ARAB KNOWLEDGE REPORT 2010/2011

EVALUATING THE READINESS OF FUTURE GENERATIONS FOR INTEGRATING INTO THE KNOWLEDGE SOCIETY

UAE CASE STUDY

CONTENTS

CHAPTER 2-1: INTRODUCTION 295

Status of knowledge in the UAE 295 Human development: Broader framework of the knowledge society 295 Achieving education for all 296 Technology and human resources 297 Innovation 297 ScientiÀc research 298 Knowledge economies in light of international indices 299 Preparing future generations: Introduction to establishing the knowledge society 300

Chapter 2-2: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 301

Introduction 301 Pre-university education 301 Governmental education 301 Private education 302 Religious education 303 University education 303 Elimination of illiteracy and adult education 304 Quantitative development of pre-university education 304 Youth skill building system and preparing them for the knowledge society 305 Curricula 305 U A E Teaching methods 306 CASE STUDY Assessment and exams 307 Values building system for the youth and preparing them for the knowledge society 308 Available enabling systems for the youth through education 310 School buildings 310 Available equipments in schools 310 Information and communications technology 310 Motivation by awards 311 Teacher preparation 312 Policies and strategies of reform and educational development 314 Educational boards in the UAE 315 Abu Dhabi education council 315 The knowledge and human development authority in Dubai 316 New schools initiatives 317 Initiatives 318 Challenges facing the educational system and preparing the future generation 318

CONTENTS C CHAPTER 2-3: PREPARATION INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION 321

Introduction 321 The family and the role of women 321 Media and prevailing values of the future generation 325 Societal culture and preparing the future generation 326 Conclusion 326

CHAPTER 2-4: EFFECTIVE ENABLING ENVIRONMENTS FOR PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 327

Institutional structure and governance 327 Citizenship 327 Freedom and political participation 327 Social and professional organisations 328 Demographic environment 328 Labour market 328 Raising the standard of living and eradicating poverty 329 Health safety 330 Improvement in mothers’ health 330 Institutions supporting the preparation of the future generation for the knowledge society 330 Legal and legislative environment 332

CHAPTER 2-5: FUTURE GENERATION READINESS FOR ACCESSING INTO THE KNOWLEDGE SOCIETY: FIELD STUDY RESULTS 333

Introduction 333 Field study samples 333 Randomly sampled students 333 Description of sampled students 333 Teachers sample 334 Experts and decision-makers sample 334 Field study results 334 Skills 334 Cognitive skills 334 Students’ readiness in terms of cognitive skills 337 Conative Skills 337 Students’ readiness in terms of conative skills 339 Social Skills 340 Students’ readiness in terms of social skills 342 Values 344 Students’ readiness in terms of values 345 Enabling environments 347 The impact of enabling environments on skills and values 347 Skills 348 Values 348

D ARAB KNOWLEDGE REPORT 2010/2011 Opinions of students, teachers and experts on enabling environments 349 Students’ opinions on the school environment 349 Students’ opinions on surrounding enabling environments 352 Conclusion 353

CHAPTER 2-6: SYSTEM OF ACTION TOWARDS THE KNOWLEDGE SOCIETY 355

Introduction 355 The Willingness to act 355 Readiness and Ability to Act 356 Method and Mechanisms of Action 358 Securing Action Requirements 360

REFERENCES & BACKGROUND PAPERS 363

APPENDIX: Appendix 1: List of UAE Workshop Participants 373 Appendix 2: List of schools participating in UAE’s survey 375 Appendix 3: UAE’s Questionnaire results 377

