56% 82% 84% Making adjustments to instructional practices 97% 91% 91% 95% Comparing its performance with other schools 86% 47% 47% 71% Tracking the school’s performance over time 98% 88% 97% 97% School planning and development 100% 94% 98% 99% Making school effectiveness judgements 96% 84% 93% 94% Making teacher effectiveness judgements 97% 81% 77% 90%
Ass
ess
me
nt
pra
ctic
es
an
d u
ses
of
ass
ess
me
nt
info
rma
tio
n
Schools and Schooling in the State of Qatar 2011-12 Report
78
Table (170): Purposes for which schools’ use student assessment [by school stage]
Percentages of schools reporting using student assessment for selected purposes
Primary Preparatory Secondary All
Schools
Informing parents about child’s progress 100% 99% 99% 100% Making student retention/promotion decisions 80% 82% 81% 84% Making adjustments to instructional practices 94% 92% 92% 95% Comparing its performance with other schools 65% 59% 58% 71% Tracking the school’s performance over time 97% 95% 95% 97% School planning and development 98% 98% 98% 99% Making school effectiveness judgements 92% 93% 93% 94% Making teacher effectiveness judgements 87% 83% 83% 90%
Table (171): Frequency with which schools’ evaluate student progress [by school type]
Number of evaluations of students’ progress undertaken in a year as reported
by the school for each curriculum area Independent
Private Arabic
International All
Schools
Arabic 5.1 4.5 4.7 5.0 English 5.1 4.4 5.2 5.1 Mathematics 5.1 4.4 5.2 5.1 Science 5.1 4.4 5.0 5.0 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Graph (37): Frequency of formal student evaluation in selected curriculum areas
[by school type]
Arabic English Mathematics Science
Ind PA Int
10 per Year
8 per Year
6 per Year
4 per Year
2 per Year
0 per Year
Schools and Schooling in the State of Qatar 2011-12 Report
79
Table (172): Frequency with which schools’ evaluate student progress [by school stage] Number of evaluations of students’
progress undertaken in a year as reported by the school for each curriculum area
Primary Preparatory Secondary All
Schools
Arabic 4.8 4.9 4.9 5.0 English 5.0 5.0 5.1 5.1 Mathematics 5.0 5.0 5.1 5.1 Science 4.9 4.9 5.0 5.0
These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Graph (38): Frequency of formal student evaluation in selected curriculum areas [by school
stage]
Arabic English Mathematics Science
Primary Preparatory Secondary
10 per Year
8 per Year
6 per Year
4 per Year
2 per Year
0 per Year ً◌
Schools and Schooling in the State of Qatar 2011-12 Report
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Schools and Schooling in the State of Qatar 2011-12 Report
81
Homework Table (173): Teacher report: assignment of homework to students [by school type and school
stage]
Average Number of Days a Week
on which Homework Assigned Average Number of Hours a
Week that Homework is Assigned
Typ
e
Independent 2.4 1.2 Private Arabic 2.7 1.5 International 2.1 1.3
Sta
ge Primary 2.4 1.2
Preparatory 2.3 1.3 Secondary 2.3 1.3
All Schools 2.4 1.2 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Table (174): Parent report: amount of homework done by child [by school type and school
stage]
Average Hours a Week Child
Spends on Homework
Typ
e
Independent 1.7 Private Arabic 2.3 International 2.3
Sta
ge Primary 1.9
Preparatory 2.0 Secondary 2.1
All Schools 1.9
Table (175): Student report: amount of homework done [by school type and school stage]
Average Hours a Week Student Reports
Spending on Homework
Typ
e
Independent 5.4 Private Arabic 6.4 International 6.6
Sta
ge Primary 6.6
Preparatory 5.8 Secondary 5.7
All Schools 5.8
Ho
me
wo
rk
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82
Graph (39): Students and Parents: Time students spend on homework (hours per week) [by school type]
Graph (40): Students and Parents: Time students spend on homework (hours per week) [by school stage]
Table (176): Student report: proportion of set homework completed [by school type and
school stage]
Proportion of Homework that the
Student Does
Typ
e
Independent 3.0 Private Arabic 3.1 International 3.3
Sta
ge Primary 3.2
Preparatory 3.2 Secondary 3.1
All Schools 3.1 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘almost none of the homework’; 1.8to 2.5 indicating ‘some of the homework’; 2.6 to 3.2 indicating ‘most of the homework’; and, 3.3 to 4.0indicating ‘almost all of the homework’.
Students: Amount done Parents: Amount students do
Primary Preparatory Secondary
10 Hours
8 Hours
6 Hours
4 Hours
2 Hours
0 Hours
Students: Amount done Parents: Amount students do
Ind PA Int
10 Hours
8 Hours
6 Hours
4 Hours
2 Hours
0 Hours
Schools and Schooling in the State of Qatar 2011-12 Report
83
Graph (41): Students: Report on the proportion of assigned homework they complete [by
school type and school stage] Table (177): Student report: parental checking of homework [by school type and school stage]
Frequency with which Parents Check their
Children’s Homework
Typ
e
Independent 3.5 Private Arabic 3.6 International 3.5
Sta
ge Primary 3.7
Preparatory 3.5 Secondary 3.2
All Schools 3.5 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicates ‘never’; 1.8 to 2.5 indicates ‘rarely’; 2.6 to 3.3 indicates ‘sometimes’; 3.4 to 4.1 indicates ‘most times’; and, 4.2 to 5.0 indicates ‘almost always’.
Table (178): Assignment of homework as reported by teachers, students and parents [by
school type and school stage] Percentages of various groups which report that
homework is assigned Teachers
Students
Parents
Typ
e
Independent 97% 96% 99% Private Arabic 97% 95% 98% International 93% 98% 99%
Sta
ge Primary 96% 98% 99%
Preparatory 95% 97% 98% Secondary 95% 96% 97%
All Schools 97% 96% 99%
Set homework completed
Ind PA Int
All
Most
Some
None
Set homework completed
Primary Preparatory Secondary
All
Most
Some
None
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (179): Parent report: family involvement with their children’s homework [by school
type and school stage]
Proportion of Homework with
which the Child is Helped Proportion of Homework which is Checked by a Family Member
Typ
e
Independent 2.5 2.9 Private Arabic 2.6 3.0 International 2.6 3.1
Sta
ge Primary 2.8 3.2
Preparatory 2.3 2.8 Secondary 2.1 2.4
All Schools 2.5 2.9 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicating ‘almost none of the homework’; 1.8 to 2.5 indicating ‘some of the homework’; 2.6 to 3.2 indicating ‘most of the homework’; and, 3.3 to 4.0 indicating ‘almost all of the homework’.
