التقويم الذاتي للمدارس في دول الخليج أدلة من مسح لشبكة جمع المعلومات الوصفية على مستوى النظام (NESLI) للعام 2018 Charlotte Mayard, Consultant, OECD Directorate for Education and Skills Muscat, Oman, 28 March 2019

تعريف School self-evalation refers to the process by which schools systematically review the quality of their policies and practices and monitor the performance outcomes to inform school planning (OECD, 2015).

متطلبات التقويم الذاتي بالمدارس الحكومية Similary to a majority of OECD countries, almost all Gulf countries have legal requirements for school self-evaluations (Figure 3.1). In Gulf countries, schools mostly carry out self evaluations once a year or more often, while schools across most of OECD countries undertake self-evaluations annually or every two years (Figure 3.1). Figure 3.1 School self-evaluation in public schools   Once a year or more often Once every two years or three years Once every 3+ years No requirement for the frequency of school self-evaluations Self-evaluations required but frequency unknown No required self-evaluations Missing Have self-evaluations that are not part of accountability system School self-evaluations required as part of accountability system Primary m 3 -1 a 5 -2 1 6 2 Lower secondary Upper secondary Australia Austria Belgium (Fl.) Belgium (Fr.) Canada Chile Czech Republic Denmark England Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Latvia Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Scotland Slovak Republic Slovenia Spain Sweden Switzerland Turkey United States Bahrain Oman Qatar Saudi Arabia UAE Yemen Note: Data provided for the Gulf countries are for 2018. Source: OECD (2015) and OECD (2018).

أهم الملامح للمدارس ذات التقويمات الذاتية الفاعلة Strong infrastructure of national or local support to develop self-evaluations processes and capacities Eg. School self-evaluation resources (indicators, manuals or templates), training, advising ect. Flexibility of the schools to adapt tools and processes to their needs. Strong leadership capacity at the school level to guide the school towards improvement. School-level School self-evaluation processes engage students, parents and other school stakeholders, and have activities focused on learning and teaching processes and improving outcomes. Main use of the results of school self-evaluations: Informing school improvement planning in the framework of a strategic planning cycle. Source: SICI (2003) and OECD (2013).

دور التقييم الخارجي للمدارس في رصد ومراقبة جودة التقويم الذاتي In those Gulf countries, school self-evaluations are monitored through external school evaluations and tend to be a mandatory pre-requirement to external school evaluation (eg. Bahrain and the UAE). In Bahrain and the UAE, inspectors also check the quality of school self-evaluations: “school self-evaluation and improvement” is an indicator in their external school evaluation frameworks.

تميل المدارس في دول الخليج إلى عدم المرونة في تطبيق التقويمات الذاتية للمدرسة وفقاً لاحتياجاتها (1) Schools in Gulf countries tend to use the external school evaluation framework as a reference for self-evaluation but tend not to add or adapt indicators to reflect their context and priority (Figure 3.3) . Figure 3.3. Areas always tackled during external school evaluations and school self-evaluations across Gulf countries (2018) For instance, In the UAE, schools are also required to submit self-evaluation information based on the school quality indicators of the UAE Framework (MOE, n.d). Source: OECD (2018).

تميل المدارس في دول الخليج إلى عدم المرونة في تطبيق التقويمات الذاتية للمدرسة وفقاً لاحتياجاتها (2) This trend across Gulf countries differs from the situation across OECD countries where indicators used for external school evaluation are not systematically used by schools for self-evaluations (OECD, 2015) (Figure 3.2). Figure 3.2. Areas always tackled during external school evaluations and school self-evaluations across OECD countries (2015) In some OECD countries, schools develop their own indicators and tools for self-evaluation. In others, schools used the school external evaluation as a reference, but have the discretion to add or adâpt indicators to refelct their context and priorities. Source: OECD (2015).

تميل المدارس في دول الخليج إلى عدم المرونة في تطبيق التقويمات الذاتية للمدرسة وفقاً لاحتياجاتها (3) Bahrain, Oman and Qatar have highly structured school self- evaluations, meaning that the same activities are carried out in all schools based on a similar set of data collection tools (OECD, 2018). On the other hand, about half OECD countries with available data (11) have school self-evaluations that are partially structured: national or local authorities provide self- evaluation tools to schools but schools can choose to adpat those tools to fit their needs or do not use those tools (OECD, 2015). national/regional/local authorities provide self-evaluation tools but schools do not adapt those tools to fit their needs.