LIST OF TABLES: Table 2-1-1: The most important indicators of human development in the UAE 2010 296 Table 2-1-2: Knowledge Economy Index for the UAE based on theWorld Bank’s methodology 299 Table 2-5-1: Results of aggregate cognitive skills 334 Table 2-5-2: Results of detailed cognitive skills 335 Table 2-5-3: Results of aggregate conative skills 338 Table 2-5-4: Results of detailed conative skills 338 Table 2-5-5: Results of aggregate social skills 341 U A E Table 2-5-6: Results of detailed social skills 341 CASE STUDY Table 2-5-7: Results of aggregate values 344 Table 2-5-8: Results of detailed values 344 Table 2-5-9: Students’ opinions on the school and their relation to its components (%) 349 Table 2-5-10: Students’ opinions on the healthy enabling environments (%) 350 Table 2-5-11: Students’ opinions on the freedom available for choosing (%) 352

LIST OF FIGURES: Figure 2-2-1: Development of education quality according for curricula in Dubai schools 308 Figure 2-2-2: Schools monitoring results in Dubai schools 2009-2010 316 Figure 2-2-3: Number of schools that achieved development since the last school year 317 Figure 2-4-2: Population heirarchy in the UAE 329 Figure 2-5-1: Comparison of average (arithmetic means) of cognitive skills for total sample (males and females) 335 Figure 2-5-2: Students’ readiness in terms of cognitive skills 337 Figure 2-5-3: Comparison of average (arithmetic means) of conative skills for total sample (males and females) 339 Figure 2-5-4: Students’ readiness in terms of conative skills 340 Figure 2-5-5: Comparison of average (arithmetic means) of social skills for total sample (males and females) 340 Figure 2-5-6: Students’ readiness in terms of social skills 343

CONTENTS E Figure 2-5-7: Views of participants in the workshop about the importance of skills and their availability 343 Figure 2-5-8: Comparison of average (arithmetic means)of values for total sample (males and females) 345 Figure 2-5-9: Student Readiness to integrate into the knowledge society in terms of values 346 Figure 2-5-10: Views of participants in the workshop about the importance of values and their availability among the youth 347 Figure 2-5-11: Views of participants in the workshop about the most important of environments and their availability 351 Figure 2-5-12: Views of students about political participation 353

F ARAB KNOWLEDGE REPORT 2010/2011 The Arab Knowledge Report 2010/2011 deals with the issue of preparing the future generation of the Arab youth, which is considered one of the most important issues in the process of establishing the aspired knowledge society. The United Arab Emirates (UAE) was chosen as one of the four case studies in the report which investigates in depth the knowledge status in the Arab region in general and the UAE in particular. In addition, efforts made to enable the future generation to become involved in the knowledge society will also be examined. The UAE case study in Chapter 1 begins with an analytical review on the status of human development, as this represents the overall aim of establishing the knowledge society, based on the relationship between human development and the efforts made to prepare the future generation. Chapter 2 of the case study focuses on education in the UAE as an important source of preparing the future generation for the knowledge society. To widen the research base, Chapter 3 sheds light on other preparation institutions that contribute to forming the essence, contents and purposes of the future generation’s knowledge. Chapter 4 investigates the enabling environments and to what extent they enhance the efforts of society in preparing the future generation for involvement in the knowledge society. Based on comprehensive empirical Àeld research Chapter  provides a scientiÀc evaluation of the youth capabilities and the values that constitute the framework for their behaviour. In addition, Chapter  examines the opinions of the youth on their environments by using a survey. It also explores the results obtained from another survey completed by the teachers of these young people, along with the opinions of a selected group U A E of experts on the efforts made for preparing the Emirati future generation to access the knowledge society. CASE STUDY Finally, the report in the last chapter proposes a system for action that would contribute to achieving the main goal, i.e. successful preparation of the future generation for meaningful integration in the knowledge society.

