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Asking the Right Questions for Sustainable Development Goals: Performance Assessment Approaches for the Qatar Education System

Author

Listed:
  • Mona M. Al-Kuwari

    (Division of Sustainable Development, College of Science and Engineering, Hamad Bin Khalifa University, Qatar Foundation, Education City, Doha 34110, Qatar)

  • Luluwah Al-Fagih

    (Division of Sustainable Development, College of Science and Engineering, Hamad Bin Khalifa University, Qatar Foundation, Education City, Doha 34110, Qatar
    School of Computer Science & Mathematics, Kingston University London, Kingston-upon-Thames KT1 2EE, UK)

  • Muammer Koç

    (Division of Sustainable Development, College of Science and Engineering, Hamad Bin Khalifa University, Qatar Foundation, Education City, Doha 34110, Qatar)

Abstract

Questions determine our fate as individuals and societies. Asking the right questions at the right time and in the right amount makes our choices and decisions meaningful. As human beings we all experience this from an early age. In education, in order to evaluate, learn and inform the growth of students, the professional development of teachers and the overall efficiency of the system, questions become an integral element of the complex, non-linear and social system at different levels. The purpose of this article is to investigate how performance assessment strategies play a role in the education system, and to understand how progressive performance assessments can be set up with sustainable thinking and designed in alignment with the United Nation’s (UN) Development Goals (SGDs) for a given context. To aid Qatar’s pursuit in transitioning from a resource-based economy to a knowledge-based one, this study aims to design and develop a proper performance assessment (PA) framework that is aligned with the SDGs and education goals (EGs) to help achieve social and human development as envisioned in Qatar’s national vision. This article: (i) presents a theoretical and qualitative analysis of PA practices in the Qatar Education System (QES); (ii) provides a comparative analysis among the best PA practices at the global level; and (iii) examines the methodology, conditions, and findings based on learning from: (a) the successful experiences of other countries, (b) documented analyses of local past experiences, (c) local stakeholders (through a qualitative investigation) in order to understand the needs, develop recommendations and design a tailored PA strategy. The results indicate that there are misalignments between the core educational components such as EGs and the assessment methods used to evaluate them. The analysis and findings reveal that the QES urgently needs to develop a PA strategy that is appropriate for its stakeholders to meet the EGs and enhance their sustainability competencies. Finally, this study proposes a PA framework for the QES to align its core elements with SDGs and EGs.

Suggested Citation

  • Mona M. Al-Kuwari & Luluwah Al-Fagih & Muammer Koç, 2021. "Asking the Right Questions for Sustainable Development Goals: Performance Assessment Approaches for the Qatar Education System," Sustainability, MDPI, vol. 13(7), pages 1-28, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:7:p:3883-:d:527836
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    References listed on IDEAS

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    1. Oecd, 2014. "Does Homework Perpetuate Inequities in Education?," PISA in Focus 46, OECD Publishing.
    2. Katia Vladimirova & David Le Blanc, 2016. "Exploring Links Between Education and Sustainable Development Goals Through the Lens of UN Flagship Reports," Sustainable Development, John Wiley & Sons, Ltd., vol. 24(4), pages 254-271, July.
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    Cited by:

    1. Mohammed Alzoraiki & Abd Rahman Ahmad & Ali Ahmed Ateeq & Gehad Mohammed Ahmed Naji & Qais Almaamari & Baligh Ali Hasan Beshr, 2023. "Impact of Teachers’ Commitment to the Relationship between Transformational Leadership and Sustainable Teaching Performance," Sustainability, MDPI, vol. 15(5), pages 1-16, March.
    2. Mohammad I. Al-Housani & Muammer Koç & Mohammed S. Al-Sada, 2023. "Investigations on Entrepreneurship Needs, Challenges, and Models for Countries in Transition to Sustainable Development from Resource-Based Economy—Qatar as a Case," Sustainability, MDPI, vol. 15(9), pages 1-28, May.
    3. Btool H. Mohamed & Mustafa Disli & Mohammed bin Saleh Al-Sada & Muammer Koç, 2022. "Investigation on Human Development Needs, Challenges, and Drivers for Transition to Sustainable Development: The Case of Qatar," Sustainability, MDPI, vol. 14(6), pages 1-26, March.
    4. Maryam A. Al-Hail & Luluwah Al-Fagih & Muammer Koç, 2021. "Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar Education System," Sustainability, MDPI, vol. 13(12), pages 1-25, June.
    5. Muneera Al-Qahtani & Mariem Fekih Zguir & Ibrahim Ari & Muammer Koç, 2022. "Female Entrepreneurship for Sustainable Economy and Development—Challenges, Drivers, and Suggested Policies for Resource-Rich Countries," Sustainability, MDPI, vol. 14(20), pages 1-39, October.
    6. Muneera Al-Qahtani & Mariem Fekih Zguir & Luluwah Al-Fagih & Muammer Koç, 2022. "Women Entrepreneurship for Sustainability: Investigations on Status, Challenges, Drivers, and Potentials in Qatar," Sustainability, MDPI, vol. 14(7), pages 1-27, March.
    7. Wadha A Al-Thani & Ibrahim Ari & Muammer Koç, 2021. "Education as a Critical Factor of Sustainability: Case Study in Qatar from the Teachers’ Development Perspective," Sustainability, MDPI, vol. 13(20), pages 1-32, October.

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