Table (180): Parent opinion: the value of the homework assigned [by school type and school
stage]
“The homework assigned in school is worthwhile”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 80% 6% 3.9 Private Arabic 84% 6% 4.0 International 86% 4% 4.0
Sta
ge Primary 86% 4% 4.0
Preparatory 81% 6% 3.9 Secondary 76% 8% 3.8
All Schools 81% 6% 4.0 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Schools and Schooling in the State of Qatar 2011-12 Report
85
Student attitudes
Table (181): Student opinion: enjoyment of Arabic classes [by school type and school stage]
“I enjoy Arabic classes” Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 65% 19% 3.6 Private Arabic 66% 19% 3.7 International 61% 20% 2.5
Sta
ge Primary 70% 16% 3.4
Preparatory 61% 21% 3.1 Secondary 58% 22% 3.0
All Schools 64% 19% 3.4 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in thetable. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (182): Student opinion: enjoyment of English classes [by school type and school stage]
“I enjoy English classes” Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Semi-Independent 67% 18% 3.7 Private Arabic 73% 15% 3.9 International 76% 9% 3.9
Sta
ge Primary 77% 11% 4.0
Preparatory 69% 15% 3.8 Secondary 67% 16% 3.7
All Schools 70% 16% 3.8 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in thetable. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (183): Student opinion: enjoyment of Mathematics classes [by school type and school stage]
“I enjoy Mathematics classes” Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 64% 21% 3.6 Private Arabic 72% 17% 3.9 International 69% 14% 3.8
Sta
ge Primary 73% 14% 3.9
Preparatory 64% 20% 3.6 Secondary 61% 21% 3.5
All Schools 66% 19% 3.7 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Stu
de
nt
att
itu
de
s
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Table (184): Student opinion: enjoyment of Science classes [by school type and school stage]
“I enjoy Science classes” Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 71% 15% 3.7 Private Arabic 73% 15% 3.8 International 75% 10% 3.9
Sta
ge Primary 79% 10% 4.1
Preparatory 71% 14% 3.8 Secondary 68% 13% 3.6
All Schools 72% 13% 3.8 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Table (185): Parent opinion: the degree to which their child works hard at school [by school type and school stage]
“My child puts in much effort at school”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 76% 9% 3.9 Private Arabic 75% 10% 3.9 International 78% 8% 4.0
Sta
ge Primary 79% 7% 4.0
Preparatory 74% 10% 3.9 Secondary 75% 9% 3.9
All Schools 76% 9% 3.9 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in thetable. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Table (186): Principal opinion: satisfaction with students’ motivation to learn [by school type and school stage]
“The school’s students’ motivation to learn”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 85% 6% 4.1 Private Arabic 95% 2% 4.3 International 92% 2% 4.3
Sta
ge Primary 93% 3% 4.3
Preparatory 90% 2% 4.2 Secondary 89% 3% 4.2
All Schools 88% 4% 4.2 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (187): Teacher opinion: satisfaction with students’ motivation to learn [by school type and school stage]
Table (188): Students’ further educational aspirations [by school type and school stage]
Highest level of education to which students aspire
Percentage Below a Bachelor’s Degree
Percentage Bachelor’s Degree
Percentage Above a Bachelor’s Degree
Typ
e
Independent 21% 11% 68% Private Arabic 17% 11% 72% International 18% 12% 71%
Sta
ge Primary 23% 11% 66%
Preparatory 17% 10% 72% Secondary 16% 13% 71%
All Schools 20% 11% 69% Graph (42): Students' educational level aspirations [by school type and school stage]
“My students’ motivation to learn” Percentage
Satisfied Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 59% 27% 3.4 Private Arabic 66% 20% 3.6 International 76% 11% 3.9
Sta
ge Primary 71% 16% 3.7
Preparatory 63% 22% 3.5 Secondary 62% 23% 3.5
All Schools 63% 23% 3.5 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Below Bachelordegree
Bachelor degree Above Bachelordegree
Ind PA Int
100%
80%
60%
40%
20%
0%Below Bachelor
degreeBachelor degree Above Bachelor
degree
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
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Table (189): Parents’ further educational aspirations for their child [by school type and school stage]
Highest level of education to which parents aspire for their child
Percentage Below a Bachelor’s Degree
Percentage Bachelor’s Degree
Percentage Above a Bachelor’s Degree
Typ
e
Independent 15% 13% 72% Private Arabic 13% 8% 78% International 13% 2% 85%
Sta
ge Primary 15% 9% 76%
Preparatory 14% 8% 77% Secondary 15% 9% 76%
All Schools 15% 11% 75% Graph (43): Parents’ further educational aspirations for their children [by school type and
school stage] Table (190): Student opinion: satisfaction that school prepares for the future [by school type
and school stage]
“How well the school is preparing me for the future”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 76% 10% 4.0 Private Arabic 73% 14% 3.9 International 80% 7% 4.1
Sta
ge Primary 82% 7% 4.2
Preparatory 77% 9% 4.0 Secondary 73% 11% 3.9
All Schools 77% 10% 4.0 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfiedcomprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Below Bachelordegree
Bachelor degree Above Bachelordegree
Ind PA Int
100%
80%
60%
40%
20%
0%Below Bachelor
degreeBachelor degree Above Bachelor
degree
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
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Student Attendance and Punctuality Table (191): Parent report: student absenteeism [by school type and school stage]
Average Percentage Days Their
Child is Absent from School
Typ
e
Independent 10% Private Arabic 9% International 8%
Sta
ge Primary 8%
Preparatory 9% Secondary 11%
All Schools 9% These average percentages have been computed using weighted appropriatelyinterpolated values for the response categories in order to obtain indicative estimatesof the actual figures.
Table (192): Student report: absenteeism and tardiness [by school type and school stage]
Average Percentage Days Absent
from School Average Percentage Days Late
Getting to School
Typ
e
Independent 18% 15% Private Arabic 15% 16% International 13% 13%
Sta
ge Primary 16% 15%
Preparatory 15% 14% Secondary 15% 14%
All Schools 17% 15% These average percentages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Graph (44): Parents and students: Proportions of days in which students are absent from
school [by school type and school stage]
As reported by parents As reported by students
Ind PA Int
20%
16%
12%
8%
4%
0%As reported by parents As reported by students
Primary Preparatory Secondary
20%
16%
12%
8%
4%
0%
Stu
de
nt
att
en
da
nce
an
d p
un
ctu
ali
ty
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Graph (45): Students: Proportions of days in which students are late getting to school [by school type and school stage]
Table (193): Principal opinion: satisfaction with students’ attendance and punctuality [by
school type and school stage]
“The levels of student attendance and punctuality at the school”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 79% 11% 4.0 Private Arabic 84% 7% 4.0 International 79% 9% 4.0
Sta
ge Primary 80% 9% 4.0
Preparatory 82% 8% 4.0 Secondary 79% 10% 3.9
All Schools 80% 10% 4.0 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicatingthey were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
As reported by students
Ind PA Int
20%
16%
12%
8%
4%
0%As reported by students
Primary Preparatory Secondary
20%
16%
12%
8%
4%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
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Student Behaviour and Discipline
Table (194): Student opinion: fairness of school discipline [by school type and school stage]
“Discipline is fair at my school” Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 55% 27% 3.4 Private Arabic 55% 28% 3.4 International 56% 21% 3.5
Sta
ge Primary 62% 20% 3.6
Preparatory 54% 25% 3.4 Secondary 48% 29% 3.2
All Schools 55% 25% 3.4 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in thetable. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Table (195): Parent opinion: school discipline [by school type and school stage]
