History of Education in Qatar

Traditional Islamic schools in Qatar where students learned basic reading, writing, arithmetic, and religious matters.

Teachers in Kuttabs who volunteered their time and were often supported by donations from wealthy families.

Kuttabs were usually located in mosques, but they could also be held in private homes.

Kuttab education primarily focused on memorizing the Quran, basic religious knowledge, and essential skills for reading, writing, and arithmetic.

The Bedouin were nomadic people who lived in the desert of Qatar, relying on camel herding and trade. They were isolated and had limited communication with the outside world.

Kuttabs provided education for both boys and girls until the age of ten, regardless of their social background.

Wealthy families often sponsored Kuttabs by paying salaries for teachers and providing basic supplies.

The Bedouin did not have formal political structures or laws. They were governed by tribal customs and the authority of the shaykh, who was chosen based on leadership qualities and not inheritance.

Ms. Amna Mahmud al-Jayida, a pioneer in education for women in Qatar, established the first modern girls' school based on her own successful kuttab in 1956.

The Bedouin were known for their oral tradition of poetry and storytelling, which was passed down through generations and celebrated in community gatherings. Their nomadic lifestyle made formal education impossible, so literacy was uncommon.

The settled communities in Qatar were those who lived permanently in villages and cities along the coast. They engaged in activities like handicrafts, small industries, and trade.

Some Kuttabs in Qatar gained recognition as schools due to their high quality and the achievements of their graduates.

The settled communities' economic system was greatly influenced by the sea, which provided resources for fishing and pearling. The proximity to the sea explains the development of coastal villages in Qatar.

The settled communities lived in houses built of mud and stone, organized into neighborhoods called 'fareej.' These neighborhoods were diverse, with people from different tribes living together.

The settled communities had a degree of legal organization and collective norms, reflecting their relatively stable lifestyle. This stability encouraged cooperation between individuals and families.

During the pearling season, most settled Qatari men left their coastal homes for weeks or months to engage in pearling activities, which contributed significantly to the economy of the time.

Traditional Islamic schools in Qatar that provided basic religious and literacy education.

A formal Ottoman school established in Qatar in 1890. It taught Arabic, Islam and basic math.

The first modern school for girls in Qatar, established in 1956.

A formal school established in Qatar in 1913 with donations from merchants. It taught academic subjects and was more advanced than kuttabs.

A modern school established in Qatar in 1947 by Shaykh Muhammad bin Ali al-Mahmoud. It provided a more contemporary curriculum.

A traditional reception area in Qatari homes, often used for gatherings and meetings.

The practice of holding literary meetings or gatherings, often in the mejlis.

The decline of pearl trade in Qatar, a major industry, led to economic hardship and closure of schools.

A gathering place for merchants, ship captains, and creditors in Qatar to negotiate financing for pearl diving expeditions. It also served as a trading hub for local merchants.

The influence of Persian culture on Qatar's architecture, clothing, and food. This included adopting Persian room layouts, importing roofs (danjal), and adopting traditional Persian garments like the Batula and the Sirwal.

The adoption of Indian embroidery, furniture, and Hindi words related to trade and pearl diving into Qatari culture.

The incorporation of African musical instruments and folkloric traditions into Qatari culture.

The judicial system in Qatar before the discovery of oil, which relied on Islamic Sharia law and tribal customs.

The role of a religious judge in pre-oil Qatar, responsible for adjudicating cases based on Islamic law. Their rulings were influenced by their personality and interests.

The role of a tribal leader in pre-oil Qatar, responsible for resolving disputes and conflicts within their tribe based on customary law.

The pre-oil judiciary system in Qatar, which primarily served the interests of the ruling class.

The pearl trade significantly impacted Qatar's economy and society before oil. It created job opportunities for coastal residents and attracted Bedouin from the interior, contributing to population growth along the coast.

Qatar's pearl trade integrated the Gulf region into global trade networks, particularly during periods of prosperity like the late 19th century to World War I.

The pearl trade significantly contributed to the development of modern cities in Qatar. Villages on beaches, initially built for pearling, evolved into major urban centers after oil.

The slave trade was a forbidden activity that British authorities closely monitored in the Gulf. Despite efforts, it persisted until the early 1950s and was prevalent in smuggling slaves to Mecca, especially during Hajj.

Slaves in the Gulf performed various roles, including pearl diving, fishing, shipbuilding, domestic work, and guarding shaykhs. Owning slaves was seen as a status symbol.

The British worked against the slave trade for their own reasons, giving some slaves hope. Some would escape to the British political agent, who would then convey their complaints to the sheikh.

The sheikh's stance on releasing slaves differed from the British. He wanted to retain the right to release slaves by compensating their owners, fearing opposition from his family and supporters.

The sheikh attempted to convince the British to pay for each freed slave. He was willing to contribute a quarter of the cost himself, especially after oil revenue increased.

The major economic driver of Qatar before the discovery of oil, lasting for slightly more than four months each year. It involved diving deep into the ocean to collect oysters containing pearls.

It comprised approximately 13,000 workers in 1904, with each ship acting as an independent unit. Each person aboard had a specific role in the pearl diving operation.

These ships were strong, durable, and large enough to accommodate heavy cargo for trade. They traveled along two major routes: one connecting Basra to India, and the other connecting Basra to the East African coast.

The ships would stock up on goods like dates, wood, flour, grains, and textiles in Basra before heading to India. On their journey, they would stop at ports like Bandar Abbas and Qeshm, trading dates for spices, rope, perfume, and more.

Pearling provided jobs and income for the majority of Qatar's workforce. Other economic activities, such as fishing, farming, and herding, played a secondary role, and their success was tied to the prosperity of pearling.

Even though pearling was a seasonal activity, it influenced all aspects of life in Qatar. The success or failure of pearling directly affected the other crafts and the overall economy.

The oil companies hired many laborers in their operations, which helped address the issue of slavery in Qatar as these workers were employed legally and received freedom documents from the British.

After the pearling season, some sailors and divers engaged in marine transport. This was a supplementary way of earning income and did not entirely replace pearling.