PREAMBLE 293

CHAPTER 2-1 INTRODUCTION

There are several deÀnitions of the term the considerable progress in information ‘knowledge society’, as it is still relatively and communications technology. More new. However, knowledge may be seen as efforts are being made to achieve the the mental outcome or the total output of desired goals, especially those related to realisation, learning and thinking processes. preparing the Emirati future generation ‘Knowledge’ is a main component of all for effective and positive involvement in The United Arab human activities, whether economic, social the process of establishing the knowledge Emirates has or cultural, as it forms, during all stages society in the UAE. This would contribute worked to provide of human development, a main input to establishing a prosperous Emirati the elements of the and output mechanism for all human society with a strong social and economic processes. However, over the years, the system that provides social wellbeing and knowledge society importance of ‘knowledge’ has increased ensures prosperity for the current and new model in terms of greatly and has now become an integral generations. social, economic part of a society’s capital, creating a new and cultural concept known as the ‘knowledge society’, STATUS OF KNOWLEDGE IN building and whose success has become a standard for THE UAE the development of a nation or society. structure. Great Huge and rapid developments in HUMAN DEVELOPMENT: THE achievements have technology, particularly in information and BROADER FRAMEWORK OF U A E

been made in this CASE STUDY communications technology have helped to THE KNOWLEDGE SOCIETY direction, the most accelerate the development of knowledge societies. This has changed many concepts, Human development represents a broad prominent of which such as ‘land borders’, as technology framework for establishing the desired is the considerable has broken down these borders to open knowledge society. The United Nations progress in up the whole world, without restricting Development Programme adopts the information and people to the same places to exchange concept of ‘human development’ as the communications knowledge and beneÀt from its outcomes. way to increase the opportunities of the The current available technology allows individual to choose the decent life he or technology more capability to share, keep and improve she desires. Human development leads to knowledge. Knowledge becomes one of an increase in the options and opportunities the most important components of capital available for individuals to obtain education, in this era, therefore, the development of jobs and health care and to live in a safe any society is linked mainly to the ability to and clean environment, fully participate in use and generate knowledge. decisions and enjoy human, economic and The United Arab Emirates has worked political freedoms. to provide the elements of the knowledge The UNDP also adopts the Human society model in terms of social, economic Development Index to measure the and cultural building and structure. Great development level, which includes achievements have been made in this indicators such as the ability to enjoy a long direction, the most prominent of which is and healthy life, to live at an acceptable

UAE CASE STUDY: INTRODUCTION 295 TABLE 2-1-1 The most important indicators of human development in the UAE 2010

Indicator value Human Development Index 0.815 life expectancy at birth (year) 77.7 GDP per capita (purchasing power equivalent to USD 2008) 56,485 Gross enrolment rate for both genders (%) 71.4 Adult reading rate (above 15 years) (%) 90 Combined poverty index 0.002 Infant mortality rate, under five years (for each one thousand new-borns) 8 Youth unemployment (15-24 years) (%) 2005* 8 Percentage of population using an approved water source *(%) 100 Source: UNDP database http://hdrstats.undp.org *Millennium Development Goals database http://mdgs.un.org on 17/5/2011

The country’s education strategy economic level, the ability to access would result, should it be correctly used, knowledge, and be able to read and write, in effective integration in the knowledge is based on which in turn represents one of the pillars society. encouraging the of the knowledge society. According to future generation the Human Development Index 2010, the ACHIEVING EDUCATION FOR to participate in UAE is classiÀed among the countries with ALL a very high level of human development; the country’s path it ranked Àrst among Arab countries and The UAE has succeeded in providing of development, came 32nd internationally. The UAE education for a high percentage of Emirati and its educational has achieved great progress in human children; this percentage covered almost policy document development. In the period 1980-2010, the all children at schooling age. The net value of the Human Development Index primary enrolment rate reached 91% in works to achieve for the UAE increased from 0.627 to 2007, while there were only 5,000 children a knowledge 0.815, i.e. approximately 20%.1 Generally, out of school. 100% of primary school society with its the Human Development Index clearly students completed their study to the main intellectual indicates that UAE citizens enjoy basic Ànal year of primary education; compared approaches rights such as health, education and a to 90% in 1990. The gross secondary decent life. Table 2-1-1 illustrates some of enrolment rate reached 92% in 2007 with the most important indicators of human a gender parity index of 1.03, indicating development in the UAE. that the enrolment rate of females was Despite data indicating that Emirati higher than that of males. The UAE has citizens enjoy a high level of human considerably reduced the percentage of development, more effort must be made its illiteracy rate. The literacy rate during for the society to exploit these outcomes 1985-1994 was 71% with a gender parity and access the knowledge society. First, rate of 0.95; this rate increased to 90% there must be awareness and conviction during 2000-2007 with a gender parity rate of the importance of transforming to the of 1.02 (UNESCO, in English, 2010). knowledge society, in addition to youth The country controls its education system; self-awareness of the challenges that it is mandatory and free within public hamper their gaining the required skills schools for UAE citizens. The country’s and abilities. It is necessary here to shed education strategy is based on encouraging light on the status of knowledge within the future generation to participate in the the UAE and the available potential that country’s path of development, and its

