The uncompleted reforms : the political mechanisms of reforming educational systems in the Arab Gulf States

Abstract

During the past two decades, the Arab Gulf states (AGS) have invested heavily in reforming both the K-12 and higher education systems in the belief that this might improve the human capital and enable the region to shift toward a knowledge economy instead of relying on hydrocarbon as the primary source of state income. Yet, after this long period, these systems are still underperforming, and the region continues to struggle with providing quality educational practices that enable its citizens to contribute to the “knowledge economy” specifically or to the future of their states more generally. Many international consultants have been involved in these reforms to develop the so-called ‘neoliberal’ education reform agenda; many projects have been launched and implemented. While sporadic changes have been observed, the situation remains largely unchanged. The question is why these states have not achieved their goal: a highly-skilled nation capable of competing globally. Critical scholars have placed significant emphasis on the political mechanisms and the social circumstances in the process of education reform and its implementation (Bell & Stevenson, 2006; Heck, 2004; Nitta, 2012; Portnoi, 2016; Taylor et al., 1997; Williams & Cummings, 2005). In a similar vein, this article approaches the question of education reform in the AGS by looking at it critically from a contextual and political perspective, which is considered a new approach to studying these reforms. In doing so, the paper highlights that this drive for change avoided certain political and socio-economic matters, which may account for the low achievement and consistent underperformance of these reform initiatives in the education and development arenas. This article applies a qualitative comparative approach to examine education reform in the region by analysing key policy documents and relevant literature that studied the reform. My argument is twofold: First, the extensive involvement of the ruling establishment and the topdown policy process remain unchanged. Secondly, over the past 60 years, the region has relied heavily on foreign consultants, which indicates a lack of confidence in the local expertise to handle the reforms. Also, the ‘street-level bureaucrats’ such as school leaders and teachers remain neglected in the policy process. Finally, the political and bureaucratic contexts remain undiscussed in reforming the education system. Matters such as the instability of the leadership and the bureaucratic structures impact the low calibre of employees in the Ministry of Education but are not considered in the reform process; they seem to be a redline for the ruling establishment. Contextual changes are a crucial factor in achieving successful and sustained educational reforms, but the AGS is unwilling to risk making these changes. For policymakers and education reformers in the region, this article offers an invitation to seriously consider the contextual and political dimensions and boundaries when imagining, articulating, and implementing future education reform initiatives.