عملية التقويم الذاتي للمدرسة غير موجهة للامتثال في ثلاث دول خليجية (1) Schools in Bahrain, Oman and Qatar always address the key processes of teaching and learning during self-evaluations, while schools in Yemen focus their self-evaluations mostly on compliance with rules and regulations (OECD, 2018). Figure 3.5. Distribution of areas or topics addressed during the school self-evaluations in Gulf countries (2018)   Compliance with rules and regulations Financial management Quality of instruction Quality of curriculum and instructional materials Curriculum is aligned with established standards or guidelines Student performance Satisfaction and perceptions of students Satisfaction and perceptions of parents Satisfaction and perceptions of staff Other areas Bahrain 1 2 Oman Qatar Saudi Arabia NO UAE m Yemen 3 a Always Sometimes Never Missing Non-applicable School inspection not required Source: OECD (2018). Always Sometimes Never Missing Non-applicable School self-evaluation not required

عملية التقويم الذاتي للمدرسة ليست موجهة للامتثال في ثلاث دول خليجية (2) This trend among the three Gulf countries is similar to the situation across a majority of OECD countries where schools mostly focus on areas related to the key processes of teaching and learning and key outcomes. Compliance with rules and regulations is less a focus in school self-evaluations than it is in external school evaluations (OECD, 2015). Figure 3.4. Distribution of areas or topics addressed during the school self-evaluations in OECD countries (2015) A majority of OECD countries either alwayas or sometimes address some areas related to key processes of learning and teaching and key outcomes, especially student performance, the quality of instruction, the quality of the curriculum and instructional materials. Source: OECD (2015).

تميل دول الخليج إلى إشراك الطلاب وآبائهم وهيئة التدريس في عملية تقويم المدرسة Students, parents and school staff are always consulted during the self- evaluation process to share their judgments in the schools of Bahrain, Oman and Qatar (Figure 3.5). In the schools of 10 OECD countries, students always share their satisfaction and perceptions on different matters related to school quality during self-evaluations. On the other hand, parents’ and staff’s satisfaction and perceptions are systematically taken into account during self-evaluations in the schools of only six OECD countries. The involvement of students, parents, staff in the self-evaluation process through sharing opinions is not systematic in some OECD countries as shown by the number of OECD countries where schools only sometimes cover students, parents, staff (Figure 3.4). In some Gulf countries, the school leaders directly share the results of school self-evaluation with teachers (in Bahrain, Oman and Yemen), parents and students (Bahrain, Qatar and Yemen) (Figure 3.6). This is similar to the trend in many OECD countries where the school leaders directly share self-evaluations results with classroom teachers (14 countries), parents (13 countries) and students (10 countries). Oman is the only Gulf country where the school leaders share the results of school self-evaluations with parents’ council upin request and do not share the results of school self-evaluations with students.

نتائج التقويم الذاتي في عدة دول خليجية تفيد بالتقويمات الخارجية للمدرسة (1) All Gulf countries require school leaders to share the results of external school evaluation with the Inspectorates (OECD, 2018) (Figure 3.6). In a majority of OECD countries with available data (16 countries), the school leaders share self-evaluations results with the Inspectorates (OECD, 2015). Evidence for the UAE comes from the UAE school Inspection Framework. In a majority of OECD countries with available data (16 countries), the school leaders share self-evaluations results with the Inspectorates, although the reporting to the Inspectorates is not systematically done in all those countries (OECD, 2015). (this is done systematically in 7 OECD countries and upon request on 10 OECD countries)

نتائج التقويم الذاتي في عدة دول خليجية تفيد بالتقويمات الخارجية للمدرسة (1) Figure 3.6. Reporting of school self-evaluation results in lower secondary education   Directly shared Shared upon request Not shared Missing Non-applicable Higher-level education authorities m NS a DSW DSR UR DSR,DSW School inspectorates DSR,UR School administrators Classroom teachers Parents DSW,UR Students Media and General Public Australia Austria Belgium (Fl.) Belgium (Fr.) Canada Chile Czech Republic Denmark England Estonia Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea Latvia Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Scotland Slovak Republic Slovenia Spain Sweden Switzerland Turkey United States Bahrein Oman Qatar Saudi Arabia UAE Yemen Note: Data reported for the Gulf countries are for the reference year 2018. Source: OECD (2015) and OECD (2018).

المصادر Ministry of Education (n.d.), United Arab Emirates School Inspection Framework, https://www.moe.gov.ae/Ar/ImportantLinks/Inspection/PublishingImages /frameworkbooken.pdf (accessed on 22 February 2019). OECD (2018), NESLI survey data collection on school inspection and school self-evaluation in Gulf countries, Evaluation and Assessment Survey. OECD (2015), Education at a Glance 2015: OECD Indicators, OECD Publishing, Paris, https://dx.doi.org/10.1787/eag-2015-en. OECD (2013), Synergies for Better Learning: An International Perspective on Evaluation and Assessment, OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, https://dx.doi.org/10.1787/9789264190658-en. SICI (2003), Effective school self-evaluation (ESSE) project, SICI, Belfast.