A critical analysis of education policy in turbulent times: A comparative study
This study is a qualitative investigation of education policies and decision making during COVID-19 pandemic in five Middle East and North Africa Region (MENA) countries: Kuwait, Lebanon, Morocco, Palestine, and Qatar. It aims at scrutinizing how these countries responded to the education disruption...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
SAGE Publications
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10113911/ http://dx.doi.org/10.1177/17577438231168965 |
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author | Arar, Khalid Zohri, Abdel-Aziz Zohri, Abdel-Aziz Alhouti, Ibrahim Chaaban, Youmen Sawalhi, Rania Salha, Soheil |
author_facet | Arar, Khalid Zohri, Abdel-Aziz Zohri, Abdel-Aziz Alhouti, Ibrahim Chaaban, Youmen Sawalhi, Rania Salha, Soheil |
author_sort | Arar, Khalid |
collection | PubMed |
description | This study is a qualitative investigation of education policies and decision making during COVID-19 pandemic in five Middle East and North Africa Region (MENA) countries: Kuwait, Lebanon, Morocco, Palestine, and Qatar. It aims at scrutinizing how these countries responded to the education disruption caused by the pandemic between February 2020 and July 2021 and how they managed the resulting turbulence. We also investigate the extent to which these decisions were equitable and innovative. Data were collected from Ministerial notes, media content, and international organizations reports about the situation of education in the region. Walt and Gilson’s (1994) policy analysis triangle and the Cynefin framework (Kurtz & Snowden, 2003) guided the objectives and the analysis of the data. Findings revealed that these countries muddled through the education policy at the beginning of the pandemic, centralized decision making, and faced difficulties to implement online and distance learning. In the second phase, most of these countries tried to save education, but were halted by structural challenges. Some differences were witnessed among these countries in how they have dealt with the evolving crisis. However, some similarities have also been noticed at the levels of context, process and actors. The decisions taken often lacked innovation and led to less equitable outcomes. The discussion of the findings has some implications for education policy and education management in turbulent times in the MENA region. |
format | Online Article Text |
id | pubmed-10113911 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | SAGE Publications |
record_format | MEDLINE/PubMed |
spelling | pubmed-101139112023-04-24 A critical analysis of education policy in turbulent times: A comparative study Arar, Khalid Zohri, Abdel-Aziz Zohri, Abdel-Aziz Alhouti, Ibrahim Chaaban, Youmen Sawalhi, Rania Salha, Soheil Power and Education Original Article This study is a qualitative investigation of education policies and decision making during COVID-19 pandemic in five Middle East and North Africa Region (MENA) countries: Kuwait, Lebanon, Morocco, Palestine, and Qatar. It aims at scrutinizing how these countries responded to the education disruption caused by the pandemic between February 2020 and July 2021 and how they managed the resulting turbulence. We also investigate the extent to which these decisions were equitable and innovative. Data were collected from Ministerial notes, media content, and international organizations reports about the situation of education in the region. Walt and Gilson’s (1994) policy analysis triangle and the Cynefin framework (Kurtz & Snowden, 2003) guided the objectives and the analysis of the data. Findings revealed that these countries muddled through the education policy at the beginning of the pandemic, centralized decision making, and faced difficulties to implement online and distance learning. In the second phase, most of these countries tried to save education, but were halted by structural challenges. Some differences were witnessed among these countries in how they have dealt with the evolving crisis. However, some similarities have also been noticed at the levels of context, process and actors. The decisions taken often lacked innovation and led to less equitable outcomes. The discussion of the findings has some implications for education policy and education management in turbulent times in the MENA region. SAGE Publications 2023-04-18 /pmc/articles/PMC10113911/ http://dx.doi.org/10.1177/17577438231168965 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by-nc/4.0/This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
spellingShingle | Original Article Arar, Khalid Zohri, Abdel-Aziz Zohri, Abdel-Aziz Alhouti, Ibrahim Chaaban, Youmen Sawalhi, Rania Salha, Soheil A critical analysis of education policy in turbulent times: A comparative study |
title | A critical analysis of education policy in turbulent times: A comparative study |
title_full | A critical analysis of education policy in turbulent times: A comparative study |
title_fullStr | A critical analysis of education policy in turbulent times: A comparative study |
title_full_unstemmed | A critical analysis of education policy in turbulent times: A comparative study |
title_short | A critical analysis of education policy in turbulent times: A comparative study |
title_sort | critical analysis of education policy in turbulent times: a comparative study |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10113911/ http://dx.doi.org/10.1177/17577438231168965 |
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