“The school maintains good discipline and order”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 80% 7% 4.0 Private Arabic 77% 9% 3.9 International 79% 9% 3.9
Sta
ge Primary 83% 7% 4.0
Preparatory 79% 9% 3.9 Secondary 73% 11% 3.8
All Schools 80% 8% 4.0 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Table (196): Teacher opinion: views on the principal’s enforcement of behaviour policy [by school type and school stage]
“That the principal enforces rules about student behaviour”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 83% 7% 4.2 Private Arabic 74% 14% 3.9 International 66% 15% 3.7
Sta
ge Primary 77% 10% 4.1
Preparatory 74% 11% 4.0 Secondary 75% 10% 4.0
All Schools 79% 9% 4.1 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Stu
de
nt
be
ha
vio
ur
an
d d
isci
pli
ne
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Table (197): Parent opinion: satisfaction with how the school treats their child [by school type and school stage]
“How well the school treats their child”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 81% 8% 3.9 Private Arabic 80% 8% 3.9 International 82% 7% 3.9
Sta
ge Primary 84% 6% 4.0
Preparatory 80% 8% 3.9 Secondary 77% 10% 3.8
All Schools 81% 8% 3.9 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (198): Principal opinion: satisfaction with student behaviour and discipline [by school type and school stage]
“The behaviour and discipline of the students at the school”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 93% 3% 4.4 Private Arabic 95% 0% 4.4 International 94% 1% 4.4
Sta
ge Primary 95% 2% 4.4
Preparatory 95% 0% 4.4 Secondary 94% 1% 4.4
All Schools 94% 2% 4.4 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (199): Teacher opinion: satisfaction with students’ behaviour and discipline [by school type and school stage]
“My students’ behaviour and discipline”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 58% 26% 3.4 Private Arabic 67% 19% 3.6 International 70% 13% 3.7
Sta
ge Primary 67% 18% 3.6
Preparatory 63% 22% 3.5 Secondary 63% 21% 3.5
All Schools 61% 23% 3.5 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
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Table (200): Student opinion: safety at school [by school type and school stage]
“My school is a safe place to be” Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 70% 15% 3.8 Private Arabic 65% 18% 3.7 International 71% 12% 3.9
Sta
ge Primary 74% 12% 4.0
Preparatory 69% 14% 3.8 Secondary 66% 15% 3.7
All Schools 70% 14% 3.8 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Table (201): Student report: frequency of being subject to theft or bullying [by school type
and school stage] Frequency in a year with which student have been subject to negative actions”
Average Times Something Has been Stolen
Average Times Subject to Threat of Physical Violence
Typ
e
Independent 0.9 0.7 Private Arabic 0.9 0.9 International 1.1 1.0
Sta
ge Primary 1.1 1.2
Preparatory 1.0 0.8 Secondary 0.9 0.6
All Schools 0.9 0.8 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Table (202): Student report: degree of students’ attention to schoolwork [by school type and
school stage]
“In my school students care about their schoolwork”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 27% 42% 3.2 Private Arabic 35% 36% 3.0 International 30% 34% 3.0
Sta
ge Primary 33% 39% 3.1
Preparatory 28% 37% 3.1 Secondary 26% 36% 3.1
All Schools 28% 39% 3.1 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (203): Student report: disobeying school rules [by school type and school stage] Frequency in a year with which student has been sent to
the principal’s office for disobeying school rules Average Times Student Sent to the Principal’s
Office for Disobeying School Rules T
ype
Independent 0.66 Private Arabic 0.63 International 0.58
Sta
ge Primary 0.67
Preparatory 0.64 Secondary 0.53
All Schools 0.64 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Table (204): Student report: school contacts parents about behaviour
Frequency in a year with which student’s parents have been contacted by the school for wrongdoing
Average Times Student’s Parents Have Been Contacted by School about Student Wrongdoing
Typ
e
Independent 0.49 Private Arabic 0.46 International 0.47
Sta
ge Primary 0.52
Preparatory 0.48 Secondary 0.40
All Schools 0.49 These averages have been computed using weighted appropriately interpolated values for the response categories in order to 0.3obtain indicative estimates of the actual figures.
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Parent-School Communications
Table (205): Schools’ parent reporting practices [by school type and school stage]
Percentages of schools which use selected approaches to parent reporting
Report at End of Each Term
Report at Defined Time in Each
Term
Report on an As-Requested Basis
Typ
e
Independent 99% 99% 93% Private Arabic 97% 81% 88% International 95% 55% 76%
Sta
ge Primary 98% 80% 86%
Preparatory 97% 73% 85% Secondary 97% 73% 83%
All Schools 98% 85% 88% Graph (46): Proportions of schools using selected parent reporting frequencies [by school
type]
Graph (47): Proportions of schools using selected parent reporting frequencies [by school stage]
At end of each semester At defined times in eachsemester
On an as-requested basis
Ind PA Int
100%
80%
60%
40%
20%
0%
At end of each semester At defined times in eachsemester
On an as-requested basis
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Pa
ren
t-S
cho
ol
com
mu
nic
ati
on
s
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (206): Parent report: frequency of parental-school contacts [by school type and school stage]
Frequency in a year with which there has been personal home-school contact
Average Times Parents Have Contacted the School
Average Times School Has Contacted the Parents
Typ
e
Independent 2.5 1.3 Private Arabic 3.2 1.4 International 3.7 1.7
Sta
ge Primary 3.2 1.5
Preparatory 2.8 1.4 Secondary 2.5 1.3
All Schools 2.7 1.4 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Graph (48): Parents: Numbers of parent–school contacts in a school year [by school type and
school stage] Table (207): Parent report: frequency of receiving student report cards from the school [by
school type and school stage] Frequency in a year with which parents have received
student report cards from the school Average Times Student Reports
Cards Received from School
Typ
e
Independent 1.9 Private Arabic 1.8 International 2.0
Sta
ge Primary 2.0
Preparatory 1.9 Secondary 1.8
All Schools 1.9 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Parent contacts theschool
School contacts theparent
Ind PA Int
5
4
3
2
1
0Parent contacts the
schoolSchool contacts the
parent
Primary Preparatory Secondary
5
4
3
2
1
0
Schools and Schooling in the State of Qatar 2011-12 Report
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Graph (49): Parents: Numbers of student report cards received from the school in a school year [by school type and school stage]
Table (208): Parent report: frequency of receiving information from the school [by school type
and school stage] Frequency with which parents have received information (eg publications, circulars, newsletters) from the school
Average Frequency Parents Receive Information from School
Typ
e
Independent 14.7 Private Arabic 12.7 International 24.7
Sta
ge Primary 19.5
Preparatory 16.2 Secondary 14.7
All Schools 16.3 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Graph (50): Parents: Numbers of sets of information received from the school in a school year
[by school type and school stage]
Student report cards received
Ind PA Int
5
4
3
2
1
0Student report cards received
Primary Preparatory Secondary
5
4
3
2
1
0
Sets of information material received
Ind PA Int
25
8
20
15
10
5
0Sets of information material received
Primary Preparatory Secondary
25
20
15
10
5
0
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (209): Teacher report: frequency of teacher communications with students’ parents [by school type and school stage]
Average Frequency of Teacher Communication with
Their Students’ Parents T
ype
Independent 3.1 Private Arabic 3.2 International 3.3
Sta
ge Primary 3.2
Preparatory 3.1 Secondary 3.1
All Schools 3.1 The averages may be broadly interpreted as follows: 1.0 to 1.7 indicates ‘never’; 1.8 to 2.5 indicates ‘rarely’; 2.6 to 3.3 indicates ‘some days’; 3.4 to 4.1 indicates ‘most days’; and, 4.2 to 5.0 indicates ‘every day’.
