Dissertation: Women's Role in Qatar's Finance and Business Sector

This dissertation examines the problem of the underrepresentation of women in Qatar's finance and business sectors, highlighting the importance of vocational education in addressing this issue. The study provides a detailed overview of the current situation, including the low participation of w...Read More

Running head: DISSERTATION
Dissertation
Name of the Student
Name of the University
Author Note

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Table of Contents
Chapter 1: Introduction..............................................................................................................2
Problem Background..................................................................................................................2
The Growth of Vocational Education Worldwide.................................................................3
Vocational Education in Qatar...............................................................................................3
Women in Finance and Business Sector in the MENA Region.............................................4
Importance of Addressing the Problem..................................................................................6
Organizational Context and Mission..........................................................................................6
Organizational Goal...............................................................................................................7
Stakeholders and Stakeholder’s Goal.....................................................................................7
Stakeholder Group for the Study................................................................................................8
Purpose of Study....................................................................................................................8
Organizational Mission..........................................................................................................9
Organizational Goal...............................................................................................................9
Conceptual and Methodological Framework.......................................................................10
Definitions............................................................................................................................10
Organizational Study’s Summary............................................................................................10
References................................................................................................................................12

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Chapter 1: Introduction
A good education is the foundation of a good society that has the capability to
contribute to the nation’s economy. The study of this report demonstrates a detailed view of
the organization’s initiative to educate the girls in a professional manner so that different
sectors like banking get effective and efficient support through these graduates (Dimova,
Elder and Stephan 2016). The study examines the problem of lack of women in Qatar
involved within the professional of business and finance. The study found that 58% of
women have participated as employees where few women pursued in the field of accounting,
finance and banking as per the Planning Statistic Authority in Qatar (Sykes et al. 2016).
These fields are required by the organization that is an initiative of the government to
enhance the number of citizens of Qatar employed in public and private sectors. The target is
50% of the workforce (Qatari Citizens) to be included in the field of finance, accounting and
banking (Said 2016). The goal of the country in terms of its 2030 vision cannot be fulfilled if
more women will not intend to pursue to enter in such fields. The vision of 2030 consists of
an advanced society that will be capable of sustaining its development and giving a high
standard loving of its citizens. The national vision of Qatar reflects its long-term goal that
provides a framework of national strategies and implemental plan.
Problem Background
The general term vocational education consists of every type of education that aims
for acquiring qualifications in terms of a specific profession. The profession can be related to
art or employment or that gives the essential training and proper skills and technical
knowledge (Jeang 2018). It gives the ability to the student to exercise independently ant
profession, art or activity suitable as per their age, level of training even after the training
program includes components related to the general qualification.

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The Growth of Vocational Education Worldwide
Vocational training until the 19th century was provided only through training. During
the industrial growth of the 19thcentury,different European countries tend to begin the
implementation of vocational education within elementary and secondary schools (Faikh and
Ghazalian 2015). In the United States, the vocational education in the public schools included
manual training as well as practical arts by the 19th century. In the year 1917, the agricultural,
trade and industrial, and homemaking study options were given to public schools.
The end of World War II brought innovative fields related to the computer science,
electronics and medical services (Hanusheket al. 2017). This resulted in an increase of
interest in the short-term postsecondary specialized training in such areas as an alternative to
a traditional college education.
As per the United Nations, Educational and Vocational Education (UNEVOC) report
education 2030 and the impact of skills of the 21st century that focuses on the implementation
of TVET (Technical and Vocational Education and Training) where different countries
presently put considerable attention upon the technical and vocational skills development
(Pi;z 2017). These vocational educations tend to provide the Qatar citizens with the required
skills for efficient handling of their technical positions such as finance, engineering, business
and medicine as the people of Qatar are generally drawn up to the public sector, so such
initiative bringsencouragement to fill the professional gaps.
Vocational Education in Qatar
Vocational education is an emerging field in Qatar, and it is progressively increasing
its recognition as a key factor in preparing the next generation of students for the workforce
(Hampf and Woessmann 2017). Vocational education is intended to deliver students with
essential skills to meet the necessitiesof technical positions like engineering, finance,

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business and medicine. Nevertheless, Qatar is included several problems related to education.
Growing popularity improves the problem that is specifically acute with such professionals
who are drawn to the public sector. To achieve the target as stated with the 2030 visionfor
Qatar, there is to target another technical and vocational education and connect it with the
country’s needs and with the world of work. Qatar’s vocational education has raised as a
resolution to encourage the people of Qatar to join this and fill the professional gaps (Khan et
al. 2017). It is also for those who do not desire to complete his/her higher education. The
formulation and procedure of vocational education programs are complex. There is one
program, which includes a large number ofinternal or external stakeholders within different
stages of the development and implementation.
The vocational program started with the students receiving particular norms included
achieving more than 75% in Mathematics and English means of ninthgrade scores for
admittance. After the admittance, it involves internships that are end up graduating the Qatari
well prepared for joining the workforce.Qatar works to establish a strong educational
framework to meet the country’s goals of development. An Australian Institute has developed
the strategies of all these initiatives and it is administered by the Ministry of Education and
Higher Education that is included within the frameworks of education policies of Qatar
(Harkat,Driouchi and Achehboune 2016).The main goal of the program is to provide the
learners with the essential skills so that they will be able to join the businesses and industries
as an efficient workforce or enroll in different industries. Different vocational education is
running in Qatar. The success of the vocation training education program is expected to bring
a positive impact on the structure of national education and employment in Qatar.

