DOHA NOV 3-5 2015

LEARNING AND WELL-BEING:
AN AGENDA FOR CHANGE
Lead authors:
- Prof. Marwan Awartani, President, Palestine Technical University Kadoorie, Palestine
- Ms Janet Looney, Director, European Institute of Education and Social Policy, USA
K-12 REFORM IN THE GULF
CORPORATION COUNCIL (GCC)
COUNTRIES: CHALLENGES AND
POLICY RECOMMENDATIONS
Research Organizations:
Palestine Technical University Kadoorie and European Institute of Education and Social
Policy
The understanding of well-being as an important goal for individuals and for
communities has gained real traction in recent years. Yet the idea of “learning for wellbeing”
is still only at the margins in schools the world over. Curricula for twenty-first
century skills continues to focus primarily on the academic subjects and on transversal
skills such as critical thinking and problem solving while programs that support wellbeing
tend to be extra-curricular.
This report examines how to define, measure and foster learning for well-being in
schools and through policies. It analyses six case studies of positive practices from
different regions and identifies some of the common principles that can serve as a
framework for innovators working in other contexts. It also develops recommendations
to actively promote well-being at the level of international frameworks, national
education policies and schools.
Lead author:
Dr. Asmaa Al-Fadala, Director of Research, WISE, Qatar
Research organization:
The World Innovation Summit for Education (WISE)
The Gulf Corporation Council (GCG) countries have recently experienced major
education reforms, resulting in great achievements in learning outcomes.
However, some limitations can be identified as existing gaps in access and quality
of education persist.
The report identifies and compares the development of the education reform
initiatives put in place in selected countries of the GCG countries, with particular
focus on Qatar, the United Arab Emirates and the Kingdom of Saudi Arabia.
It examines the lessons learned from these reform experiences, focusing on
the key levers for supporting education outcomes. The report considers how
school leaders can create or transform conditions in existing settings to improve
learning for all. Finally, the report explores policy implications and outlines
recommendations for education reform in the future.
WISE RESEARCH
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