Table (210): Parent report: frequency of involvement in educational activities
[by school type and school stage] Frequency in a year with which parents have been involved in selected activities
Average Times Observing Classroom Activities
Average Times Talking with a Teacher or Principal
Typ
e
Independent 0.5 1.7 Private Arabic 0.3 2.4 International 0.2 2.9
Sta
ge Primary 0.5 2.3
Preparatory 0.3 2.1 Secondary 0.3 1.9
All Schools 0.5 2.0 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Table (211): Parent opinion: satisfaction with the school’s communications
[by school type and school stage]
“How well the school communicates with them”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 71% 11% 3.8 Private Arabic 63% 17% 3.6 International 68% 16% 3.6
Sta
ge Primary 71% 13% 3.7
Preparatory 69% 14% 3.7 Secondary 66% 15% 3.6
All Schools 70% 12% 3.7 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Schools and Schooling in the State of Qatar 2011-12 Report
99
Parents’ involvement in, and interactions with, school
Table (212): Schools’ expectations of its students’ parents [by school type]
Percentages of schools indicating selected expectations of its students’ parents
Independent Private Arabic
International All
Schools
Notify it of student’s home problems 69% 77% 92% 77% Notify it if student has problem with peers 99% 95% 94% 97% Inform teacher if child has lesson problems 98% 91% 96% 97% Help their child with homework 86% 88% 86% 86% Raise funds for school 41% 7% 13% 28% Volunteer for school projects/programs 81% 35% 72% 73% Respond to school enquiries 95% 93% 99% 96% Attend school-wide events 94% 91% 94% 94% Attend teacher interviews about child 96% 98% 99% 97% Observe their child’s classroom 92% 84% 41% 76% Attend parent council meetings 95% 93% 84% 92%
Table (213): Schools’ expectations of its students’ parents [by school stage] Percentages of schools indicating selected
expectations of its students’ parents Primary Preparatory Secondary
All Schools
Notify it of student’s home problems 79% 83% 83% 77% Notify it if student has problem with peers 97% 96% 96% 97% Inform teacher if child has lesson problems 96% 96% 95% 97% Help their child with homework 88% 85% 86% 86% Raise funds for school 24% 18% 23% 28% Volunteer for school projects/programs 72% 66% 67% 73% Respond to school enquiries 96% 97% 98% 96% Attend school-wide events 95% 94% 92% 94% Attend teacher interviews about child 98% 97% 98% 97% Observe their child’s classroom 73% 64% 63% 76% Attend parent council meetings 92% 89% 88% 92%
Table (214): Principal opinion: parental involvement in their child’s education [by school type and school stage]
“Parents are involved with their child’s education at this school”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 80% 4% 4.2 Private Arabic 70% 7% 3.9 International 81% 4% 4.2
Sta
ge Primary 80% 4% 4.2
Preparatory 77% 4% 4.1 Secondary 79% 4% 4.1
All Schools 79% 4% 4.1 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in thetable. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Pa
ren
ts’ i
nvo
lve
me
nt
in,
an
d i
nte
ract
ion
s w
ith
, sc
ho
ol
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (215): Principal opinion: satisfaction with parental support for learning [by school type
and school stage]
“The parental support at your school for student learning”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 77% 8% 3.9 Private Arabic 77% 2% 4.0 International 87% 3% 4.2
Sta
ge Primary 82% 6% 4.0
Preparatory 83% 2% 4.1 Secondary 83% 4% 4.1
All Schools 80% 6% 4.0 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (216): Teacher opinion: satisfaction with parental support for learning [by school type
and school stage]
“Parental support at your school for student learning”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 53% 23% 3.4 Private Arabic 59% 18% 3.5 International 62% 11% 3.6
Sta
ge Primary 58% 18% 3.5
Preparatory 57% 19% 3.5 Secondary 56% 18% 3.5
All Schools 55% 20% 3.4 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (217): Parents’ description of frequency of involvement in aspects of school
[by school type] Frequency in a year with which parents have
participated in selected school activities Independent
Private Arabic
International All
Schools
Participate in parent council 1.5 0.9 1.3 1.4 Serve on school committees 0.6 0.3 0.5 0.6 Volunteer to help in the classroom 0.4 0.5 0.2 0.4 Help with school activities and/or fundraising 0.8 0.9 0.8 0.8 Attend a school event 0.9 0.7 1.2 0.9 These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Schools and Schooling in the State of Qatar 2011-12 Report
101
Graph (51): Parents: Frequency of involvement in aspects of the school in the year [by school
type] Table (218): Parents’ description of frequency of involvement in aspects of school
[by school stage] Frequency in a year with which parents have
participated in selected school activities Primary Preparatory Secondary
All Schools
Participate in parent council 1.5 1.3 1.2 1.4 Serve on school committees 0.6 0.5 0.5 0.6 Volunteer to help in the classroom 0.4 0.4 0.4 0.4 Help with school activities and/or fundraising 0.9 0.8 0.7 0.8 Attend a school event 1.1 0.9 0.8 0.9
These averages have been computed using weighted appropriately interpolated values for the response categories in order to obtain indicative estimates of the actual figures.
Graph (52): Parents: Frequency of involvement in aspects of the school in the year [by school
stage]
Participate in ParentCouncil
Serve on schoolcommittees
Volunteer to helpin the classroom
Help to fundraise orin school activities
Attend a school event
Primary Preparatory Secondary
2.0
1.6
1.2
0.8
0.4
0
Participate in ParentCouncil
Serve on schoolcommittees
Volunteer to helpin the classroom
Help to fundraise orin school activities
Attend a school event
Ind PA Int
2.0
1.6
1.2
0.8
0.4
0
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (219): Parent opinion: involvement in school decisions [by school type and school stage]
“I have an adequate say in school decisions affecting my child”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 39% 30% 3.1 Private Arabic 33% 36% 2.9 International 26% 43% 2.7
Sta
ge Primary 36% 34% 3.0
Preparatory 33% 36% 2.9 Secondary 32% 35% 2.9
All Schools 37% 32% 3.0 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Table (220): Schools’ reporting of parent participation in its activities [by school type]
Percentages of schools reporting that parents actually participate in selected activities
Independent Private Arabic
International All
Schools
Attending parent council 100% 97% 79% 94% School fund raising activities 49% 6% 19% 36% Volunteering in the classrooms 46% 16% 47% 43% Assisting with other school programs 86% 34% 80% 78% Serving on school committee/board 83% 41% 54% 70% Deciding how school budget will be spent 42% 3% 7% 28% Advising on special programs 88% 63% 67% 79%
Table (221): Schools’ reporting of parent participation in its activities [by school stage]
Percentages of schools reporting that parents actually participate in selected activities
Primary Preparatory Secondary All
Schools
Attending parent council 92% 89% 89% 94% School fund raising activities 30% 29% 27% 36% Volunteering in the classrooms 43% 38% 39% 43% Assisting with other school programs 75% 75% 73% 78% Serving on school committee/board 66% 62% 63% 70% Deciding how school budget will be spent 21% 17% 19% 28% Advising on special programs 74% 73% 74% 79%
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Table (222): Principal opinion: students’ parents’ involvement in the school [by school type and school stage]
“The parents of students are involved with this school”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 71% 8% 4.0 Private Arabic 30% 33% 3.0 International 43% 28% 3.3
Sta
ge Primary 52% 19% 3.5
Preparatory 50% 23% 3.4 Secondary 48% 23% 3.4
All Schools 57% 17% 3.6 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates aneutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (223): Principal opinion: school’s welcoming of parents [by school type and school stage]
“That the parents are welcome at this school”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 99% 0% 4.9 Private Arabic 100% 0% 4.9 International 99% 0% 4.9
Sta
ge Primary 99% 0% 4.9
Preparatory 100% 0% 4.9 Secondary 100% 0% 4.9
All Schools 99% 0% 4.9 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (224): Teacher opinion: school’s welcoming of parents [by school type and school stage]
“That the parents are welcome at this school”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 96% 1% 4.6 Private Arabic 96% 2% 4.5 International 90% 2% 4.3
Sta
ge Primary 94% 1% 4.5
Preparatory 94% 1% 4.5 Secondary 94% 1% 4.5