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Women in Finance and Business Sector in the MENA Region
The global research demonstrates that by stepping into such initiative that developed
skills and talent of a woman, the result of the business and growth of the economy has been
increased and enhanced (Manzoor 2017).
The Middle East and North America (MENA) region shows the lowest number of
women for positions in finance and leadership (Kargwell 2015). The International Labour
Organization (ILO) shows thatwomen in finance and business work within public and private
sectors reflectthe low number of women within the management in many MENA countries
(Terjesen and Lloyd 2015.).
Palestinian Territories and Tunisia Women’s Share 15%
Women’s shares for other region countries 30%
Women Executives in Morocco 23%
Women Executives in the UAE 17%
Women Executives in Egypt 16%
Women Executives in Qatar 07%
Women Chief Executive Officer (CEO) in the MENA
region
13%
Women CEO in other developing countries regions 21%
Share of women in the company’s Board in GCC
Countries (Weber 2016)
Not more than 2%
Further, in Bahrain, companies have increased their level of female
board members from 12% in the year 2010 to 14% in the year 2014. In
the other regional areas, there are some countries existing where mostly
the women are present within the boards. 11% of women have held the

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board seats in Morocco (Gangi 2017). At the end of the year 2013, Tunisia
has 8% and 7% has shown in Egypt in the year 2011.
The growth of vocation education is accepted worldwide that also applies to Qatar.
The vocational education program has increased the women’s ability, skills and knowledge to
move into every field and to the higher position. Different researchers have also reflected on
the importance of such programs (Raji 2019). The institutions of higher education are also
determined to focus on and fulfilling the real needs of contemporary workers over the world.
The present adult learners who look for a better option available can be attracted and satisfied
with the systematic development of innovative educational programs.
Importance of Addressing the Problem
The problem that is addressed is about lack of women for pursuing within the
business and finance field. The problems need to be addressed and resolved due to different
reasons.
If the problem will not resolve, then the country has to depend on the workforce of
Qatar that is of around 200 thousand individuals whereas non-Qatari will have to attain more
than 2.126 million individuals knowing the fact that it could leave the work within any
situation.
If the stated problem gets solved,then Qatar will have the well-qualified professionals
as their workforce and can able to achieve Qatar vision 2030 (MacLeod and Abou-El-Kheir
2017). It will also tend to offer the opportunity to hundreds of Qatari females to be capable of
serving any new or different sectors.
Organizational Context and Mission
The study examines the Banking Studies and Business Administration Secondary
Schools of Qatar for the girls. It is the first specialized and vocational school for girls in

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Qatar. It is a government school but its sponsorship is within the Qatar Central Bank. It is
opened in the year 2015 that accepts the enrollment of 50 students annually within grade 10.
The curriculum is both theoretical as well as of practical learning. The students are generally
taught about the basic curriculum in business, economics, accounting, financial calculations,
career and development in grade 10. In grade 10, the students have to visit the banks and
stock markets to have sessions from the bank within the schools for the practical part of
learning. In grade 11, the students visit the banks for about four times to
increase knowledge of the departments present in the banks. They have
to also attend lectures that arepresented by women who haveachieved
the position in the banking sector or the business to share their
experiences in grade eleven. The student has to do an internship in grade
12 for a week under the timing of 8o’clock in the morning until 12 o’clock
in the afternoon in the banks. The main vision of the school is to give
learning of commerce and academic by a curriculum, whichtends to build
as a global citizen who is proud to be of their religion and its history of
economists to help in the sustainable development of the state that can
also be able to reach the national Qatar vision 2030. The school’s mission
is to provide appropriate knowledge and skills to the learners so that they
can be prepared for the workplace as well as the university studies.
Organizational Goal
The goal of QBSBASG is to provide the banking sector with the graduate as Qatar,
who is well capable of engagement within their labor market efficiently and competently by
the year 2022. The MOE has established this goal so that they can fulfill the Qatar National
Vision 2030. In this scenario, the goal of the QBSBASG is to be measured by the number of
graduates who is generally enrolled in further studies within the same field or to those who

