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UNITED ARAB EMIRATES
National report presented to the 45th session of the International Conference on Education
Geneva, 30 September - 5 October 1996
NATIONAL REPORT OF THE UNITED ARAB EMIRATES
ON THE `DEVELOPMENT OF EDUCATION
FROM 1993/1994-1995/1996
1. THE ECONOMIC, SOCIAL AND POLITICAL CONTEXTS AND THEIR EFFECTS ON THE EDUCATION SYSTEM:
1.1-1 This report is being prepared in 1996, In the second half of the twentieth century. This period is witnessing advanced scientific achievements paving the way to the twenty first century and preparing for the scientific planning of knowledge that requires positive action
1.1-2 Education is a decisive factor in social and economic development.
1.1-3 Prevailing theories have to cope with changing facts of life and the present era. Modernization is essential in order to keep pace with the rapid changes taking place in the world at every moment.
1.1-4 Education has to develop its future prospects, expand its scope and improve its methodology to unite technology and science which are the pillars of contemporary civilization.
1.2 Effects and impact on educational status:
U.A.E. society has witnessed major comprehensive developments in both structure and services under the auspices of a notable economic growth. This has been supported by a developed education system that provides all those fields with their requirements of national manpower equipped with science and knowledge which, in turn, will contribute to the march leading to progress.
This was based on the following principles:
- Education is considered a national investment' that avails the State. its nationals and also expatriates' of all the facilities leading to progress and prosperity..
- Education is a main factor aiming at achieving stability and national security.
- Realizing more harmony between education and national and community needs. Also co-ordination' between education and development requirements besides emphasizing the strong links between education ~d productive work.
- Improving the efficiency of the educational institutions, improving performance rates, making the best use of educational resources' expanding development plans in the field of education and adopting the principle of equal opportunities in all stages of education everywhere and for all ages.
- Working along the lines of an education policy with defined dimensions and directives teased on scientific and objective principles. This will he a true expression of the present achievements and will pave the way to future hopes and ambitions as well as assist in fostering creative trends under the umbrella of comprehensive planning, allowing talents and gifts to emerge and distinguish themselves in all fields.
1.3 An insight into the U.A.E. educational status:
Education in the UAE has undergone major changes and expansion since the 1970's. It has been the aim of - educationists to enable students to develop fully by means of modern understanding of the educational process that aims at bringing up the learner and preparing him or her for interaction with his or her community.
1.3-1 Education covers a variety of forms: technical? religious and general. In addition, it comprises formal education and non-formal education represented by adult education. It is being carried out at government schools and also in private schools.
Education starts in UAE from 4-year-old children in kindergartens up to eighteen by the end of the secondary stage.
1.4. Quantitative pointers of the growth of education:
Education has tried to keep a balance between inputs and outputs as well as between quantity and quantity activities, programs and syllabuses. Achievements in education are reflected in the statistical figures and tables.
1.4-1 The Ministry of Education has spent a quarter of a century, since the establishment of the Federation on 2nd December, 1971, working hard, incessantly end with full integrity and perseverance and the following figures indicate the success of its efforts.
- Number of schools rose from 74 in 197i/1972 to 615 in 1995/1996.
- Number of classes rose from 1024 in 1971/1972 to 11259 in 1995/1996.
- Number of students rose from 32862 in 1971/1972 to 295333 in 1995/19g6
- Number of teaching and administrative staff rose from 1585 in 1971/1972 to 25289 in 1995/1996 of which 21319 were teachers
This means that the number has increased 18 times since 1971/1972.
The following table illustrates the annual increase of teachers from 1993/94- 1995/96
1993/1994 19469 1004 5.4%
1994/1995 20374 905 4.6%
1995/1996 21319 945 4.6%
An estimated annual increase of (4.8%) will bring the expected number of teachers in the academic year 1996/1997 to approximately 22353.
1.4-2 The first half of the last decade of this century (1990/1991 - 1995/1996) witnessed the following growth
* Pre-primary education:
- Number of pupils rose from 17023 to 19291
- Number of teachers rose from 945 to 1132
(only local females teachers teach at this stage of education).
* Primary Education (including religious education)
In 1990/1991: 155144 pupils
In 1995/1996: 152742 pupils
It should be noted that the increase in the number of students in 1990/1991 was due to large numbers of students from Kuwait who arrived under special circumstances. Number of teachers rose from 1129 to 10050.
* Secondary Education: (including preparatory and religious education)
Students, number rose from 85606 to 115743.
Teachers, number rose from 6798 to 9407 in 1995/1996.
* Technical and Vocational Education: (including agricultural, commercial and technical education)
Students' number rose from 766 in 1990/91 to 1554 in 1995/1996. (This type of education is limited to males only)
Teachers' number rose from 160 to 232. Refer to tables No.(2) & No.(3) for the year 1995/1996
1.5 Quantitative growth has to be accompanied with qualitative growth in order to achieve the objectives of education.
2. EDUCATIONAL POLICIES AND REFORMS:
The Ministry of Education attaches great importance to all its programs and development plans due to its deeply-rooted belief in and awareness of ~ the value and impact of education on the community.
2.1 Principles and general objectives of education:
There is great harmony and consistency between the objectives of education and the current situation end future expectations.
2.1-1 The U.A.E. society has devised its education policy with objectives based on the following principles.
• Islamic religion • Constitution • Heritage and History • Economic, social and political status • Probabilities and expectations of population growth • The status of education • U.A.E. relationships: Gulf, Arab, Islamic and Interna tional • Future aspirations and challenges
These are the factors that will greatly influence U.A.E. education policy and conform to Article (17) of the Constitution:
• Education is a fundamental factor in the progress of society. It is compulsory in the primary stage and free at all stages.
• The Law lays down the necessary plans to spread education' generalize it in different stages and to abolish illiteracy.
2.1-2 Education policy defines general objectives of education based on the six principles directing education policy and the general objectives defined as below
(organigram page 18)
2.1-3 The general objectives of education follow the directives of His Highness the President about human development and his emphasis that "Man is the most precious value and the most important element in the State"
The following objectives are taken into consideration:
- Inculcating faith ~ God, His prophets, moral and human values.
- Inculcating pride in Arab nationalism, the nation itself ~d the homeland.
- Ensuring physical and emotional developments.
- Training individuals about the duties of citizenship and also political and community participation.
- Inculcating the values and practices of work, production and perfection.
- Preparing human beings for the future: initiation creativity, planning and organisation
- Contributing to the realisation °f comprehensive development and bridging the gap in technological achievements.
- Developing methodical, critical and rational thinking.
- Integration of education. It should not be limited to intellect alone it should include all the dimensions of the personality.
- Abolition of illiteracy as a priority case, since it affects society and its growth
- Considering education as one of the group of elements of the society since both mutually influence each other.
- Emphasizing that education is a life-long continuous process.
2.1 - Social objectives are coupled with general objectives of education; the most important of which are:
- Equal opportunities in education for all community members and laying stress on education for women.
- Stressing the integration of humanity and opennes to different nations' experiences as well as benefiting from the experiences of others.
- Emphasizing the role of the family and other institutions and social establishments and their role in the educational process and also maintaining contacts between school and family.
- Integration of foreign manpower and increasing minorities in the community culture through non-formal and private education facilities.
2.1-5 The Economic objectives of education stress the preparation, qualifying and training of national manpower in a way that facilitates the diversification of national income sources besides offering educational opportunities to all children in order to develop their abilities in technological fields. It also aims at diversification of education and its development in order to meet overall development requirements.
2.2 The texts of laws and other basic regulations concerning education.
2.2-1 The most important legislative laws related to education
table page 21
2.2-2 The most important organizational laws
Some of these are decrees by the Cabinet others are Ministerial resolutions organizing the work at the Ministry defining some tasks and responsibilities besides administrative circulars issued by the senior officials at the Ministry to allocate functions and organize work in the different sectors.
2.2-3 The following are the most important regulatory laws:
(table page 24)
2.2-4 Laws and regulations issued by Ministerial resolutions. These are the most important:
____________________________________________________________
Admission Issued by Regarding enrolment of students at
and Ministerial schools of general education,
enrolment resolution technical education. Procedures
regulations No.(480/2) of enrolment, date and documents
for the year needed. Also transference of students
1989 and and teachers from one school to
amended by another.