All Schools 95% 1% 4.6 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates aneutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
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Table (225): Principal opinion: teachers’ relationship with students’ parents [by school type
and school stage]
“The school’s teachers have a good relationship with the students’ parents”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 98% 0% 4.7 Private Arabic 100% 0% 4.8 International 97% 0% 4.8
Sta
ge Primary 98% 0% 4.7
Preparatory 98% 0% 4.7 Secondary 98% 0% 4.7
All Schools 98% 0% 4.7 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (226): Teacher opinion: teachers’ relationship with students’ parents [by school type
and school stage]
“The school’s teachers have a good relationship with the students’ parents”
Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 90% 2% 4.4 Private Arabic 90% 3% 4.3 International 80% 4% 4.0
Sta
ge Primary 87% 3% 4.3
Preparatory 86% 3% 4.2 Secondary 86% 3% 4.2
All Schools 88% 3% 4.3 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table.For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates aneutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
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Aspects of client satisfaction
Table (227): Student opinion: satisfaction with school [by school type and school stage]
“That the school is a good one” Percentage
Satisfied Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 68% 16% 3.8 Private Arabic 65% 21% 3.7 International 70% 14% 3.8
Sta
ge
Primary 73% 14% 3.9 Preparatory 68% 16% 3.8 Secondary 64% 17% 3.6
All Schools 69% 16% 3.8 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (228): Parent opinion: satisfaction with education provided by the school [by school type and school stage]
“My child is getting a good education at the school”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 80% 7% 4.0 Private Arabic 77% 8% 3.9 International 80% 8% 3.9
Sta
ge Primary 82% 6% 4.0
Preparatory 79% 7% 3.9 Secondary 76% 9% 3.8
All Schools 80% 7% 3.9 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (229): Parent opinion: satisfaction with the quality of the school’s curriculum [by school type and school stage]
“The quality of the curriculum provided by the school”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Level of Satisfaction
Typ
e
Independent 74% 9% 3.8 Private Arabic 75% 9% 3.8 International 81% 7% 3.9
Sta
ge Primary 79% 7% 3.9
Preparatory 76% 8% 3.9 Secondary 72% 10% 3.8
All Schools 75% 9% 3.8 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Asp
ect
s o
f cl
ien
t S
ati
sfa
ctio
n
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Table (230): Student opinion: satisfaction about their school providing a good education [by school type and school stage]
“That the school provides you with a good education”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Levelof Satisfaction
Typ
e
Independent 73% 11% 3.9 Private Arabic 72% 13% 3.9 International 80% 6% 4.1
Sta
ge
Primary 81% 8% 4.1 Preparatory 76% 9% 4.0 Secondary 71% 11% 3.8
All Schools 75% 10% 3.9 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (231): Student opinion: satisfaction about their school preparing them for work [by school type and school stage]
“That the school prepares you well for work” Percentage
Satisfied Percentage Dissatisfied
Average for Overall Levelof Satisfaction
Typ
e
Independent 74% 11% 4.0 Private Arabic 70% 15% 3.9 International 79% 7% 4.1
Sta
ge
Primary 81% 8% 4.2 Preparatory 76% 10% 4.0 Secondary 71% 12% 3.8
All Schools 75% 11% 4.0 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (232): Student opinion: satisfaction about their school preparing them for parenthood [by school type and school stage]
“That the school prepares you well to be a good parent”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Levelof Satisfaction
Typ
e
Independent 72% 13% 3.9 Private Arabic 73% 14% 3.9 International 59% 18% 3.6
Sta
ge
Primary 72% 13% 4.0 Preparatory 66% 15% 3.8 Secondary 60% 17% 3.6
All Schools 69% 14% 3.8 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
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Table (233): Student opinion: satisfaction about their school preparing them for citizenship [by school type and school stage]
“That the school prepares you well to be a good citizen”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Levelof Satisfaction
Typ
e
Independent 76% 10% 4.0 Private Arabic 71% 15% 3.9 International 73% 9% 3.9
Sta
ge
Primary 78% 9% 4.1 Preparatory 74% 10% 4.0 Secondary 70% 11% 3.8
All Schools 75% 10% 4.0 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (234): Parent opinion: satisfaction with school as preparation for the future [by school
type and school stage]
“The school’s preparation of your child for their future”
Percentage Satisfied
Percentage Dissatisfied
Average for Overall Levelof Satisfaction
Typ
e
Independent 77% 8% 3.9 Private Arabic 72% 12% 3.7 International 73% 10% 3.8
Sta
ge Primary 77% 8% 3.9
Preparatory 74% 9% 3.8 Secondary 71% 11% 3.7
All Schools 76% 8% 3.9 The percentage satisfied comprises respondents who indicated they were ‘satisfied’ or ‘very satisfied’; the percentage dissatisfied comprises respondents who indicated they were ‘dissatisfied’ or ‘very dissatisfied’; and, the percentage indicating they were neither satisfied nor dissatisfied are not represented in the table. For overall level of satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Table (235): Student opinion: pride in their school [by school type and school stage]
“The students are proud of their school” Percentage Agreeing
Percentage Disagreeing
Average for Overall Levelof Agreement
Typ
e
Independent 64% 17% 3.7 Private Arabic 58% 23% 3.5 International 59% 16% 3.6
Sta
ge Primary 68% 14% 3.8
Preparatory 61% 17% 3.6 Secondary 54% 20% 3.4
All Schools 63% 17% 3.7 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in the table. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (236): Student opinion: how well they like school [by school type and school stage]
“I like my school” Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 57% 23% 3.4 Private Arabic 59% 24% 3.5 International 64% 15% 3.7
Sta
ge Primary 67% 16% 3.7
Preparatory 58% 21% 3.5 Secondary 54% 23% 3.3
All Schools 59% 21% 3.5 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in thetable. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement
Table (237): Parent opinion: how well their child enjoys school [by school type and school
stage]
“My child enjoys going to school” Percentage Agreeing
Percentage Disagreeing
Average for Overall Level of Agreement
Typ
e
Independent 71% 12% 3.8 Private Arabic 74% 10% 3.9 International 79% 7% 4.0
Sta
ge Primary 79% 8% 4.0
Preparatory 72% 11% 3.8 Secondary 65% 15% 3.6
All Schools 73% 11% 3.8 The percentage agreeing comprises respondents who ‘agreed’ or ‘strongly agreed’; the percentage disagreeing comprises respondents who ‘disagreed’ or ‘strongly disagreed’; and, the percentage expressing a neutral view are not represented in thetable. For overall level of agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Schools and Schooling in the State of Qatar 2011-12 Report
109
Comparative information 2009-10 to 2011-12: Selected indicators Table (238): Teachers’ formal teaching qualifications 2009 to 2012 [by school type and school
stage] Percentage of teachers with formal
teaching qualifications Percentagein 2009-10
Percentage in 2010-11
Percentage in 2011-12
Typ
e
Independent 65% 66% 67% Private Arabic 70% 68% 66% International 81% 82% 82%
Sta
ge Primary 70% 71% 71%
Preparatory 73% 72% 74% Secondary 75% 74% 75%
All Schools 72% 72% 70% Graph (53): Proportions of teachers with formal teaching qualifications [by school type] Graph (54): Proportions of teachers with formal teaching qualifications [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
100%
80%
60%
40%
20%
0%
2009-10 2010-11 2011-12
Primary Preparatory Secondary
100%
80%
60%
40%
20%
0%
Co
mp
ara
tive
in
form
ati
on
20
09
-10
to
20
11-1
2:
sele
cte
d i
nd
ica
tors
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (239): Principal opinion: satisfaction with instructional quality of school’s teachers
2009 to 2012
“The instructional skills and abilities of the school’s teachers”
Overall Satisfaction in 2009-10
Overall Satisfaction in 2010-11
Overall Satisfaction in 2011-12
Typ
e
Independent 4.3 4.3 4.3 Private Arabic 4.5 4.4 4.5 International 4.5 4.6 4.5
Sta
ge Primary 4.4 4.3 4.4
Preparatory 4.5 4.4 4.5 Secondary 4.4 4.4 4.5