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have secure jobs in the banking sector by May 2022. It is essential to assess the performance
of the organization in context with the performance in order to determine that the goal is
achieved or not. Assessing the performance of the organization will enable the stakeholders
to accumulate the data that can be used to evaluate the programming decisions of the
organization that can influence the progress positively.
Stakeholders and Stakeholder’s Goal
The main stakeholders for QBSBASG are the students, banks, and faculty members of
Qatar University. The stakeholders play an essential role in QBSBASG so that to enable the
institution to reach the mission and goal of the organization. QBSBASG is dedicated to
delivering the best education and training with exceptional learning experiences so that to
meet the requirements of the students, industries and communities.
The first stakeholder is the students who are the most important part of achievingthe
goal of the organization who is graduated fromQBSBASG. These students have the
capability of completing and obtaining the necessary credits to fulfill the course needs as well
as graduate from the respective programs. The students must have attained all needed life
skills and competencies through their studies as well as training atQBSBASG. This is to get
enrolled within the business and finance programs at a university as well as to get succeed in
employment within the banking sector.
Banks are the second stakeholders who are responsible for delivering a quality
program. The program is to be structured around workplace learning for the students
ofQBSBASG. The banks are also committed for recruiting 5% to 10% graduates after
completion of their studies.
The faculty member of the Qatar University (QU) is the third stakeholder. QU faculty
members can deliver essential feedback on their knowledge to the QBSBAS Graduates that

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have been coming to their University studies. They are also considered as a part of their
curriculum review. It can provide with several input and feedback in context with the
curriculum’s design of the different programs that are offered by theQBSBASG. It further
helps in developing the curriculum of the school related to the business and banking field.
Stakeholder Group for the Study
The main stakeholders for this study are the students. However, banks and faculty
members of Qatar University are also the stakeholders.
Purpose of the Study
The main purpose of this study is to conduct a gap analysis so that to examine the
student’s success who got a graduate degree from QBSBAS while enrolled in the programs
related to Business and Finance within University. Further, the study also intends to
understand the requirementsof 5%-10% so that to be able to secure the opportunities for
employment within the banking sector. The overall gap analysis will focus on all key
stakeholders that are mentioned above for the practical objectives. The students who have
graduated from QBSBAS are the stakeholders that were chosen for the analysis under this
study.
Organizational Mission
The organizational mission ofQatar Banking Studies and Business
Administration Secondary School for Girls is to educate the girls in an
innovative way. Further, it tends to provide training within a safe,
disciplined and productive environment. The environment where dynamic
leadership, as well as the professional staff combined along with the
parents and community partnership, can contribute positively to prepare
future economists.

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Organizational Goal
The Qatar Banking Studies and Business Administration Secondary School for Girls
plans for providing the banking sector with graduates who will be capable of engaging in the
local labor marketefficiently and competently by the month of May in the year 2022.
Students as Stakeholders
By the month of May in the year 2022, all the students who graduated from QBSBAS
will be able to consider a wide-ranging assortment of fields for their future education and
careers, consisting of those in business fields.
Banks as Stakeholders
By the month of May in the year 2022, the school will establish a bank partnership,
which will allow 5%-10% of the graduates to secure employment in banks.
Qatar University Faculty Members as Stakeholders
By May in the year 2022, the faculty members of the Qatar University will engage in
discussion with school leadership that will further help to develop the curriculum of the
school related to the business and field of banking.
Conceptual and Methodological Framework
Gap analysis with a systematic and analytical method helps in clarifying the goal of
the organization. It will identify the gap amongst the actual performance level and the
preferred performance level in an organization. It will be implemented as the conceptual
framework. The methodological framework denotes a qualitative case study that is along with
descriptive statistics. The anticipated knowledge, motivation and the influences of the
organization that tend to interfere with the achievement of the organisational goal will be
generated on the basis of personal knowledge and literature related to it.

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Definitions
 Vocational Education: Training for a particular occupation related to agriculture,
trade, or industry by an interrelation of theoretical teaching as well as practical
experience provided by several high schools in their commercial along with technical
divisions.
 SWL Structured Workplace Learning delivers the students with the opportunity to
co bine the secondary study and on-job experience together.
 QNV 2030: the main aim is to transform an advanced society that has the ability to
gain sustainable development by the year 2030.
Organizational Study’s Summary
In the completion of this project, five chapters have been included in the study. The
first chapter will demonstrate the key concept and terms that are commonly found within the
discussion for the vocational education as well as needs for the women in the field related to
finance and banking in Qatar. The organizational mission, vision and goal have been
introduced. The second chapter gives a view of the literature and the scope of the overall
study. In this topic related tocollective, the registration of females in the
banking sector, chains and interferences, strategy, and funding has been
addressed. The third chapter will introduce the information and the
outcomes addressed, assessed and analyzed within this study. Chapter
five, at last, will give the solutions because of the data and the literature
or filling the gaps and appropriate recommendations for
implementationand evaluation for the plan have been addressed.

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References
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