Ministerial
resolution
No.(20/2)
for the
year 1966
-----------------------------------------------------------------------------------------------
Evaluation Issued by Regarding assessment of Primary
and examination Ministerial stage pupils and providing data about
regulations for resolution its branches, evaluation system,
the No.(2011/2) transference regulations, and
primary stage for the year preparing its registers and cards.
1995/1996 1995
-----------------------------------------------------------------------------------------------
Evaluation Issued by Regarding evaluation of preparatory
and Ministerial and secondary stages after adopting
examination resolution the two-term school-year. Also
regulations No.(624/2) for introducing evaluations with their
for the the year regulations, procedure, requirements
preparatory 1991 and administrative and technical
and secondary prerequisites.
stages
1991/1992
__________________________________________________________________
2.3 national plan/programs, political declaration on education
The Education policy document was prepared by the Ministry of Education in accordance with the highest political directives to ensure education for all and to prepare future generations equipped with knowledge to cope with the challenges of the present era; and future technological changes.
Many parties: have participated in the preparation of the documents including various organizations, establishments and institutions related to education since it is the responsibility of the whole community to ensure high quality education.
2.3-1 The following achievements have been attained in the field of education:
* The Ministry issued its organizational structure chart in 1987.
- In the light of this organizational structure chart the Ministerial decree No.(378/2) for the year 1988 laid down and assigned the decision taking and accomplishment of tasks at the Ministry headquarters, educational zones and offices and schools.
- Following this, the Ministerial decree No.(345J2) for the year 1989 defined the course and steps of the planning cycle of the Ministry's activities as well as its venous
sectors' besides coordination between those activities, projects and programs approved by the Committee of Regulations and Development, the committee concerned with the educationa l policy of the Ministry.
2.3-2 The integrated project for educational development endorsed the following activities and projects:
* Development of Kindergartens and setting up of a kindergarten development centre in coordination with UNICEF and AGFOND
* Development of curricula in Islamic education Arabic language, social subjects and others related to philosophical subjects. Textbooks for the first stage of these subjects were published
* Development program of school administration has been launched in coordination with the Faculty of Education, UAE; University. Principals and vice-principals of .schools were enrolled in this program to study for obtaining a diploma in school administration, - whose credit hours are to be taken tnto account when carrying out post graduate studies.
* Teaching of English language to the first three classes - of the primary stage and also developing the English - language curriculum in the remaining classes.
* Teaching of the computer as a subject at secondary level and preparing the syllabus for first and second year secondary, in addition to installing laboratories and providing them with equipment and programs.
* Producing educational material for private school syllabi by writing textbooks of Islamic education and social studies in English and also Arabic language books for foreigners.
* In addition, there were other development programs fat secondary education, school activities, special education, technical education and senior master system.
2.4. Objectives and principal characteristics of current and forthcoming reforms (general reforms institutional reforms. pedagogical reforms methodological reforms. etc.:
2.4-1 The Ministry is giving great attention to improving end developing the educational process. It allows discussions et national level about contributions to current changes and expected developments in the education system. It is generally agreed that the principal basis for present and future reforms is the respect and esteem given to the teachers because of their role in improving the education process and realizing the objectives of those developments. Various
programs have to be prepared to develop their professional skills and scientific background and this requires time end attention besides support and respect.
2.4-2 National project for manpower development research and educational planning:
This project is being carried out by the University, the Ministry of Education and other ministries and institutions to provide accurate information which will help in decision making for a comprehensive strategy and develop the skills and abilities of nationals and enhance their participation and contribution to education.
2.4-3 Project of a degree in education:
This project has been implemented by the Faculty of Education at the University. One more academic year is being added to non-educational faculty graduates to specialize in academic and applied studies on the fundamentals of education to qualify university graduates as teachers a£ government schools.
2.4-4 Preparation of the Educational Policy Project:
- This project is a true expression of the present status of the society and its future ambitions.
- This educational policy directs the strategies, plans, curricula and programs along basic goals aimed at by the community at present and in the future.
The project consists of five stages:
Stage I Analysing of the sources & origin of the educational policy.
Stage II Defining the basic trends and formulating the general objectives.
Stage III Suggesting the strategy and programs which realize the education
policy.
Stage IV Drafting the interim and annual plans of the policy.
Stage V Preparing the final draft of the educational policy project.
- The Cabinet has approved the report submitted by the Ministry of Education in 1992. The report covered the whole educational system including general, technical and higher education.
- The preparatory committee acted in accordance with the teachings of the Islamic religion ~ constitutional principles, fundamental legislatures, heritage and history, economic, social and political status, probabilities and expectations of population growth. the educational status as a whole, the relationships of the state at all levels and future ambitions and challenges.
- This project is considered a positive dimension of educational development.
Discussions have been taking place, with the support of educationists and the principal educational bodies, and there has been unanimous agreement about the main issues leading to the ratification of the main educational reforms
- Development of educational planning.
- Improving the Ministry's efficiency.
- Improving the efficiency of educational programs.
- Developing and improving the employment of manpower at the Ministry.
- Introduction of technology and environmental education in the curricula at all level. of education.
*******************
2.4-5 The Education policy points out the objectives and methods to reform and develop education. The following are the most important:
- Emphasis is laid on quality, excellence, relevance, efficiency and effectiveness.
- Emphasis on the social influence of both school and educational process.
- Viewing education as an element of vital importance in all development plans.
- Providing necessary resources for development and requirements for its qualitative and material aspects.
- Giving more attention to scientific research and an increase in knowledge and experience.
- Qualifying and training of personnel working in the education field besides updating the contents of the curriculum.
3. Structure and organization of the education system:
3.1 Organizational chart of the education system
3.1-1 Organizational chart of the education system showing the different levels and types of education.
Educational stages comprise the following:
* Kindergarten that covers two years and accepts 4 -5 year-old children.
* General education primary - preparatory - secondary.
3. l -2 Education System: This starts at the age of six and lasts till twelve for the primary stage, then three more years for the preparatory stage and finally three more years for the secondary stage
3.2 The age of students and the length of studies for different levels of education:
3.2-1 Primary, education: The duration of this stage is six years and covers the age group (6-11). It is compulsory according to the Constitution and includes the following:
1. basic (junior primary school) that depends on the class teacher system.
2. senior primary school that includes 4th, 5th and 6th grade and for which there are subject teachers.
3.2-2 Preparatory education: Its duration is three years and covers the age group (12-143 and qualifies its students for secondary or technical education.
3.2-3 Secondary education: This precedes university education and lasts for three years and covers the age group (15-17).
3.3 Compulsory schooling (age limits and duration)
Article (17) of the Constitution stipulates that education is compulsory in the primary stage (6- 11) and free at all stages.
3.4 The official length of the academic year at different levels and its division into 2 teens or semesters.
The school year extends over 32 weeks for both the kindergarten and the basic junior primary stage. In the senior stages it extends over 36 weeks and is divided into two terms.
The length of the academic year in different stages and number of periods for each subject matter in the different stages are defined each year by a ministerial resolution.
3.4-1 Educational System
(organigram page 36)
4. Administration of the education system
4.1 Plan and functions of the educational administration at the central, provincial/regional. local and school levels:
The Ministry of Education refers to a number of rulings .and regulations to organize work to as high a standard as "possible to guarantee good performance. It is guide by Cabinet decrees, Ministerial resolutions and administrative regulations. All these have helped in organizing work inside the Ministry and in its departments at the various levels.
4.1-1 Cabinet decree No.(l) for the year 1987 regarding the organizational chart of the Ministry of Education has allocated administrative work to the different authorities according to the following chart.
(chart page 37)
4.1-2 The Minister of Education chairs the Ministerial Committee for Education which has three Ministers acting as its members, whose job is to study all subjects relating to educational policy.
