Interview: Maryam Hasan Mustafa, CEO, Bahrain Education & Training Quality Authority
How do education and training strategies align with the aims of Bahrain Economic Vision 2030?
MARYAM HASAN MUSTAFA: Bahrain Economic Vision 2030 provides a clear strategic direction for education and training institutions to develop human capital, setting a robust framework for aligning outcomes with broader economic goals. In recent years Bahrain has witnessed the implementation of multiple strategic cycles, each of which is four years in length and tailored to achieve the goals of the country’s long-term development strategy. In addition, the Supreme Council for the Development of Education and Training continues to play a role in the development of the education sector in the kingdom.
This planning integrates a holistic approach by incorporating feedback and insights from a wide range of stakeholders working within the education sector. Institutions such as Bahrain Polytechnic have been pivotal, focusing on creating an education system that is attuned to the needs of the global economy, while also addressing local demand. As the requirements of the economy and employers evolve, it will be important for education and training institutions to continue to adapt and develop their overarching strategies.
What are the most critical skills gaps in the workforce, and what role can ensuring the quality of education and training play in addressing these?
MUSTAFA: Identifying the most critical skills gaps in Bahrain’s workforce is an ongoing challenge due to the pace of global economic change and technological advancement. Quality assurance activities play a crucial role in addressing these gaps by providing a comprehensive evaluation of education programmes and qualifications across the country. These activities involve scanning and assessing the learning outcomes embedded in each qualification, and examining the strategic plans of education institutions.
Through the National Qualifications Framework, we continuously adapt and update our specialisations to ensure alignment with current and future market needs. For instance, there has been a greater emphasis on vocational qualifications, reflecting the demand for specialised technical skills in the economy. This adjustment allows us to identify and address skills shortages.
Moreover, we can be responsive to the labour market by establishing mechanisms to identify necessary skills as they emerge, regardless of the industry. By doing so, we can play a role in the development of a national skills strategy informed by comprehensive quality assurance. Such strategies provide critical guidance for students and learners, helping them make informed decisions about their education and career paths.
Which initiatives are proving most effective in promoting professional advancement for graduates?
MUSTAFA: Initiatives that promote flexibility and adaptability in education are proving to be the most effective when it comes to professional advancement. The post-Covid-19-pandemic landscape has shown the importance of hybrid and modular learning formats, which allow students to customise their education to better meet their career goals and market demands.
For instance, programmes such as apprenticeships demonstrate how closely aligning curricula with industry needs can facilitate the transition from education to employment. These initiatives are developed in consultation with industry leaders to ensure that the skills taught are those with the highest demand. This kind of collaboration ensures that graduates are prepared and seen as preferred candidates in their fields.
Furthermore, the emphasis on job training reflects a shift towards sector-specific education that can adapt to economic changes. Education institutions are offering more tailored programmes that address specific sectors of the economy, such as tourism and technology, which are seen as growth areas for Bahrain. These programmes are designed to equip students with the skills necessary to excel in these industries.
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