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Malek Helali
Doha
THE academic year 2015-2016 registered a positive development of many figures and statistical indicators in education under the Ministry of Education and Higher Education in Qatar, according to the Annual Education Statistics Booklet issued by the ministry on Sunday.
The booklet included an analysis of data relevant to the education process that embraces various schooling stages and school types.
Analyzing long-term data, the report states that between the academic years 2015-2016 and 2006-2007, the number of independent schools increased by 27%, the number of administrative and teaching staff increased by 93%, and the number of secondary school certificate graduates increased by 14% with a 3% increase in the number of Qatari graduates.
On the other hand, the short-term data comparing the school years 2014-2015 and 2015-2016 show that the number of Qatari teachers increased from 2,246 to 2,259. Specifically, the number of male Qatari teachers went from 25 to 35 while the number of female Qatari teachers increased from 2,221 to 2,224. Among these Qatari teachers, the preparatory level teachers increased from 660 to 671 while the secondary level teachers decreased from 428 to 417.
During the same timeframe, the number of all general secondary education graduates increased from 10,912 to 12,263, out of which the number of Qatari graduates went from 3,971 to 4,820.
The most recent data from the academic year 2015-2016 indicated that although the number of female and male independent schools is equal at 146 schools, female students outnumber male students with 56,334 females compared to 51,652 males. Similarly, Qatari female students outnumber Qatari male students with 32,934 females and 29,285 males. Furthermore, the number of Qatari students is larger than the number of non-Qatari students in independent schools.
Out of the total number of non-Qatari students in independent schools, the report shows that 2,262 are female GCC nationals and 2,159 are male GCC nationals.
Independent schools' female teachers also outnumber the male teachers with 7,468 females compared to 7,084 males. The total number of Qatari teachers in independent schools is broken down by educational qualification to 99 teachers below university level, 3,896 teachers with a university degree, and 85 teachers with an educational qualification above university. Data in the report indicates that 238 GCC nationals are teachers in independent schools.
As for the number of Qataris occupying administrative positions, 439 are males in independent schools and 27 in private schools while 4,655 are females in independent schools and 52 in private schools.
GCC nationals holding the same position add up to 66 males in independent schools and three in private schools compared to 90 females in independent schools and one in private schools.
The data gathered from private schools indicates that 31,255 Qatari students are registered in these schools with 13,231 females and 18,024 males while the number of GCC nationals in these schools adds up to 855 students.
During 2015-2016, the general secondary certificate success rate of Qatari students in independent schools was 74.7% with 82.4% Qatari females and 66.3% Qatari males. In private schools, the success rate of Qatari students was 78.8% with 75.3% Qatari females and 80.8% Qatari males.
Data on the number of Qatari staff at the Ministry of Education and Higher Education was provided with a breakdown of their qualifications. The data registered 115 Qatari males below university level, 207 with a university degree and 28 above university in addition to 130 Qatari females below university, 519 with a university degree and 60 above university.
The report is concluded with a detailed analysis of the ministry's budget. A summary of the total budget shows a decrease in the average cost per student and academic year that went from QR93,812 in 2013-2014 to QR90,585 in 2014-2015 and recently falling to QR62,565 in 2015-2016.
This analytic document aims to provide decision-makers, policymakers and researchers with accurate educational statistics to help them in scheduling programmes, arranging plans, and placing policies and educational strategies based on scientific grounds.