4.1-3 Another committee, namely the Committee of Administrative Regulations and Development also chaired by the Minister. It is concerned with the endorsement of the Ministry's plans for performance end development. There is also the Unit for Administrative Development which is chaired by the Minister. The Under-secretary chairs the Department of Public Relations and Educational Information
4.1-4 Work at the Ministry is organized into four sectors. Each sector supervises a number of administrative and technical departments, each entrusted with specific functions and tasks.
4.1-5 There are 9 educational zones end offices concerned with the implementation of educational plans at schools. A Ministerial resolution (No. 378/2 for the year 1988) defined their administrative and technical divisions.
4.1-6 The first article of the Cabinet decree approving the organizational chart of the Ministry of Education has defined the main job of the Ministry as being the realization of its general objectives by making the best use of its human, material and financial resources. This will be a true implementation of the ambition to build man culturally and in a civilized way in line with up-to-
date concepts of human thought and technological progress. It also aims at presenting science and knowledge to man wherever he resides through just and fair distribution of educational services and activities.
In order to realize these objectives the Ministry has to:
- Provide modern integrated educational services that correspond with the U.A.E. environmental requirements.
- Participate in the presentation of all that molds the personality of citizens and inculcates values and ethics that suit conditions of the society.
- Keep a balance between qualitative and quantitative aspects in administrative and technical performance.
- Coordinate between education policies and U.A.E. development plans under the umbrella of an integrated planning perspective.
4.2 The educational role of ministries other than that of education, and of non-governmental organizations; coordination mechanisms:
Due to the important role of education and its impact on the progress and prosperity of communities, some bodies other than the Ministry of Education are contributing to the educational process:
4.2-1 Private education:
Due to the presence of foreign communities in the U.A.E., the ;need arose to set up private schools for expatriate children These schools are under the supervision of the Ministry. The number of those schools has increased as has the number of students and teachers. In 1995/1996 there are 209674 students in private schools amounting to 41.5% of the total number of students in the U.A.E. This type of education has become so important and formed a parallel activity with government schools, yet it has its own features. The immense number of teachers and the tremendous increasing enrollment at private schools require separate statistical data that will be discussed in detail in item (8) of this report.
4.2-2 The Ministry of Defence has set up its own schools for students from the Armed forces. The curricula of the Ministry of Education are used in this kind of schools. There is coordination between both ministries in the fields of supervision, evaluation, examinations, textbooks end syllabi. The following table illustrates the quantitative growth of these schools, their students as well as administrative and teaching staff in the period from 1993/94 -- 1995/1996.
_________________________________________________________
Details Teaching &
School\ Students Administrative Classes Schools
Year \ Staff
-------------------------------------------------------------------------------------
1993/1994 2623 454 157 4
1994/1995 2077 431 130 4
1995/1996 1386 348 84 4
4.2-3 The Women's Association in the U.A.E. prays a positive role in the educational process through its organizations, namely, social, development centres, heritage revival centres, classes in the Association's centres and societies in cooperation with the Ministry of Education. This is in accordance with the directives of the political leadership and particularly His Highness the President and his brethren, the members of the Supreme Council, Rulers of the emirates. The Ministry of Education supplies all those centres with textbooks, syllabi' teachers to perform follow-up processes.
The following statistical data illustrate the growth of those centres.
A table illustrating the number of learners at Women's Association
and Society Centres for the years 1994/95 - 199511996
A table illustrating the number of learners at Social Development and Heritage Revival Centers for the years
5. Financing Education
The U.A.E. has made great strides along the path of progress and prosperity since the federation in 1971. It has recognized the role of education in qualifying nationals who can preserve the social gains besides efforts to prepare those nationals educationally so as to achieve more prosperity and success for the whole society.
Consequently' the expenditure on teaching nationals is the best and longest lasting investment. The Ministry of Education budget forms a big portion of the Federal budget. The percentage allocated to the Ministry projects indicates the growth expected in educational development.
5.1 Public expenditure on education: Total and as a percentage of G N P
Financing education depends on the following resource
- Allocations from the U.A.E budget. These development projects and administrative and technical requirements They also cover the Ministry's requirements for personnel, equipment' necessary general . religious . technical and adult education.
- Women's Associations and societies provide funds to cover expenses required by their centres Also the Ministry of Defence provides its schools and centres with funds required.
- Private schools are financed by resources allocated by private projects to construct, develop and expand them as educational / investment private institutions.
The Ministry of Education budget amounted to 16.3% of the total National budget in the fiscal year 1995 and it is allocated to four sectors as illustrated by the following table.
(table page 43)
5.2 Distribution of public expenditure by level of education
The total actual expenditure on the different stages of education in the years 1993, 1994 was as follows:
5.2-1 Growth of estimated budget for the Ministry of Education compared with the National budget for the fiscal years 19931995:
(table page 44)
5.3 The breakdown of current and capital expenditures in the public funding of education:
(table page 44)
5.3-1 The following should be noted:
The percentage of expenditure in the Ministry's budget for the year 1993 amounted to DHSS. 2,493,500,000 forming 2.35% of the National Budget.
In -1994 it is amounted to Dhs. 2,618,300,000 forming 2.41% of the National Budget.
This indicated:
- an increase in the percentage of the Ministry 's budget as compared with the National Budget.
- an increase in the rate of actual expenditure of the Ministry from the estimated budget referred to in items 2-1. 2-2.
5.3-2 Regarding the current fiscal year 1995, no reference is made to actual expenditure since accounts have not yet been finalized. There is reference only to estimated budgets in tables shown in the preceding pages.
5.4 The distribution of public expenditure on education according to the source of financing:
The source of financing education is the National Budget
5.5 Expenditure on private education by level of education
There is no reference to estimated budget for private education because it is a private sector run on private projects lines not withstanding the educational side it cares for.
5.6 , For. public higher education ;establishments. the proportion of financing coming from public bodies, fees or other sources.
Again, there are no estimated budgets available since Higher Education does not fall within the jurisdiction of the Ministry of Education. In 1992 Federal Law No. (4) was issued to set up the Ministry of Higher Education and Scientific research.
6. THE EDUCATION PROCESS:
6.1 The content of the curriculum at the pre-primary, primary and secondary levels (disciplines or subjects). (a) which subjects are compulsory or optional (b) which subjects are included as the result of a decision by the national, regional/provincial, local or school authorities:
6.1- I Components of the curriculum consist of a number of subjects taught in two stages:
Primary stage This comprises six classes. The first three years being called the basic or junior primary stage in which class teacher system is adopted. The teacher is entrusted with teaching the four subjects of this stage. From 4-6 is called the senior primary stage, in which different teachers for the different school subjects.
Preparatory stage: This includes classes from standard seven to standard nine of the basic stage or from the first to the third in the preparatory stage.
6.1 2 Secondary stage: This lasts for three years.
First year : general syllabus
Se
cond and third years . Specialized study in their
science or literature
6.1-3 At the end of the secondary stage, the Ministry of Education issues the certificate of General Secondary Education. This is given to students who finish the foal year of the secondary stage successfully.
6. 1-4 Kindergarten, which consists of two years, is not considered an educational stage.
6.1-5 School Subjects:
6.1-5.1 In the junior primary stage the following subjects are taught:
Islamic education, Arabic language, English language, Mathematics and Science. Activity subjects include: Art, P.E. Music and Family Education (for girls).
6.1-5-2 The same subjects mentioned above are also taught at the senior primary stage but the number of periods for some subjects is increased. In addition, new subject, namely' Social Studies, is introduced.
6.1-5-3 The same subjects mentioned above are also taught at the preparatory stage with an increase in content and the number of periods. Social studies is divided into three separate units : History, Geography and Civics.
6.1-6 At the secondary stage the following subjects are taught;
Year I: Islamic Education, Arabic Language, English language, History, Geography, Mathematics, Physics, Chemistry, Biology, Geology, Computer Science, P.E., Family Education (for girls).
Years II + III: Islamic Education' Arabic Language, English Language, Mathematics, P.E., Family Education for girls). These are basic subjects. In addition, students can .choose to join either the science section or the literary section, and have to study the following additional subjects:
Second year secondary (Literary section): History, Geography' Sociology and Economics.
Second year secondary (Science section): Physics, Chemistry. Biology and Geology.
