The pandemic irrevocably transformed the face of education. Whilst people may have used some form of technology in the classroom sporadically in the past, Covid19 made technology and being online an essential part of the newly instated virtual learning. By removing physical attendance and denying face-to-face learning, education became an activity which began involving a range of people simultaneously and compelled them to interact in a manner that was unprecedented. Where parents had never had the realistic or pragmatic opportunity to be involved in their children’s learning, they were now taking an active role and teachers instantly started to innovate to ensure their students could access their learning. According to the graph below HBKU most frequently used online resources to support autistic children.
This graph examines the holistic development of online activities as a result of the pandemic, charting the efforts made my various individuals. It is interesting to see that students, parents and teachers equally contributed to the platform for autistic kids, which would require a more specialist understanding and the feedback from students themselves. It is also instigated student ownership of their learning as illustrated by the summer program. Teachers dominate as strong contributors for various programs and platforms, whilst parents can be seen to support the pastoral element of education during this distressing time, where mental health became a huge concern on a global scale. Finally, policy makers seem to have had a more limited focus, however they have been key in the WISE education conferences where solutions in this turbulent time have been sought. Alfadala States: “As a result of the COVID-19 pandemic, universities, research institutes, and think tanks in Qatar have begun to establish online activities. Not only did schools play a part in the development of these learning opportunities, but so did parents, students, and policymakers. This method demonstrated the significance of creating a learning ecosystem that supports teaching and learning.”
Dr. Asmaa Alfadala- Director of Research and Content Development
The highest number of graduates in Qatar during the pandemic
Naturally upon completion of a course and more specifically a degree, where one becomes a specialist in that field it is logical that postgraduate students would proceed to securing a placement in that specified industry. Biomedical Science is an established subject with a high relevance in this modern context. Unfortunately, Covid19 which was an entirely unprecedented pandemic has had an impact globally, but the focus here is on students graduating from Qatar University qualifying in Biomedical Science.
The graph extracted from Qatar University’s College of Health Sciences reveals an influx of graduates between 2015 to 2018, where the graduates had reached a peak of about 43, compared to the start where there were 24. In the same way, after the pandemic, from 20
19 there is a clear decline in the number of people graduating from the course. This may be due to a number of reasons, including students being unsure about higher education or virtual learning affecting the relevance and popularity of the course. In the same way, the graph also illustrates how the pandemic has had a direct impact on placements being secured; we may assume the strict rules and regulations for social distancing contributing to this. Overall, one can see that Covid19 has had an adverse effect on postgraduate opportunities and higher education.
Qatar University claims almost150 places in global ranking
One can observe overt and significant improvement in the ranking of Qatar University when they track the way in which their position has transformed phenomenally over the past eight years. There was no movement in their ranking as 550th institution from 2012-2015, but then there was a noticeable difference in how they were recognized. This can be credited to the leaders of the country, with Sheikha Moza leading Qatar’s 2030 Vision for Education at the forefront.
The expansion of Education City and the inclusion of College of Medicine in 2015 can be argued to have had a substantial impact. Moreover, through the data noted in this graph one can see that the pandemic did not have a negative impact on the steady progress made by Qatar University where their facilities, qualifications and growing student cohort is having an international impact and status. From 2012 where they were ranking as 550th, they are now close to ranking as 200th in the whole world demonstrating their determination to continue raising the standards of education in Qatar. It also reflects how they are not allowing any circumstances to negatively impact the positive progress they are making on both a national and international level.
Online teaching was the least used from the remote provision
This graph examines the specific foci on online activities that have been developed as a result of Covid19. What is more, it attaches credit to the various organizations that are responsible for the innovations we have experienced and observed both by ourselves and for others across our country and beyond. 
Hamad Bin Khalifa University (HBKU) can be noted for making a substantial contribution towards online resources and research, which complement one another as they have clearly prepared and planned material and resources based on their research findings. While Carnegie Mellon University in Qatar (CMUQ) have naturally made a remarkable impact and taken responsibility for disseminating online resources very effectively; highly appropriate as it ranked highly as one of the highest universities in the world. Finally, Educational Development Institute in Qatar, who are a part of Qatar Foundation have noticeably contributed to the professional development and supporting policies which would need to be nationally established, with the view of providing a regulated and effective experience for all citizens of Qatar. Overall, the graph provides strong insight into the collective and united efforts that have made online learning possible and successful during an unstable and unpredictable time of volatility and injected hope and a continued platform for learning to remain accessible, relevant and progressive. AlFadala Mentioned : “The COIVD-19 pandemic caused disruption in many industries, but we learned from it. This crisis compelled educational systems to empower teachers and encourage their autonomy on the ground. This crisis also accelerated research for students with learning disabilities. It revealed system gaps and needs, allowing researchers to conduct studies on issues concerning students with learning disabilities, such as autistic children, and make policy recommendations”.