All Schools 4.4 4.4 4.4 For overall satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Graph (55): Principal satisfaction with the quality of the school's teachers [by school type] Graph (56): Principal satisfaction with the quality of the school's teachers [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (240): Principal opinion: their autonomy 2009 to 2012 [by school type and school stage]
“My being allowed to change things at the school that need changing”
Overall Agreement in
2009-10
Overall Agreement in
2010-11
Overall Agreement in
2011-12
Typ
e Independent 4.5 4.4 4.5 Private Arabic 4.5 4.5 4.5 International 4.4 4.2 4.5
Sta
ge Primary 4.3 4.3 4.5
Preparatory 4.5 4.5 4.5 Secondary 4.4 4.4 4.5
All Schools 4.4 4.4 4.5 For overall satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction
Graph (57): Principal view: "I have the freedom to change things in the school requiring change" [by school type]
Graph (58): Principal view: "I have the freedom to change things in the school requiring
change" [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Schools and Schooling in the State of Qatar 2011-12 Report
112
Table (241): Teacher opinion: satisfaction with school leadership 2009 to 2012 [by school type and school stage]
“The quality of the school’s leadership”
Overall Satisfaction in
2009-10
Overall Satisfaction in
2010-11
Overall Satisfaction in
2011-12 T
ype
Independent 4.4 4.2 4.3 Private Arabic 4.0 3.7 3.8 International 3.7 3.5 3.5
Sta
ge Primary 3.9 3.9 3.9
Preparatory 4.0 3.9 3.9 Secondary 4.0 3.9 3.9
All Schools 4.0 4.0 4.1 For overall satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Graph (59): Teacher satisfaction with school leadership [by school type] Graph (60): Teacher satisfaction with school leadership [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (242): Teacher opinion: valuing of their opinion in school decisions 2009 to 2012 [by school type and school stage]
“My opinion matters in school decision-making”
Overall Agreement in
2009-10
Overall Agreement in
2010-11
Overall Agreement in
2011-12 T
ype
Independent 3.6 3.5 3.6 Private Arabic 3.5 3.4 3.4 International 3.3 3.2 3.2
Sta
ge Primary 3.4 3.4 3.4
Preparatory 3.5 3.4 3.4 Secondary 3.4 3.4 3.4
All Schools 3.5 3.4 3.5 For overall agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Graph (61): Teacher view: "My opinion matters in school decision-making" [by school type] Graph (62): Teacher view: "My opinion matters in school decision-making" [by school stage]
2009-10 2010-11 2011-12Primary Preparatory Secondary
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Schools and Schooling in the State of Qatar 2011-12 Report
114
Table (243): Teacher opinion: whether the school is a well-organised place to work 2009 to
2012 [by school type and school stage]
“The school is a well-organised place to work”
Overall Agreement in
2009-10
Overall Agreement in
2010-11
Overall Agreement in
2011-12 T
ype
Independent 4.3 4.1 4.2 Private Arabic 4.0 3.7 3.8 International 3.6 3.4 3.5
Sta
ge Primary 3.9 3.8 3.9
Preparatory 4.0 3.9 3.9 Secondary 3.9 3.8 3.8
All Schools 4.0 4.0 4.0 For overall agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3
indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement. Graph (63): Teacher view: "The school is a well-organised place to work" [by school type] Graph (64): Teacher view: "The school is a well-organised place to work" [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Schools and Schooling in the State of Qatar 2011-12 Report
115
Table (244): Teacher report: professional development time 2009 to 2012 Time (hours) spent in year on
professional development Average Time
in 2009-10 Average Time
in 2010-11 Average Time
in 2011-12
Typ
e
Independent 76.5 60.8 56.2 Private Arabic 31.4 47.4 32.6 International 28.6 33.1 27.5
Sta
ge Primary 41.4 48.6 43.6
Preparatory 46.7 48.7 41.7 Secondary 43.2 51.5 43.8
All Schools 44.6 54.1 49.2 Graph (65): Teacher professional development time [by school type] Graph (66): Teacher professional development time [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
100 Hours
80 Hours
60 Hours
40 Hours
20 Hours
0 Hours
2009-10 2010-11 2011-12
Primary Preparatory Secondary
100 Hours
80 Hours
60 Hours
40 Hours
20 Hours
0 Hours
Schools and Schooling in the State of Qatar 2011-12 Report
116
Table (245): Teacher opinion: satisfaction with the quality of professional development 2009
to 2012 [by school type and school stage]
“The quality of the professional development available in this school”
Overall Satisfaction in
2009-10
Overall Satisfaction in
2010-11
Overall Satisfaction in
2011-12
Typ
e
Independent 4.2 4.1 4.2 Private Arabic 3.4 3.5 3.5 International 3.4 3.3 3.4
Sta
ge Primary 3.6 3.8 3.9
Preparatory 3.7 3.8 3.8 Secondary 3.7 3.7 3.8
All Schools 3.8 3.9 4.0 For overall satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3
indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Graph (67): Teacher satisfaction with professional development quality [by school type] Graph (68): Teacher satisfaction with professional development quality [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (246): Student opinion: teacher encouragement 2009 to 2012 [by school type and school
stage]
“My teachers encourage me to do my best”
Overall Agreement in
2009-10
Overall Agreement in
2010-11
Overall Agreement in
2011-12 T
ype
Independent 4.0 3.9 3.9 Private Arabic 4.0 4.0 4.0 International 4.2 4.2 4.2
Sta
ge Primary 4.3 4.2 4.2
Preparatory 4.1 4.0 4.0 Secondary 3.9 3.9 3.9
All Schools 4.1 4.0 4.0 For overall agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Graph (69): Student view: "My teachers encourage me to do my best" [by school type] Graph (70): Student view: "My teachers encourage me to do my best" [by school Stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
Schools and Schooling in the State of Qatar 2011-12 Report
118
Table (247): Student opinion: satisfaction with activity range 2009 to 2012 [by school type and
school stage]
“The range of activities available at the school”
Overall Satisfaction in 2009-10
Overall Satisfaction in 2010-11
Overall Satisfaction in 2011-12
Typ
e
Independent 3.8 3.7 3.6 Private Arabic 3.5 3.3 3.4 International 3.7 3.6 3.6
Sta
ge Primary 4.0 3.9 3.9
Preparatory 3.7 3.6 3.6 Secondary 3.4 3.3 3.3
All Schools 3.7 3.7 3.6 For overall satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Graph (71): Student satisfaction with the school's range of activities [by school type] Graph (72): Student satisfaction with the school's range of activities [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (248): School computers 2009 to 2012 [by school type and school stage] Average number of students per
school computer Average in
2009-10 Average in
2010-11 Average in
2011-12
Typ
e Independent 6.2 6.8 7.3 Private Arabic 18.2 15.7 23.5 International 10.1 6.1 19.2
Sta
ge Primary 8.3 7.0 13.6
Preparatory 7.6 6.1 16.0 Secondary 8.3 6.5 16.5
All Schools 7.7 6.8 12.3 Graph (73): Average number of students per school computer [by school type] Graph (74): Average number of students per school computer [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
50
40
30
20
10
0
2009-10 2010-11 2011-12
Primary Preparatory Secondary
40
32
24
17
8
0
Schools and Schooling in the State of Qatar 2011-12 Report
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Table (249): Student opinion: satisfaction with computer access 2009 to 2012 [by school type and school stage]
“The availability of computers for student use at the school”
Overall Satisfaction in 2009-10
Overall Satisfaction in 2010-11
Overall Satisfaction in 2011-12
Typ
e Independent 3.8 3.8 3.7 Private Arabic 3.3 3.3 3.3 International 3.6 3.6 3.5
Sta
ge Primary 3.9 3.9 3.9
Preparatory 3.7 3.8 3.7 Secondary 3.4 3.4 3.3
All Schools 3.7 3.8 3.7 For overall satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Graph (75): Student satisfaction with access to computers at school [by school type] Graph (76): Student satisfaction with access to computers at school [by school stage]
2009-10 2010-11 2011-12Private Arabic Independent International
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
Schools and Schooling in the State of Qatar 2011-12 Report
121
Table (250): Average QCEA Arabic (Overall) scale scores 2009 to 2012
Average Scale Score
in 2009-10 Average Scale Score
in 2010-11 Average Scale Score
in 2011-12
Grade 4 469 477 481 Grade 5 483 492 494 Grade 6 501 515 522 Grade 7 523 538 532 Grade 8 521 539 534 Grade 9 534 554 547 Grade 10 533 559 554 Grade 11 526 561 551 The scales have been constructed so that individual student’s scores are typically within the range from 250 to about 900. These scale scores provide a broad indication of the students’ performance, with the higher the score being indicative of stronger performance. For each curriculum area there are different scales, so the scores cannot be directly compared across curriculum areas.