Third year secondary : There is an increase in the number of subjects already taught in the second year secondary in the two streams. Literary section students are taught philosophical -subjects, Logic and Psychology instead of Sociology and Economics. With effect from l99~1997, Economics will be taught up to the end of the secondary stage.
6.2. The number of hours of leaching by discipline subject at the pre-primary, primary and secondary levels.
The Ministry lays down the study scheme and defines the number of periods for each subject pursuant to ministerial resolutions issued every year to take into consideration any changes' developments and eva luation studies related to educational systems and syllabuses.
The Ministerial resolution No.2263/2 for the year 1995 has allocated the number of teaching periods for the different subjects and activity subjects for the different stages of general education as follows
(table page 49)
6.3 Teaching language(s) at the different levels:
All subjects taught at government schools use Arabic language as a medium of instruction' except for the English language classes. In technical education, English is used for technical and specialized subjects, but the rest of the subjects are taught in Arabic . In 1996 the Cabinet approved development programs of Technical Education to be carried out jointly with German technical institutions.
6.3-1 Some private schools for which Arabic is not the medium of instruction are to teach Arabic language to non-speakers of Arabic and the Ministry has approved the teaching of the textbook "I Love Arabic" in conjunction with the Educational Bureau for Arab Gulf States.
6.4 The evaluation system (examinations, tests, etc.) at the different levels:
The educational development programs aim, at developing methods of teaching as well as the content of the examination paper. The objectives include application of
continual evaluation concepts and principles. This allows upgrading the standard of students and evaluating methods of promoting them to higher classes.
6.4-1 A specific period is set aside et the end of each term for examinations and students are promoted to higher classes according to their marks in both the examinations and course work through out the year
6.4-2 In both the preparatory and secondary stages a test will be held at the end of each term. A course work mark will be added to decide the student's final result.
6.4-3 There are two regulations, one for the primary stage and one for both preparatory and secondary stages, for evaluation and examinations. These regulations determine the assessment and evaluation procedures. The two-term academic year system is applied and each term is considered a separate independent unit in its study and evaluation despite following an integral evaluation average for both classes as a basis for being promoted to the higher academic class.
6.5 Certificates awarded for primary and secondary studies.
Students who finish the academic year are awarded a certificate to prove that they have finished the school year successfully and will be promoted to the next crass. These certificates are authenticated and verified by the school and educational zone.
At the end of the general and technical secondary stages, students are awarded a certificate from the Ministry of Education after passing successfully the general examination held at the end of each academic year. This certificate qualifies its holder to undertake higher studies at university level.
6.6 The drop-out rate for primary and secondary levels.
Below are the indicators and average drop-out rate in the primary and secondary stages.
_________________________________________________________________________
. Rate for Rate for
Academic year males females Percentage I Notes
----------------------------------------------------------------------------------------------------------
1992/1993 5.6% 3.5% 4.5% These rates include students
transferred abroad. those
who were enrol ed after the
1993 / 1994 5% 3.2% 4. 1% academic year had started
and those who dropped out
1994/1995 4.5% 3% 3.8% during school year.
The ahove-mentioned table indicates that
* The drop-out rate is lower among females than males every year.
Also amongst females the rate decreases every year.
* Generally speaking the drop-out rate is decreasing.
The following table shows the actual drop-out rate for students who have left school during study' while the previous table gives those students' drop-out rate including those leaving school during study, those students transferred abroad and those who made late enrollments.
Academic year Rate for Rate for Percentage Notes
males females
--------------------------------------------------------------------------------------------------------------
1992/1993 2.2C7o 1.3% 1.75% These rates are restricted
only to actual drop-out by
1993/1994 2.1% 1.5% 1.80% leaving school.
1994/ 1995 1.9% 1.4% 1.65%
___________________________________________________________________________
6.7 Data concerning class repetition:
Despite the tremendous efforts to improve the standard of teaching, students' performance and the educational process in order to achieve better results in the different stages, some students still need to repeat one class in order to raise their standard to the level required for a higher class. The following statistics illustrate the data concerning repetition in the different stages from 1992/1993 to 1994/1995.
(table page 52)
6.8 The promotion rate of pupils:
- from primary to lower secondary education.
- from lower secondary to upper general or technical secondary to university studies.
(table page 52)
The statistical figures indicate that:
- The academic year 199411995 points to remarkable educational output in the primary stage and science .:section of the secondary stage and notable consistency can be seen in the preparatory stage.
-Science section rates: although the rates of the science section of the secondary stage are lower than those of the literacy section, they show a continuous - development in each preceding year. This indicates that care and attention have been given to science section.
6.9 The: average number of pupils per class at the pre-primary, primary and secondary levels.
Due to the expansion in education and the increasing number of students, it has been necessary to provide additional teaching staff classes and educational equipment. These requirements have been met by the following:
6.9-1 The Ministry provides all schools, zones end educational offices, even in remote areas, with teachers whose time-tables consist of 18 periods per weak for secondary stage, 20 - 22 for the preparatory stage and 24 periods for the primary stage.
6.9-2 the student/Teacher ratio is 18:1 for kindergarten, 16:1 for primary, 13:1 for preparatory and secondary stages.
6.9-3 Class/Teacher ratio is: (1:1.4) for kindergarten, (1:1.7) for primary stage, (1:2.2) for both preparatory and secondary stages.
The following tables illustrate the average number of students in the different stages:
Average of
density(No. of students) in kindergartens in the
period from
1992/1991 1995/1996
_____________________________________________
Class & Average Kindergarten Kindergarten
Year First Year Second Year
------------------------------------------------------------------
1992/1993 24.6 25.0
1993/1994 93.7 24.6
1994/1995 23.6 24.6
1995/1996 22.9 23.8
_____________________________________________
Growth of density in stages of education in the period
from 1992/1993-- 1995/1996
________________________________________________________________________
Class 1st 2nd 3rd 4th 5th 6th L
Academic Year Primary Primary Primary Primary Primary Primary
---------------------------------------------------------------------------------------------------------
1992/93 25.5 ~26.01 25.93 27.35 27.4 26.5 26.45
1993/94 24.99 26.47 26.17 27.27 27.23 26.57 26.44
1994/95 25.64 25.79 26.14 27.24 26.94 26.34 26.34
1995/96 24.96 25.65 25.57 26.74 26.69 25.97 25.93
________________________________________________________________________
Preparatory and Secondary Stage
(table page 55)
In spite of the increase in the total number of students' the following must be noted:
- The average of density in the primary stage is 26.29 but it reached its lowest in 1995/1996.
- The highest density was in the preparatory stage. Yet the average in 1995/1996 was lower than the previous year.
- The third year secondary science section has the lowest average.
7. SPECIAL EDUCATION
7.1 Types of establishment, curricula and enrolments according to the target population:
Special Education is concerned with two groups: the gifted and students with special needs.
7.1-l Gifted students:
Special Education has launched a project that aims et the utmost care and attention to talented and gifted students.
7.1-2 The project allows those students the-highest degree of mental growth as well as social and psychological development. It tries to satisfy the needs and requirements of growth needed for a deeper and wider scope of learning.
7.1-3 The project follows methods of homogeneous grouping of students' enrichment of the content of the curriculum and fast promotion from one stage to another.
7.2 Special Education Classes:
Those students- are not regarded as being handicapped but simply as students required to participate in the building up of their country according to their capabilities. Therefore the Ministry aims at integrating their curricula into the general education curricula. Consequently, special education classes have ii been set up in general secondary schools as well as adult education centres.. The number of special education classes in the academic year 1994/199$ was 162; then amounted in 1995/96 to 184 classes accommodating 13 l 6 learners.
7.3 The social Service Department at the Ministry of Education as adopted the use of Resource Rooms to help these students.
7.3-1 These Resource Rooms are designed for helping students facing: difficulties in education. These Resource Rooms are following educational methods that reduce the psychological effects that students with special needs may have.
7.3-2 Resource Rooms are readily accepted by both students and parents. Besides, remedial methods are the most suitable way to improve these students' understanding, learning and comprehension skills.
