Abstract
The past decades have witnessed a remarkably consistent effort by educational policy makers and the Ministry of Education of Bahrain to reform schools by holding them more publicly accountable for enhancing student performance and overall school improvement. With the establishment of the Education & Training Quality Authority (BQA) in 2008, public schools went under intensive inspection reviews conducted by the BQA. Public schools are currently under their fourth cycle of school reviews (with each cycle averaging 4 years). Within the period of the school review cycles, were underperforming schools able to improve to good or better? If so, what are the best practices and common trends of these turnaround schools? The study reported in this paper considers this issue within a highly centralized education system, using the example of Bahrain. This study utilized a qualitative multiple case study approach to gain a better understanding of how the district, school leadership and staff managed to successfully turn schools around within a centralized system of education.
Author Information
Hala Al Khalifa, University of Bahrain, Bahrain
Paper Information
Conference: ECE2023
Stream: Educational policy
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Khalifa H. (2023) For School Turnaround in Centralized Systems of Education: A Case Study of Bahrain Public Schools ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.21
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.21
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