296 ARAB KNOWLEDGE REPORT 2010/2011 educational policy document works to modern technologies in management achieve a knowledge society with its main and production, including the application intellectual approaches. These include of the e-government concept which considering education a main factor for saves time and effort for the country and achieving national stability and security, its citizens and leads to an increase in conÀrming its role in developing human production efÀciency, as well as the wide energy with abilities that can cope with use of the internet in the country. The current changes within the regional and number of phone lines reached 2,090 per international society in order to achieve an one thousand people during 2007, and the integrated knowledge society, achieving a number of computers reached 330 per higher level of education appropriate to one thousand people, while the number social and national needs, especially issues of internet users reached 520 per one related to linking education to economic, thousand people. The UAE spends 5% of social and cultural development needs and GDP on information and communications Ànally enhancing cultural afÀliation and technology and 1% on education as conÀrming learners’ civilisation identity. well as buildings, books, stationary and electronic devices, according to the 2007 2 TECHNOLOGY AND HUMAN data. Broadening the knowledge scope Many institutions, RESOURCES and expanding electronic linking led either to a considerable increase in the use of There is a close relationship between modern technology. The main issue in governmental or human resources and the prevailing the preparation of the future generation local, have been technology status in the society. It is known for the knowledge society will be based established to that technology transfer requires basic upon the extent of the contribution of sponsor innovation conditions, including the availability of this technology and modern means of human and material resources, as well as developing skills and knowledge required and inventors the availability of raw materials required for for individuals in society. in education, manufacturing new technology and opening literature and the the markets required for distributing the INNOVATION U A E arts, concentrating CASE STUDY products. These main components shall be studied, not only for transferring technology, The United Arab Emirates pays great on young people but also for localising and producing it. attention to innovation, especially for the with distinguished Human development resources are youth. This was clearly proven in many talents and abilities one of the fundamental issues in social achievements, such as patents certiÀed and economic development. In fact, the by the US Patent and Trademark OfÀce, country’s realisation of human wealth is the which remarkably increased in number main incentive for caring about education during the last two decades; 67 patents and training, in addition to thinking about were registered during the period 1997- the effective means that provide the best 2010, while the maximum number before education and training opportunities for 1997 did not exceed 18.3 The volume of society’s individuals according to their high technology exports reached 1% of abilities and capabilities. It provides each the total manufactured exports in 2007.4 individual within the society with his or Many institutions, either governmental or her share of various types of education, local, have been established to sponsor training and professional preparation in innovation and inventors in education, order to develop human wealth and this literature and the arts, concentrating on is a main pillar for the knowledge society young people with distinguished talents and (UNDP in Abu Dhabi and the Ministry of abilities. Sheikh Mohammed bin Rashid Economy, 2007). Al Maktoum’s Foundation, which made The UAE has made progress in using several initiatives to support innovation