7.3-3 Usually a student joins the Resource Room according to a program that defines his or her standard and the appropriate daily time allocated to him or her. After finishing this allotted time he/she returns to class and follows lessons there given in an integrated form for both special programs and those of the general education.
7.3-4 The team offering educational service in the Resource Room consists of a subject teacher plus a number of educationists, social workers, psychology specialists and specialists in measurement and evaluation
7.3-5 Resource Rooms are equipped with educational aids, games and wall charts specialized for accumulative strengthening programs that help providing a suitable competitive and educational environment for students.
7.4 The Normal syllabus is taught in order to help students in special education classes and Resource Rooms receive the curricula that enable them to get the suitable academic qualification corresponding with their level of education taking into consideration the teaching and the quality of the questions and evaluations. The number of Resource Rooms rose from 17 in 1994/1995 to 22 rooms in 1995/1996.
7.5 The community has a number of human services establishments to care for individuals with special educational needs. The educational and supervisory responsibilities are entrusted to the Ministry of Education and its supervisory and educational bodies.
8. PRIVATE EDUCATION:
Due to the flourishing economy and social development corresponding to a structural and productive renaissance, the U.A.E. has welcomed tremendous numbers of expatriates from various countries. Children of those incoming communities required a corresponding number of schools to accommodate them. The Ministry of Education licensed those private schools that follow the curricula and syllabi of t heir mother homeland, but those schools operate under the supervision of the Ministry of Education to ensure abiding by educational and teaching ethics and morals.
Pursuant to this, the organizational chart of the Ministry of Education stipulated the setting up of an integrated department concerned with private education. This department supervises those schools and provides them with regulations, resolutions and circulars ensuring a follow-up in order to guarantee a sound conducting of the educational process along the broad lines laid clown by the educational policy of the country
The number of students at private schools has risen steeply in the last three years as the following table illustrates.
(table page 60)
8.1-2 In 1995/96 there were 375 private schools while the total number of general education schools was 615.
8.1-3 There are 14151 teachers and administrators in private schools compared with 25289 at government schools. That means the former is 56% of the latter and at the same time they represent 35.9% of the total number of teachers in both government and private schools. 1995/96 there were 375 ; private schools and 180 institutes.
8.1-4 The Ministry supervises private schools and institutes and supplies those who follow the national syllabus with textbooks, the Ministry also sends inspectors to supervise teachers who are allowed to attend training courses held for their counterparts in government schools.
8.1-5 The Ministry monitors the management of private schools and institutes to ensure the same salaries and privileges to their teachers as those given to their counterparts at government schools
8.1-6 Regulations issued by the Ministry point out to private school management the necessity of complying with the regulations relating to the teaching load which should be identical with the load of their counterparts at government schools. Inspite of this teachers have more than 30 periods per week.
8.1-7 Teachers at private schools have qualifications equal to those government school teachers. The statistical bulletin issued by the Department of Information and Research points out that in the academic year 1993/1994, teachers' qualifications at private schools were as follows:
1510 Master degree
75 Ph.D degree
8.1 -8 The Ministry strives - through the Department of Private Education to develop regulations and procedures applied to private schools in order to correspond with the importance and social view point attached to that type of education. There are legislatures governing the licensing of private schools, types of school and curricula at the different levels.
8.2 Private schools teach their students the syllabi based on the curricula of the community they belong to. These syllabi have to be approved by the appropriate departments at the Ministry.
8.2-1 Article (17) of the Federal Law No.(9) for the year 1972 concerning private schools stipulates these schools have to teach the following subjects according to the Ministry's syllabus:
- Islamic Education
- Arabic Language as a basic subject for Arab students and an additional subject for non-Arab students.
- Social studies
8.2-2 If the number of Arab students at a private school is less than 20% of the total enrollment, then the above mentioned subjects will be taught in English (Islamic Education and social studies) by using the textbooks prepared in English by the Ministry. In Arabic language, there is the book `'I love Arabic,' prepared in conjunction with the Educational Bureau for Arab Gulf States.
9. HIGHER EDUCATION:
The university of the United Arab Emirates was set up in 1977 by the Federal Law No.(4) for the year 1976. At the beginning the Minister of Education was the Supreme Head ~e University. In 1992 the Federal Law No.(4) stipulated the autonomy of the University after setting up the Ministry of Higher Education and Scientific Research. Higher Education (University and post secondary) is related to:
- the University of the UAE
- Higher Colleges of Technology
- Scholarships abroad
Information about financial resources, accreditation of studies and diplomas is available at the Ministry of Higher ,Education Scientific Research.
10. MEANS OF INSTRUCTION. EQUIPMENT AND INFRASTRUCTURE
10.1 Adequate textbooks, materials, equipment and labs. The Curriculum and Textbooks Department carries out evaluation and development studies for curricula? syllabi and related methodology' audio-visual aids and evaluation activities based on feedback and meetings held with educational experts, besides the specialized educational us ~ the Gulf? Arab and international organizations.
10.1-1 Methods were based on interaction between teacher and learner.
10.1-2 Textbooks comprise the required audio- visual aids. class and extra-curricular activities, concepts, facts and information that aim at comprehension of the subject matter rather than rote learning.
10. 1-3 Evaluation activities were graded in such a way as to ensure their proper implementation which could monitor the achievement of objectives.
10.2 Production and importation of school textbooks for the different levels of education: Approval of the plan for producing teaching materials for: Islamic Education,
Arabic language, social studies (history, geography, economics, civics), philosophical subjects (sociology, logic, philosophy, psychology). This plan has been drawn in accordance with the documents relating to the new syllabuses. This was done in three stages for three academic years. 18 committees were formed for the writing of the textbooks and for the revisions:
First Stage: Preparation of the textbooks for first and fourth years of the primary stage, first preparatory and first secondary. Forty five books for this stage have been completed for the year 1994/1995.
Second Stage: Preparation of textbooks for the second and fifth years of the primary stage, second preparatory and secondary for both literary and science sections. Forty four books for this stage have been prepared for the year 1995/1996. Thus, a total of 99 books were prepared.
Third Stage: Preparation of textbooks for the third and sixth primary as well as third preparatory and third secondary in both streams.
10.2-1 English language, computer and activity subjects have been developed in both methods of teaching or curricula. Also after the approval of the documents relating to P.E., art ~ education, musical education and family education (for girls' schools)
10.2- The curricula for chemistry, physics, biology and geology are being developed and integrated with Gulf states in coordination with the Arab Educational Bureau.
10.2-3 Teachers' books for syllabi and textbooks are also being prepared
10.2-4 The number of textbooks distributed to schools in 1995/l996 amounted to 4,484,536 copies of 199 textbooks.
10.2-5 At some secondly schools there is an experimental school in each educational zone. Language laboratories as well as computer laboratories are available.
There are 3440 computer terminals in 112 schools provided with 190 laboratories for the year 1995/1996. There are sciences laboratories which are provided with equipment and materials in every school.
l. Distribution of printed textbooks for the academic year
1994/1995 by subject
2. Distribution of printed textbooks for the year l994/199S
by stage of education
Total number of textbooks 229
Total number of available textbooks 29
Books requiring printing 200
The total number of textbooks supplied to the stores in 1994/1995 45
3. Distribution of printed textbooks for the year 199S/1996 by subject
Total number of textbooks 199
Quantity required 4,484,536
10-3 Sufficient/insufficient supply of classrooms, school transport, school cafeterias, residential accommodation etc.
10.3-1 Growth of classes in the period from 1993/1994 - 1995/1996
10.3-2 "Emirtas" which is a government establishment for transport is responsible for transporting students to and from schools
10.3-3 All Ministry staff are provided with accommodation ',allowance whereas in some areas, the Ministry provides teachers with accommodation. In some educational zones, there is special accommodation for lady teachers besides special buses or mini buses to transport them to and from their schools.
11. NON-FORMAL EDUCATION:
Types of institution, program. and enrollments. particularly concerning:
(a) Literacy courses
(b) Courses for "street children' and other disadvantaged children
(c) Community programs.