Graph (77): Average QCEA Arabic (Overall) scale scores [Independent Schools]
2009-10 2010-11 2011-12
Grade 4 Grade 5 Grade 6 Grade 7
Grade 8 Grade 9 Grade 10 Grade 11
600
580
560
540
520
500
480
460
440
420
400
Schools and Schooling in the State of Qatar 2011-12 Report
122
Table (251): Average QCEA English (Overall) scale scores 2009 to 2012
Average Scale Score
in 2009-10 Average Scale Score
in 2010-11 Average Scale Score
in 2011-12
Grade 4 522 524 526 Grade 5 529 533 535 Grade 6 535 541 547 Grade 7 536 547 549 Grade 8 534 550 550 Grade 9 546 558 560 Grade 10 547 564 565 Grade 11 553 568 567 The scales have been constructed so that individual student’s scores are typically within the range from 250 to about 900. These scale scores provide a broad indication of the students’ performance, with the higher the score being indicative of stronger performance. For each curriculum area there are different scales, so the scores cannot be directly compared across curriculum areas.
Graph (78): Average QCEA English (Overall) scale scores [Independent Schools]
2009-10 2010-11 2011-12
Grade 4 Grade 5 Grade 6 Grade 7
Grade 8 Grade 9 Grade 10 Grade 11
600
580
560
540
520
500
480
460
440
420
400
Schools and Schooling in the State of Qatar 2011-12 Report
123
Table (252): Average QCEA Mathematics (Overall) scale scores 2009 to 2012 Graph (79): Average QCEA Mathematics (Overall) scale scores [Independent Schools]
Average Scale Score
in 2009-10 Average Scale Score
in 2010-11 Average Scale Score
in 2011-12
Grade 4 418 463 481 Grade 5 488 537 566 Grade 6 495 504 534 Grade 7 492 513 523 Grade 8 490 540 552 Grade 9 484 535 545 Grade 10 685 641 638 Grade 11 636 658 644 The scales have been constructed so that individual student’s scores are typically within the range from 250 to about 900. These scale scores provide a broad indication of the students’ performance, with the higher the score being indicative of stronger performance. For each curriculum area there are different scales, so the scores cannot be directly compared across curriculum areas. Moreover, within the Mathematics curriculum area, the scales have different underlying bases for each grade and thus the scores can also not be directly compared across grades.
2009-10 2010-11 2011-12
Grade 4 Grade 5 Grade 6 Grade 7
Grade 8 Grade 9 Grade 10 Grade 11
750
715
680
645
610
575
540
505
470
435
400
Note that QCEA Mathematics scores can’t be directly compared a cross grades
750
715
680
645
610
575
540
505
470
435
400
Schools and Schooling in the State of Qatar 2011-12 Report
124
Table (253): Average QCEA Science (Overall) scale scores 2009 to 2012
Average Scale Score
in 2009-10 Average Scale Scores
in 2010-11 Average Scale Scores
In 2011-12
Grade 4 475 555 565 Grade 5 494 564 558 Grade 6 459 528 539 Grade 7 478 518 522 Grade 8 462 543 550 Grade 9 483 540 538
Grade 10 648 Biology Chemistry Physics Biology Chemistry Physics
617 612 626 519 609 616
Grade 11 605 Biology Chemistry Physics Biology Chemistry Physics
654 668 621 586 660 612 The scales have been constructed so that individual student’s scores are typically within the range from 250 to about 900. These scale scores provide a broad indication of the students’ performance, with the higher the score being indicative of stronger performance. For each curriculum area there are different scales, so the scores cannot be directly compared across curriculum areas. Moreover, within the Science curriculum area, the scales have different underlying bases for each grade and thus the scores can also not be directly compared across grades.
Graph (80): Average QCEA Science (Overall) scale scores [Independent Schools]
2009-10 2010-11 2011-12
Grade 4 Grade 5 Grade 6 Grade 7
Grade 8 Grade 9 Grade 10 Grade 11
750
715
680
645
610
575
540
505
470
435
400
Note that QCEA Science scores can’t be directly compared a cross grades
Schools and Schooling in the State of Qatar 2011-12 Report
125
Table (254): Average QCEA Islamic Studies (Overall) scale scores 2010 to 2012 Graph (81): Average QCEA Islamic Studies (Overall) scale scores [Independent Schools]
2010-11 2011-12
Grade 4 Grade 5 Grade 6 Grade 7
Grade 8 Grade 9 Grade 10 Grade 11
750
715
680
645
610
575
540
505
470
435
400
750
715
680
645
610
575
540
505
470
435
400
Average Scale Score
in 2010-11 Average Scale Score
in 2011-12
Grade 4 476 474 Grade 5 469 469 Grade 6 480 479 Grade 7 460 467 Grade 8 452 453 Grade 9 476 479 Grade 10 489 482 Grade 11 485 480 The scales have been constructed so that individual student’s scores are typically within the range from 300 to about 600. These scale scores provide a broad indication of the students’ performance, with the higher the score being indicative of stronger performance.
