Qatar’s Ministry of Education and Higher Education is reviewing ways to improve teaching support and student outcomes. The ministry’s fourth Educational Guidance Forum examined recent achievements and outlined priorities for the 2026–2027 academic year.
The forum assessed the Educational Guidance Department’s performance during the 2025–2026 academic year. Participants reviewed operational targets, evaluated progress and discussed opportunities to improve educational supervision across schools.
Additionally, the meeting highlighted effective practices that support student learning and strengthen teaching quality. Officials stressed that educational guidance should help teachers address classroom challenges and improve their daily teaching methods.
Ibrahim Abdullah Al Muhannadi, Assistant Undersecretary for Educational Affairs, addressed the forum and emphasised supervisors’ important role. He explained that educational supervisors can help teachers strengthen instruction and respond more effectively to students’ learning needs.
Al Muhannadi also noted that educational quality involves more than completing curricula or improving examination results. Students need opportunities to develop comprehension, critical thinking and practical skills that prepare them for real-world challenges.
Therefore, he called for a supportive professional environment where teachers can address difficulties and improve their practice. He also highlighted stronger partnerships between educational supervisors, teachers and school leaders as an important part of this process.
During interactive sessions, supervisors considered practical teaching scenarios and responded to questions based on classroom situations. These discussions allowed participants to exchange ideas and explore ways to strengthen teaching practices.
Meanwhile, Fatima Ahmed Al Rashid, Acting Director of the Educational Guidance Department, outlined plans to improve the guidance system. She explained that the department is applying the Plan, Do, Check, Act methodology to support continuous improvement.
This approach allows the department to plan initiatives, implement them, assess results and make necessary adjustments. Consequently, officials aim to improve supervisory practices and measure how professional guidance affects teaching quality and student progress.
The department’s priorities for the 2026–2027 academic year include developing supervisors’ professional skills. Officials also want educational mentors to provide stronger practical support to teachers working across different school environments.
Furthermore, Qatar plans to encourage high-performing schools to become centres of educational expertise. These schools could share successful methods and experiences with other institutions, helping effective practices reach a wider group of teachers and students.
Another priority involves providing schools with support tailored to their individual needs. By analysing performance data, education officials can identify specific challenges and develop interventions suited to each school’s circumstances.
The department also intends to strengthen the role of subject coordinators within schools. These coordinators could provide ongoing educational supervision, encourage professional development and help teachers refine their instructional approaches.
Through these measures, Qatar aims to make educational guidance more practical, responsive and focused on results. The broader objective is to improve learning experiences while ensuring teachers receive consistent professional support.
The forum’s priorities also align with Qatar’s Third National Development Strategy for 2024–2030. The strategy emphasises education quality, human capital development and the knowledge and skills needed for national progress.
Overall, the forum provided an opportunity to review achievements and identify areas requiring further development. Qatar’s education authorities now aim to translate these priorities into practical improvements across schools during the coming academic year.