Article (17) of the Constitution stipulates that "Education is a mayor factor in the progress of society. It is compulsory in the primary stage and free of charge in all stages. The law lays down necessary plans to spread education, generalize it and abolish illiteracy. In order to realize these aims, the Ministry of Education has set up Adult Education and Literacy centres in all areas, `'educational zones" and "office's and provided them with
all their requirements. This led to a wide spread ofthe centres and a considerable increase in the number of learners.
11.1 Within a quarter of a century, the number ofcentres rose from 54 in 1971/1972 to 140 in the year 1995/1996 comprising 1160 classes. The Number of learners rose from 4912 to 23863 in the same period.
11.2 There are other bodies and institutions that cooperate with the Ministry in the field of Adult Education end literacy Programs such as Women's Association and other authorities. Combatting illiteracy has become the duty of all the community.
11.3 Adult Education and Literacy centres are located in government schools. This makes it easier for daily contact, supervision and provision of all human and material resources. Study at these centres has two branches:
A. Curricula for two-year literacy programs.
B. Curricula for the next stage start from the fifth primary up to the end of the secondary stage. The syllabus is the same as that being taught at morning schools
12. THE SITUATION OF TEACHING STAFF:
Teachers play a vital and indispensible role in the educational process. Hence the training of effcient teachers is the cornerstone of any successful educational system. The Ministry's plans have aimed et high qualify leacher "raining both pre-and in-service, in addition to endorsing a new system of salary scales and job descriptions for teachers. In order to realize this intensive training plan, the Ministry has adopted the following steps:
Setting up a centre that offers programs for pre-service teacher training in the period from 1979-1992 to qualify local male and female teachers. About five thousand teachers graduated from this pre-service teacher training program.
12 1 The numbers of teachers working in different levels and types of education according to the level of their qualifications (first, second or third degree) and their professional training:
The following table illustrates the growth of the number of teachers
in the academic year 1995/1996
(table page 69)
12.2 Teachers' work-load at different levels of education (average number of hours per week devoted to classroom teaching and other educational activities); the norms established by national legislation and the
actual situation. There are 21319 teachers and 295333 pupils, giving a teacher/pupil ratio of 1: ~ 3.97 a ratio which allows teachers to carry out their duties efficiently and to perform evaluation tasks properly.
12.2-1 The Ministry provides all schools, educational zones end offices, even in remote areas, with teachers whose time tables consist of 18 periods for the secondary stage 20 - 22 for the preparatory stage and 24 periods for the primary stage.
12.2-2 Teacher/Pupil ratio is 1.18 for kindergarten 1:16 for primary, 1:13 for preparatory and secondary stages.
12.2-3 Class/Teacher ratio is 1~1.4 for kindergarten, 1:1.7 for primary stage, 1:2.2 for both preparatory and secondary stages.
12.3 Working and employment conditions for teaching staff, particularly for women (salaries, recruitment methods, pupil/teacher ratio, opportunities for promotion and in service training, professional support during employment etc....)
The teaching profession requires all staff to have a university degree and classroom experience. Expatriates sit for a written examination whether applicants are inside UAE or abroad. Those who pass the written test go for an interview to see if they are eligible for teaching and which stage of education is suitable for their personal and educational qualifications. UAE citizens have interviews only.
Holders of M.A. receive an allowance of Dhs. 500 per month while Ph.D holders receive Dhs. 1000.
12.3-1. According to the Cabinet decree No. 31614 for the year 1996, the salary scales for teachers are as follows:
(tables page 71)
* Teachers working in remote areas receive a remote area increment in accordance with Civil Service Law.
12.3-2 In addition to their salaries, teachers receive allowances for accomodation, transport, and cost of living plus a yearly according to qualifications, as defined in the scale .and increments for both national and expatriate teachers.
A special scale for teachers' salaries has been applied since 1976 following a Cabinet decree.
12.4 Regulations concerning the situation and social and professional status of the teaching staff and measures adopted to improve them.
A study has been submitted to the Cabinet which recommended awarding a special allowance amounting to 30% of the basic salary to national teachers as an incentive to them to work as teachers or remain in the profession. This is aimed at counter balancing the rise in salaries in other departments and establishments which attract distinguished teachers away from their jobs in search of higher salaries elsewhere.
12.4-Any teacher with an "excellent" grade in his/her annual performance is eligible for promotion whether in administrative or technical jobs.
Administrative jobs start with administrative supervisor, vice-principal, principal then administrative inspector.
Technical and professional jobs include senior teacher, inspector and senior inspector.
The educational inspection regulatory procedures included in the Ministerial resolution No. (315/23 for the year 1988 and appendices following it point out the terms and conditions for promotion and eligible candidates for those jobs and this covers UAE citizens and others
Promotion takes place after candidates attend specialized courses where their abilities and skills are evaluated. Then they attend further training courses and workshops. Those who are promoted enjoy certain privileges.
13. PRE-SERVICE AND IN-SERVICE TRAINING OF EDUCATIONAL STAFF
Particular care is being given to both pre and in-service ;training of teachers as this training will qualify teachers for carrying out their role in improving the educational process
13-1 Recruitment of Teachers
Many graduates from ~ the University of the UAE are recruited into the teaching profession but these are still not enough to meet the needs of the expanding number of -classes: sod the increasing number of students. Consequently the Ministry of Education followed two ways in order to solve this problem:
- Coordination with the university- through the Supreme Coordination Committee between the Ministry and the University - to provide the Ministry of Education with the required teaching staff in various specializations.
- Qualifying locals holding GSEC through the preserviee training program preliminary to university study and another program of tutorial external studies to qualify teachers for the primary stage (basic 'junior" and senior). Pre-service training program has directed young men to the teaching profession and has provided the educational process with large numbers of teachers.
13.2 The qualifications required to teach at different levels of education. Teachers at general education schools should have a university degree besides an educational qualification.
13.2-1 Due to the increasing number of students, the Ministry had to prepare pre-service training courses to holders of the general Secondary Education Certificate. In coordination with the UAE University, the Ministry prepared courses and laid down the regulations and methods of supervision. These are the specializations offered to those trainees: Kindergarten class teaching, family education and secretarial work.
13.3 The curricula for the pre-service training:
13.3-1 Pre-Service Training Program: This included three stages:
Stage I ~ From 1979 - 1984, four groups graduated, their number was 803 teachers (119 males 684 females).
This program was covered in two academic years (four hours daily). 42 credit hours were earned.
Graduates were entitled to pursue their studies at the Faculty of Education, UAE University and were exempted from 26 credit hours in basic subjects.
Stage II: From 1984 - 1987, three groups graduated, their number was 1378 teachers.
The Program concentrated on the primary and elementary stages.
Specializations: Kindergarten and class teachers.
Stage III: 356 graduates in the same specialization
- Only students with over 60% in the GSEC were admitted. The university took part in the implementation of the program.
13.3-2 teaching qualification:
The UAE University is planning to add a fifth year to the Faculty of Education course of study to accommodate graduates from the Faculties of Arts and Science to qualify them as teachers.
The project aims at recruiting qualified teachers: University degree + education.
Several proposals are being studied to offer graduates incentives to work in the teaching profession.
13.4 In-service training and self- improvement facilities for teachers: types of centres and programs, compulsory or optional training regularity, the percentage of teachers involved.
ORGANISING TRAINING OF TEACHERS
Efforts are being exerted to improve the teaching profession. Training and preparation programs follow special lines aiming at raising the scientific and educational skills end cultural background.
13.4-1 Training bodies and programs:
- Faculty of Education - UAE University
The University collaborates with the Ministry of Education in carrying out training programs and courses (in-service training) and mainly in practical training program (pre-service) before starting work as a teacher.
Pre and In-Service Teacher Training Department
This department is concerned with training through the programs it prepares in coordination with the Educational Affairs Sector.
Educational Affairs Sector
The departments of Primary Education, Preparatory and Secondary education, educational zones, educational offices and the inspectorate take part in the training programs.
13.4-2 Training Programs and Courses (comprise six programs):
Orientation Programs and Courses: These are held for new teachers and inspectors whether seconded or contracted as they are briefed about the UAE, its educational system regulations and procedures governing process of work.
. Inspectors hold training courses in the educational zones and offices for new teachers to familiarize them with the educational principles followed in planning methods, evaluation, teaching aids and changes and developments in the curricular.