UAE CASE STUDY: INTRODUCTION 297 not only in the UAE but also all over the and private universities such as the United Arab world, was one of the most important Arab Emirate University, Zayed University, institutions. Dubai Media Association also Higher Colleges of Technology and Ajman sponsors media talent in the press, radio, University for Sciences and Culture. and television, and the same is done by the Despite the existence of various Media Training Centre which is associated institutions and initiatives, the production with the Radio and Television association of scientiÀc research in the country does not in Sharjah. Many institutions and centers, match the range and number of initiatives including the Emirate Foundation, Emirate and incentive awards. Participation Foundation for Innovation, Dubai in scientiÀc magazines, applied research Foundation for Quality, Centre for Creative and inventions in the sciences, medicine, Thinking, and Presidential Affairs, and engineering and mathematics are still the Sheikh Mohammed bin Khaled Al under the required level, referring to a Nahyan Centre’s Prize for Childhood lack of awareness of the importance of and Innovation, the Centre of Childhood scientiÀc research as a requirement for and Youth in Sharjah, and others which the knowledge society. According to the Despite the sponsor inventors and contribute to caring most recent data available, the number of existence of various for talented and highly skilled individuals published scientiÀc articles reached 55.86 through several innovative programmes. per one million people, of which 58.77% institutions and A number of prizes have been introduced was published jointly with foreign authors.5 initiatives, the in the UAE aimed at supporting talented On the other hand, the country has production of youth and inventors, such as the Sheikha focused on the establishment of public scientific research Latifa Award for Childhood Innovation. and private libraries, including the public library in Dubai, which is one of the Àrst in the country does SCIENTIFIC RESEARCH libraries established in Dubai, followed not match the by the public library in Sharjah and the range and number There are many governmental and Zayed Public Library in Al Ain. The UAE of initiatives and national institutions that sponsor and encourages its people to study and gain encourage scientific research within educational qualiÀcations from both the incentive awards the UAE. The country established the university and beyond through scholarships Ministry of Higher Education and provided to those young people who ScientiÀc Research which, in cooperation desire education. These scholarships are with other ministries and institutions, internationally open to all subjects. such as the Ministry of Education and The country and the Emirati society have the Ministry of Social Affairs, contribute provided various Ànancial requirements to sponsoring and producing many to support innovation and scientiÀc scientiÀc studies. Supporting scientiÀc research. There are many plans that indicate research is not limited to government awareness of the importance of establishing efforts, as there are some civil society a knowledge society. However, setting plans institutions which also encourage scientiÀc and dedicating resources, even establishing research. Many initiatives and awards have facilities and providing requirements, appeared, such as the Rashid bin Humaid are not sufÀcient for establishing the Award for Culture and Sciences, the Àrst knowledge society. All these efforts will award dedicated to the youth, the Al never be successful unless the youth beneÀt Owais Award for ScientiÀc Research. The from them. This would see their available Zayed Centre for Strategic Studies and potential being used to its full capacity and Research represents an important point the Emirati youth gaining the skills and in supporting and encouraging scientiÀc capabilities required to cope with the era research, in addition to the specialised of science and technological progress to research centres within some governmental become involved in the knowledge society

298 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 2-1-2 Knowledge Economy Index for the UAE based on the World Bank’s methodology Index value among Rank among Rank among Index 146 countries 15 Arab 146 countries internationally countries internationally