Schools and Schooling in the State of Qatar 2011-12 Report
126
Table (255): Student report: absenteeism 2009 to 2012 [by school type and school stage] Graph (82): Proportion of days students absent from school [by school type] Graph (83): Proportion of days students absent from school [by school stage]
Average percentage days student reports being absent from school
Percentage in 2009-10
Percentage in 2010-11
Percentage in 2011-12
Typ
e Independent 17% 17% 18% Private Arabic 14% 15% 15% International 12% 12% 13%
Sta
ge Primary 15% 15% 16%
Preparatory 14% 14% 15% Secondary 15% 15% 15%
All Schools 15% 16% 17%
2009-10 2010-11 2011-12
Private Arabic Independent International
20%
16%
12%
8%
4%
0%
2009-10 2010-11 2011-12
Primary Preparatory Secondary
20%
16%
12%
8%
4%
0%
Schools and Schooling in the State of Qatar 2011-12 Report
127
Table (256): Parent opinion: satisfaction with the school’s communications 2009 to 2012 [ by school type and school stage]
“How well the school communicates with them”
Overall Satisfaction in
2009-10
Overall Satisfaction in
2010-11
Overall Satisfaction in
2011-12 T
ype
Independent 3.7 3.7 3.8 Private Arabic 3.6 3.5 3.6 International 3.7 3.8 3.6
Sta
ge Primary 3.7 3.7 3.7
Preparatory 3.7 3.7 3.7 Secondary 3.7 3.7 3.6
All Schools 3.7 3.7 3.7 Graph (84): Parent satisfaction with the school's communications [by school type] Graph (85): Parent satisfaction with the school's communications [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
Schools and Schooling in the State of Qatar 2011-12 Report
128
Table (257): Parent opinion: involvement in school decisions 2009 to 2012 [by school type and school stage]
“I have an adequate say in school decisions affecting my child”
Overall Agreement in
2009-10
Overall Agreement in
2010-11
Overall Agreement in
2011-12 T
ype
Independent 3.0 3.0 3.1 Private Arabic 2.9 2.9 2.9 International 2.9 2.9 2.7
Sta
ge Primary 2.9 3.0 3.0
Preparatory 2.9 3.0 2.9 Secondary 2.9 3.0 2.9
All Schools 2.9 3.0 3.0 For overall agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Graph (86): Parent view: "I have an adequate say in school decisions about my child" [by
school type] Graph (87): Parent view: "I have an adequate say in school decisions about my child" [by
school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Schools and Schooling in the State of Qatar 2011-12 Report
129
Table (258): Parent opinion: satisfaction with how well the school treats their child 2009 to
2012 [by school type and school stage]
“How well the school treats their child”
Overall Satisfaction in
2009-10
Overall Satisfaction in
2010-11
Overall Satisfaction in
2011-12 T
ype
Independent 4.0 3.9 3.9 Private Arabic 3.9 3.9 3.9 International 4.0 4.0 3.9
Sta
ge Primary 4.0 4.0 4.0
Preparatory 4.0 4.0 3.9 Secondary 3.9 3.9 3.8
All Schools 4.0 4.0 3.9 For overall satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Graph (88): Parent satisfaction with how well the school treats their child [by school type] Graph (89): Parent satisfaction with how well the school treats their child [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
Schools and Schooling in the State of Qatar 2011-12 Report
130
Table (259): Student opinion: satisfaction with school 2009 to 2012 [by school type and school stage]
“That the school is a good one” Overall
Satisfaction in 2009-10
Overall Satisfaction in
2010-11
Overall Satisfaction
2011-12 T
ype
Independent 3.9 3.8 3.8 Private Arabic 3.8 3.6 3.7 International 4.0 3.9 3.8
Sta
ge Primary 4.1 4.0 3.9
Preparatory 3.9 3.8 3.8 Secondary 3.7 3.6 3.6
All Schools 3.9 3.8 3.8 For overall satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Graph (90): Student satisfaction with the school [by school type] Graph (91): Student satisfaction with the school [by school stage]
2009-10 2010-11 2011-12Private Arabic Independent International
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
Schools and Schooling in the State of Qatar 2011-12 Report
131
Table (260): Student opinion: satisfaction about school providing a good education 2009 to 2012 [by school type and school stage]
“That the school provides you with a good education”
Overall Satisfaction in
2009-10
Overall Satisfaction in
2010-11
Overall Satisfaction in
2011-12
Typ
e
Independent 4.0 3.9 3.9 Private Arabic 4.0 3.9 3.9 International 4.1 4.1 4.1
Sta
ge Primary 4.3 4.2 4.1
Preparatory 4.0 4.0 4.0 Secondary 3.9 3.8 3.8
All Schools 4.1 4.0 3.9 For overall satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Graph (92): Student satisfaction with the school's quality of education [by school type] Graph (93): Student satisfaction with the school's quality of education [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
Schools and Schooling in the State of Qatar 2011-12 Report
132
Table (261): Student opinion: how well they enjoy school 2009 to 2012 [by school type and school stage]
“I enjoy going to school” Overall
Agreement in 2009-10
Overall Agreement in
2010-11
Overall Agreement in
2011-12 T
ype
Independent 3.7 3.6 3.4 Private Arabic 3.6 3.5 3.5 International 3.7 3.7 3.7
Sta
ge Primary 3.9 3.8 3.7
Preparatory 3.6 3.6 3.5 Secondary 3.5 3.4 3.3
All Schools 3.7 3.6 3.5 For overall agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3
indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement. Graph (94): Student view: "I enjoy school" [by school type] Graph (95): Student view: "I enjoy school" [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Schools and Schooling in the State of Qatar 2011-12 Report
133
Table (262): Parent opinion: how well their child enjoys school 2009 to 2012
“My child enjoys going to school” Overall
Agreement in 2009-10
Overall Agreement in
2010-11
Overall Agreement in
2011-12
Typ
e Independent 3.8 3.8 3.8 Private Arabic 3.9 3.8 3.9 International 4.1 4.1 4.0
Sta
ge Primary 4.1 4.0 4.0
Preparatory 3.9 3.9 3.8 Secondary 3.8 3.8 3.6
All Schools 3.9 3.9 3.8 For overall agreement: 1.0 to 1.7 indicates strong disagreement; 1.8 to 2.5 indicates disagreement; 2.6 to 3.3 indicates a neutral view; 3.4 to 4.1 indicates agreement; and, 4.2 to 5.0 indicates strong agreement.
Graph (96): Parent view: "My child enjoys school" [by school type] Graph (97): Parent view: "My child enjoys school" [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Schools and Schooling in the State of Qatar 2011-12 Report
134
Table (263): Parent opinion: satisfaction with the education provided by the school 2009 to 2012 [by school type and school stage]
“My child is getting a good education at this school”
Overall Satisfaction in 2009-10
Overall Satisfaction in 2010-11
Overall Satisfaction in 2011-12
Typ
e Independent 3.9 3.9 4.0 Private Arabic 3.9 3.9 3.9 International 4.0 4.0 3.9
Sta
ge Primary 4.0 4.0 4.0
Preparatory 4.0 4.0 3.9 Secondary 3.9 3.9 3.8
All Schools 4.0 4.0 3.9 For overall satisfaction: 1.0 to 1.7 indicates strong dissatisfaction; 1.8 to 2.5 indicates dissatisfaction; 2.6 to 3.3 indicates neither satisfied nor dissatisfied; 3.4 to 4.1 indicates satisfaction; and, 4.2 to 5.0 indicates strong satisfaction.
Graph (98): Parent satisfaction with the school providing good education [by school type] Graph (99): Parent satisfaction with the school providing good education [by school stage]
2009-10 2010-11 2011-12
Private Arabic Independent International
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied
2009-10 2010-11 2011-12
Primary Preparatory Secondary
Strongly Satisfied
Satisfied
Neutral
Dissatisfied
Strongly Dissatisfied