* Basic and Structural Programs:
These are held for new UAE graduates of the University apart from the Faculty of Education. These programs aim at enhancing their teaching skills
* Qualifying Programs:
These are given particularly to candidates for supervisory jobs (senior teacher - supervisor principal and vice principal). This will enable them to perform their new jobs efficiently and successfully.
* Development Programs:
Their aim is to train teachers and acquaint them with up-to-date programs in curricula' teaching aids and methods
* Activating Programs:
These are held in different zones to revise previous programs and update their content and make sure that work is being carried properly and accurately.
* Remedial Programs:
These are associated with directives and recommendations included in efficiency reports on teachers and suggestions to cure defective aspects of performance.
13.4-3 There are also training courses outside the Ministry of Education. Only national teachers are allowed to participate in training courses abroad. This is done by coordination with the National Committees of Education, Culture and Science beside the Educational Bureau for the Arab Gulf Countries. Some of these courses take part in preparing developed stadardized textbooks or orientation with education systems.
13.4-4 IN-SERVICE TRAINING
Teachers are being trained according to a five-year plan set down jointly by the concerned educational departments and Pre-and In-Service Teacher Training Department following venous recommendations. These training courses are compulsory for the following:
On starting the newly-appointed teachers whether on secondment from other countries or on contract
Candidates for promotion to supervisory jobs (senior teacher, inspector - school supervisor - principal of school and assistant principal - administrative inspector).
Teachers and inspectors attend training courses and workshops. Senior inspectors and university professors beside visiting experts participate in supervising these training courses.
13.4-5 Setting up a training centre that offers programs and courses as well as practical training.
13.4-6 The Ministry - through the Educational Innovation Program for Development in the Arab Countries - strives to carry out activities ,that aim at developing teacher
training programs on contemporary lines besides enhancing the status of teachers and their abilities and providing them with skills that help them in their profession. This was explained in the detailed plan of work for the program (1996-1997) as follows:
Preparing a comparative study in the region on all the regulations governing the teaching staff in order to submit suggestions that aim at enhancing their role and status.
Setting up regional workshops for teacher trainers to deal with methods of preparing and training teachers.
Preparing local seminars regarding the new role of the teacher whose job is not only a conveyer of knowledge but also an essential factor in facilitating investigation.
13.5 Training for school principals, inspectors, educational advisers and other educational staff.
13.5-1 In order to develop the educational and administrative skills of principals and vice-principals of schools, the Ministry, in coordination with the UAE University, has approved a program for higher studies called "School Administration :Diploma". Principals and vice-principals of schools attend this course.
13.5-2 Inspectors, principals and vice-principals join training courses when they are nominated for promotion. They attend some of the training courses mentioned in (13.4-2) pursuant to an annual training plan supervised by their respective departments in coordination with the Pre- and In-Service Teacher Training Department.
14. EDUCATIONAL RESEARCH
14.1 Objectives, fields of research (teaching, psychology, sociology. etc.)
According to the Cabinet resolution No. (13 for the year 1987 regarding the organizational chart of the Ministry of Education, it is stipulated that the Department of Information and Research is entrusted with undertaking theoretical and applied researches and field studies related to more than one sector besides supervision, coordination and assisting other sectors in the researches they carry Out.
14.2 The plan of educational research section aims at:
- preparing administrative research which studies specific problems in certain departments offering suitable solutions which help administrative work to run smoothly. The research topics here are either suggested by the leading authorities at the Ministry it ~ or compiled by the Department after analysing questionnaires.
- preparing field studies on educational problems related to curricula, teaching methods, levels of achievement experimental projects for educational development and submitting proposals based on the results of questionnaires and objective analysis
- preparation of research topics related to social issues that might affect the education field and its requirements of performance and educational systems.
14.3 Educational research is carried out through the following channels:
Research teams.
Educational research regulatory code.
Developing the professional capabilities of the research coordinators in educational zones and offices.
Encouraging studies and trends relating to establishing a research centre at the Ministry.
Developing relationships with educational research centres on the local, Arab and international levels and exchanging information and research with them.
14.4 There is full coordination between the two sections:
Educational Research and Documentation and Statistics in order to serve researchers in all fields through direct contact (ON-LINE) along the ERIC system which is directly linked to the Central Congress Library in the USA. Documentation and Statistics Section provides all data related to educational research in English. This section also offers its research services to the educational researcher in Arabic language through the annual directory Arab Educational Abstracts".
15. BILATERAL REGIONAL AND INTERNATIONAL COOPERATION
15.1 Data concerning the exchange of pupils, teachers, school principals and educational researchers with foreign countries.
Cultural cooperation includes conventions, agreements or cultural exchange. About 45 agreements have been concluded with different countries: 12 with Arab countries; 14 memoranda of understanding and agreements with African, Asian and other foreign countries.
15.1-1 The most important agreements are those concluded with Arab Gulf States which are relating to exchanging pupils' visits, in addition to those made by delegations at various levies such as leading administrative officials, national school principals and inspectors with long educational experiences
15.1-2 Many secondary school pupils from the Arab Gulf States participate in the Mathematics and Physics
Olympiad. This is sponsored by the Education Bureau of the Arab Countries . and the Arab Gulf States Educational Research Centre.
15.1-3 Many headmistresses and inspectresses have been delegated to vosit a number of European countries to benefit from their educational systems and procedures relating to school administration and curricula. There are also official visits by professiona l and administrative delegations to Arab and European countries. During the period from 1994-1996 about 70 leading educationists at the Ministry have visited Arab and European countries.
15.1~4 The Ministry has sent 80 students to various countries under the exchange program of cultural agreements together with 12 supervisors and inspectors.
l 5.2 Types and effectiveness of exchange programs
Cooperation between the Ministry and international educational organizations was very fruitful particularly with regard to the following:
Educational Bureau of the Arab Gulf countries
UNESCO - United Nations Educational, Scientific and Cultural Organization
Arab League Organization for Education Culture and Science
Islamic Organization for Education Culture and Science
UNICEF - United Nations Children's Fund
AGFOND - Arab Gulf Program for united Nations Development Organisation
The cooperation between the Ministry, UNICEF and AGFOND resulted in setting up a centre for developing kindergartens in the UAE. This is an important step towards the development of the area in the field of child care
15.3 Urgent educational needs for which foreign aid would tee highly appreciated.
The Ministry has launched a number of projects that require the experience of specialist organizations in the following fields:
- Kindergarten Development Centre
- Secondary Education development Project
Development of educational aids
Development of evaluation, testing and examinaions systems
16. PROBLEMS' OBSTACLES AND DIFFICULTIES IN DEVELOPMENT OF EDUCATION: FUTURE
In spite of obvious quantitative and qualitative developments in education there are still a number of obstacles and problems, and the Ministry, by means of dialogue, tries to tackle them in the following three ways:
16.1 Developing the Ministry effectiveness.
16.1-1 Developing educational data system and database.
The Ministry has entrusted the automation and updating of the administrative tasks to the Department of information and Research. Through coordination with the General Authority of Information, the organizational fundamentals for the database were laid down. Students, Affairs system in general education is now complete with all the equipment and training required, and there exists now a complete network with the educational zones that allows 30 communicative links simultaneously. Work is now teeing carried out at database system for students' affairs. The Department of Information and Research is now studying the systems of technical education, evaluation and examinations and private education system.
A budget has been approved to join the 'Internet' service through the Emirates Communication Establishment in order to modernize and develop the sources of information by providing the communication with this international network for information such as modems' computers and printers.
16.1-2 In order to provide accurate information for decision makers and researchers in the field of education the Department of Information and Research is developing the Documentation Library by preparing a bill that supports the Library and develops it.
16. 1-3 In coordination with the University, a national project for manpower development and education planning was launched, a recommendation was made to set up a training consultancy committee to enhance reaction between all sectors, besides school development committees to develop relationships between schools and the community
16.2 Improving the efficiency of the educational process:
An integrated project has been prepared for educational development:
16.2-1 A Kindergarten Development Centre has been set up. It is considered a permanent scientific laboratory in the Gulf area to prepare and train teaching and administrative staff. It adopts a developed curriculum
that depends on diverse educational sources and the resources library provides all the references and assistance that form the cornerstone of the Centre.
The following table illustrates the increased numbers of kindergarten children in the last three years.
16.2-1-1 Future prospects are related to the following:
- Setting up a Data Bank including quantitative and qualitative information for children.
- Expansion of similar centres (locally).
- Coordination and cooperation with UNICEF experts and with the Faculty of Education - UAE University.
16.2-2 Developing curricula and syllabi of general education
These are the main criteria:
Developing the curricula of the liberal arts.
Enhancing the role of technology, computer and extra-curricular activities
Raising the standard of English Language and deve loping its curricula and skills.
16.2-2-1 Documents have been prepared to cover the syllabi of the planning to prepare guide liberal arts, English language, computer as; well as books on three stages within three years ending in 1996/1997.
16.2-2-2 The Ministry aims at strengthening the relationship between education and the community and environment through a number of subsidiary studies that support the curriculum These studies cover:
Technology
Health Education
Environmental Education
Security Education
16.2-2-3 Future prospects for curricula aim at changing the quality of education concentrating on skills and values, inference and discovery methods in addition to bridging the gap between subject matter, life and abstract knowledge instead of isolated information, repetition and traditional education
16.2-3 Developing secondary education:
General secondary education in its developed form aims at preparing learners to proceed with their higher education at the University and Higher Colleges of Technology or in the work place.
16.2-3-1 The project aims at reducing the failure rate and incidents of truancy as well as raising the efficiency of education through executive programs of the project and curricula requirements as well as training programs. experimentation and evaluation.
16.2-3-2 The project development studies include various strategies focusing on the main individual differences and personal features of the learners as well as directing educational resources towards developing intellectual capabilities through individualized instruction.
16.2-3-3 The project is based on the initial experimentation system :at a limited number of schools to measure its effectiveness.
16.2-3-4 A special unit has been set up for buildings and equipment to carry out a number of tasks to serve educational reform at all stages of educational system but with particular reference to the secondary stage.
16.2 -4 Educational .guidance and orientation of students:
The project of developing secondary education comprises educationa l guidance to students to monitor them and direct them to the correct choice of study that suits their tendencies capabilities and attitudes. At the moment, the only choice open to students is after the first year of secondary school when students either choose the literacy section or the science section.
16.2-4-1 Educational guidance and monitoring helps learners to define their goals, draw up plans, take educational and professional decisions' choose main and
optional subjects and enter the labour market after a training course.
16.2-4-2 There is coordination with the UAE University to set a special diploma in psychological guidance and orientation together with benefiting from the expertise and capabilities in the design and preparation of assessment tools necessary ~r guidance and orientation services
16.2-4-3 The project connects schools with the community through field visits.
16.2-4-4 It is expected that the project will result in improving the teaching process as well as developing the persona! and psychological capabilities of students through direct cooperation with the teaching staff at school. This will increase the effectiveness of the teaching process and lead to the solution of problems among students teachers end school administration
16.2-5 Developing the school activities project:
The Ministry attaches great importance to the development of school activities project to allow the capabilities of students to flourish and develop
16.2-5-1 The project aims at helping learners develop their powers of creation, increase their achievement in science. This is done by adding two successive periods for school activities.
16.2-5-2 A supreme committee has been formed to monitor the project and a schedule of work has been planned according to a developed strategy to improve school activities.
16.2~5-3 14 schools took part in the year 93/94 including l3000 students. In 1994/1995 the number of schools rose to 28 schools. School activities included electronics. automotive engineering, astronomy, basic electricity, maritime sciences.
16.2-5-4 The project creates close cooperation between schools. establishment and public utility societies Many experts and specialized advisory bodies participate in school activities and supervise the diverse training courses.
16.2-6 Developing technical education:
A comprehensive development took place in curricula, syllabi, workshops, laboratories and general framework in order to provide the necessary personnel from technical ~ school graduates as part of the labour force.
1.6~01 The technical education development plan ensures an organic connection with work status and its requirements. It is characterized by elasticity' and adaptability corresponding to modern technology.
16~02~ Studies for the development of technical education include both the practical as well as the theoretical sides in different specializations. They also include a follow-tip plan for the graduates in the work sites. and allow those graduates the chance to deal with modern equipment and scientific laboratories.
16.2~6~3~ A cooperation agreement has been concluded with the German Establishment for Technical cooperation (G.T.Z) to develop technical education and prepare plans and detailed programs for comprehensive technical schools . with their three branches (technical, commercial, agricultural)
16.2-7 Literacy and Adult Education Centres:
It is evident that countries which aim at development and progress give literacy programs a great priority.
The United Arab Emirates has launched a comprehensive national campaign to eliminate illiteracy by the end of the present century. The Ministry undertakes to offer the opportunity to adults who have missed education at their younger ages. Centres have been set up and provided with teachers but curricula need revising to suit the ages, characteristics, experience and circumstances of adults. This posed a problem for learners at those centres.
16.2-7-1 A document has been prepared to cover the education subjects of the literacy and adult education programs. It includes whole subjects, educational aids, basic curricula, optional syllabi in response to their aptitudes and various capabilities besides supporting the needs for scientific progress in daily life and work fields
16.2-7-2 The study accompanying the program has defined the comprehensive campaign requirements for training, teaching methods and educational systems.
16.3 Developing and improving teachers' efficiency: The Ministry aims at improving teachers' efficiency in addition to developing their capabilities and technical skills.
16.3-1 A new training strategy has been set up to correspond to the Ministry's ambitions and the steady growth of training requirements for a five year training plan.
16.3-2 The Department of Pre-and In-Service Training has been developed particularly after setting up the Training Centre to organize and prepare training courses. The Administrative Development Unit of the Minister's office undertakes to
train personnel and develop their skills and capabilities in coordination with the afore-mentioned department
16.3-3 There is coordination end cooperation with appropriate authorities interested in training inside the UAE and abroad to carry out training programs at different technical and administrative levels in the UAE
16.3-4 Teachers' training
Training is essential to teachers since it helps them become acquainted with the methods and ways of teaching. It is also the fundamental basis for improving teachers' standards and abilities as well as upgrading their performance by adopting modern methodology.
16.3.4-1 Structural and basic training programs (qualifying - remedial - developing) include, together with educational seminars, directives that o~er teachers the chance to improve and develop professionally. Added to this are the instructions and directives of inspectors and principals The Ministry has introduced the job of senior teacher who is considered a resident inspector to supervise teachers and offer them hisJher experience and expertise in a way that will develop their techniques.
16.3.4-2 The Ministry coordinates with the University in setting up programs for the Pre-service training of teachers.
Dialogues are still going on among educationists and all efforts are being made to realize the objectives of the Ministry in preparing active and capable generations who will carry the torch of progress and prosperity
* * ** * * * ** * * *** * * * ***
17 DOCUMENTARY REFERENCES
17.1 LAWS AND RESOLUTIONS:
1. Federal Law No (1) for the year 1972 concerning:
"Ministries specializations and Ministers' authority".
2. Cabinet decree No. (7) for the year 1991 concerning:
"Organization of the Ministerial Committee for Education".
3. Ministerial resolution No. (1479/2) for the year 1992 concerning:
"Organizing work at schools".
4. Ministerial resolution No. (20/2) for the year 1996 concerning:
"Regulation for enrollment and admission at Government Schools".
5. Ministerial resolution No. (160/2) for the year 1996 concerning:
Regulation for Senior Teachers?'.
6. Ministerial resolution No (162/2) for the year 1996 concerning:
"Regulation of Inspection".
17.2 Documents relating to development projects:
Educational Policy Document.
17.3 APPENDICES
Teacher Training Programs
Innodata
17 3-1
Teacher Training Programs Study structure for preliminary training program for teachers in cooperation with the University of the UAE
Training national teachers who are holders of the Certificate of the General Secondary Education for the following two stages
Pre-primary stage (Kindergarten)
Basic stage (Junior Primary
1. One year Pr
e-service Training Program Class and Kindergarten
teachers
First Term
(tables pages 98-99)