Economic Incentives and Institutional Regime 6.75 3 47 Innovation Regime 6.69 1 46 Education and Human Resources 4.9 6 79 Information and Communications Technology 8.59 1 21 Knowledge Economy Index (KEI) 6.73 2 45 Source: The World Bank’s database (KAM) http://www.worldbank.org where acquiring skills and values in proper in ICT education and human resources. enabling environments is a must. This indicates that education in the UAE Based on what has is not coping well with technological and been mentioned, KNOWLEDGE ECONOMIES IN information development in the country. LIGHT OF INTERNATIONAL These indicators cause problems for the it is clear that INDICES Emirati plan, particularly with regard to the the UAE has appropriateness of the educational system achieved great The World Bank adopts a methodology and whether it meets the requirements of progress in the to measure the extent of achieving a establishing the knowledge society within knowledge economy based on 4 pillars: the country. Based on the integration field of human economic incentives and institutional among the four cognitive pillars for development, regime, education, human resources, achieving a knowledge economy and especially innovation and ICT. A knowledge knowledge society, a balance should be regarding the economy is measured by a digital index.6 achieved among these pillars, as the failure U A E technological CASE STUDY The value of each index is between 0 and of any is an obstacle to the others. 10, indicating the relative position of the Based on what has been mentioned, and economic country compared to all countries included it is clear that the UAE has achieved development in the index.7 great progress in the field of human indicators The UAE is ranked second among Arab development, especially regarding the countries on the Knowledge Economy technological and economic development Index (6.73) and the 45th internationally. indicators. This progress forms a proper This may be attributed to the remarkable environment for cognitive performance rise in the value of the ICT Index (8.59), and provides fertile ground for the future where the UAE came Àrst among Arab generation in the UAE to become involved countries and the 21st internationally. It in the knowledge society. This progress is also achieved a percentage higher than also consistent with the developmental the average in the economic incentives goals, as well as the objectives of a proper and institutional regime index (6.75) world for children in terms of education. and innovation index (6.69). However, The major challenge in establishing the the value of the education and human knowledge society within the UAE is the resources index (4.9), is below the improvement of educational conditions acceptable level; the UAE is ranked 79th and raising the quality within schools and out of 146 countries. At the same time, universities, as well as changing the view there is a huge difference with a value of education as a means for getting a job of 3.69 points in the country’s progress which ends once employed.

UAE CASE STUDY: INTRODUCTION 299 PREPARING FUTURE effectively with the knowledge society. GENERATIONS: This contributes to achieving the ultimate INTRODUCTION TO goal, which is adapting knowledge for ESTABLISHING THE achieving sustainable human development. KNOWLEDGE SOCIETY This includes values related to attitude control, such as afÀliation, self-esteem The Arab Knowledge Report 2010/2011 and adherence to freedom, as well as shows that preparing the future generation values related to learning, such as striving, represents a primary step in the process perseverance, desire for knowledge and of establishing the knowledge society. In values related to dealing with others, this case study, in addition to studies based such as respect, accepting differences, on available data and information, we rely respecting moral promises and the largely on the outcomes of the research willingness to participate in public life. and Àeld surveys that were conducted in We treat values according to the idea that Dubai and Abu Dhabi for assessing the they are a precise system inseparable from skills, values and enabling environments of skills and capabilities, as they are speciÀed the Emirati youth, and which the reports for the actions, decisions and attitudes of suggest shall be approximated at the individuals. time of preparing the future generation Studying enabling environments helps for the knowledge society. Skills are the us to measure readiness of the political, mental capabilities related mainly to economic and social environments and the ability to learn, to think critically/ the prevailing social norms within the Values are what we analytically, innovate, making decisions, UAE in preparing the future generation wish to be instilled problem solving and technical skills. to effectively contribute in the aspired in the minds of the This is in addition to capabilities related knowledge society. The report will depend future generation to the characteristics of an individual’s upon a number of administrative studies personality, such as skills of self-awareness, on the readiness of these environments in in order to prepare controlling performance, dealing with the UAE. Field research, it will examine in them for dealing pressure, adaptation and future planning, depth the direct enabling environment of effectively with the as well as social skills related to dealing with the concerned students. Through direct knowledge society others, i.e. communicating, negotiating, observation and by surveying students being compassionate and spreading ideas. and teachers opinions. It will explore the Values are what we wish to be instilled capabilities of schools and the conditions in the minds of the future generation in which students live. in order to prepare them for dealing

300 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 2-2 THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE

INTRODUCTION +iMa], and settled along the *ulf coast due to the thriving diamond trade there. The Àrst Education is the Àrst pillar on which political, school, Al Tamimiah Al Mahmoodiah School, cultural, social and economic development was founded in 1907. This was followed by the depends. At the same time, education is the foundation of schools throughout the Emirates. gateway to development and for preparing the +owever, these schools were affected by the future generation for the knowledge society. It degradation of the pearl trade in the 1930s, also greatly contributes to human development, after which many were closed. In the 190s and Changing society as it represents, along with a package of other after freedom movements in the Arab countries, for the better - factors, such as training, scientiÀc research especially Egypt, the Àrst school, Al 4asimiyah and towards the activities, development and innovation, a power was founded in the UAE in SharMah and was knowledge society - that inÁuences development (+amed Ammar sponsored and supported by Kuwait. This was 1999). This chapter sheds light on the reality followed by several missions from Kuwait, 4atar begins with school of education within the UAE in terms of and Egypt, and many primary and secondary and education quantity and quality, educational policies, the schools were founded for males and females. development, country’s efforts towards educational reform With independence and the establishment of since education and the challengesit faces. Changing society for the Emirates Federation in 1971, there was

is considered U A E the better - and towards the knowledge society - an expansion in the number of schools and begins with school and education development, university educational institutions.8 the environment CASE STUDY since education is considered the environment responsible, to responsible, to a great extent, for developing PRE-UNIVERSITY EDUCATION a great extent, scientiÀc and critical thinking, innovation and for developing the ability to adapt to development (Mohammad GOVERNMENTAL EDUCATION Bin Fatima, background paper for the report). scientific and All these matters are related to the ability of the The pre-university scheme in the UAE critical thinking, educational system within the UAE to prepare consists of four levels lasting fourteen innovation and the future generation with the skills, capabilities years, starting from the pre-school the ability to adapt and freedoms that would enable them to access stage. It is not considered to be a formal to development the knowledge society. educational stage, but a high percentage of Some suggest that education began in the children are enrolled in kindergarten at the UAE before 1900, as there was an irregular age of 4-6 years. 90% of Emirati children type of education provided by the teachers are enrolled in kindergarten (First Report of ‘Katateeb’ or ‘Al Mutawaah’, which is a on Care and Early Childhood Education, traditional learning method in which a sheikh Knowledge and Human Development helps children to memorise the +oly 4uran Authority, Dubai, February 2011). After and provides some initial skills in reading kindergarten, students move to primary and writing. This method lasted even after the school (the Àrst stage in primary/basic establishment of schools by charities and traders education), which lasts for Àve years with who immigrated from nearby places, such as students ending this stage at 11 years old.

UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 301 Then, students move to the second stage, Higher Education and ScientiÀc Research. which lasts four years. Later, students A law was issued for the establishment of study for three years in secondary school. the Sharjah Institute of Technology. In In the 10th year of school, students are 2005/2006, the industrial schools were divided into two sections: scientiÀc and transformed to the Institute of Applied literary, where they study the 11th and 12th Technology established to provide students years. Students Ànish the secondary stage with academic, technological, social and in the UAE when they are 17 or 18 years professional skills that enable them to face old according to the age when enrolled in the challenges of market requirements in school. At the end of the secondary stage, the 21st century. they receive a certiÀcate of secondary stage completion that is necessary to enter the PRIVATE EDUCATION university stage. From the very beginning, the Emirati educational system focused on With approximately 88% of the UAE’s female education, which it continues to do, residents either non-native Emiratis and considerable progress has been made or expatriates,9 private education has towards gender parity, as female education become as important as public education. From the very reached 100% in 2007 (UN and Arab According to the statistics provided by the beginning, the League 2010). Ministry of Education for 2009, there are Emirati educational Since its establishment in 1972, the 723 public schools and 467 private schools system focused Emirati Ministry of Education has in the UAE (Ministry of Education 2009 focused on technical education, as it is very A). Although all private schools are under on female important to prepare the workforce to be the direct supervision of the Ministry of education, which qualiÀed to deal with modern technology to Education, their curricula differ from the it continues to do, achieve social and economic development Ministry’s curricula in all subjects, except and considerable in the UAE. Technical education started in for Islamic Education, Arabic language 1958 under the supervision of the Trucial and National Education, as the schools progress has been States Development OfÀce. Since 1972, with more than 50% of Arab students made towards the perspective on technical education are committed to teaching these subjects gender parity has changed and has come under the in Arabic or English according to the supervision of the Ministry of Education. Ministry’s books. There may be private Later, the Ministry established technical schools that adopt the curricula of the schools (commercial, industrial, agricultural) Ministry in all subjects, but these schools with special curricula to enable graduates to often follow the curricula of their native work in the public and private sectors in the countries. For example, Indian schools country to fulÀl the renewed needs of the adopt the Indian curriculum, while English national economy and positively participate ones adopt the British curriculum, etc. in economic prosperity based on sound Seventeen curricula have been adopted in principles. The technical schools accept private schools within the UAE until 2009. students who successfully complete the 9th This diversity of schools, curricula grade (third preparatory year). After three and communities may encourage the years in school, they receive certiÀcates for youth to take advantage of this cultural different levels: secondary school diploma and educational environment, thereby (commercial, industrial, agricultural) and the contributing to gaining skills and secondary certiÀcate for applied technology. knowledge, which could later enable In 2003, the Ministries Council issued them to establish the knowledge society. its resolution for phasing out commercial However, this diversity requires greater and agricultural education and transferring efforts for achieving harmony among these industrial education to Higher Colleges of individuals for reaching the aspired goals Technology supervised by the Ministry of through drafting a clear plan, in which

302 ARAB KNOWLEDGE REPORT 2010/2011 roles are integrated between different university provides educational, scientiÀc and types of educational institutions and other literary programmes in different specialities: society institutions. humanities, social sciences, education, The Ministry of Education has sciences, law, economy, commerce, nutrition, established a department dedicated to agriculture, engineering, medical and health monitoring private schools to ensure they sciences and information technology. 90% are committed to standards of performance of university students are Emirati students, and instruction, as well as to the policies of and 10% are expatriates. Universities provide the Ministry. Private education is attracting free education for all students, along with an increasing number of Emirati, Arab university housing for males and females and foreign students, and goes in parallel from outside Al Ain City. In 2010, the with public education. Private education number of university students reached has achieved remarkable development and 12,457, of which 24% were males and 76% attained a position that steadily increases in females.11 terms of the number of schools, technical In 1988, the Higher Colleges of The Ministry and management institutions and students. Technology (HCT) were established of Education Most of the schools in the UAE to provide educational services for are public, i.e. 61%, compared to 39% approximately 16,000 students. The HCT has established private schools. Abu Dhabi City contains opened branches in all areas of the UAE a department approximately 25% of all schools in the and assigned buildings for male and female dedicated to UAE followed by Sharjah, which contains students. The HCT provide 80 educational monitoring private 10%. 42% percent of the total number programmes in technical specialities at of students in UAE receive education in the diploma and Bachelor’s degree levels. schools to ensure public schools; Emirati children represent Females represent 62% of HCT students they are committed the vast majority of the total number of while males represent 38%.12 to standards of public schools students (81%), compared The third governmental university is performance and to children of expatriate Arabs who Zayed University, which was founded in instruction, as well represent 19%. On the other hand, private 1998 with branches in Abu Dhabi and schools provide education for 58% of the Dubai. It provides programmes through as to the policies U A E total number of students in the UAE; 22% Àve colleges: Sciences and Literature, of the Ministry. CASE STUDY Emirati students, compared to 48% of Sciences of Commerce, Communication students from the Indian sub-continent, and Media, IT and Education. In contrary 20% from Arab countries and less than to those UAE universities that accept 10% from Western countries. resident students meeting certain standards and conditions, Zayed University and HCT RELIGIOUS EDUCATION only accept Emirati students.13 It is worth mentioning that establishing This type of education accepts students a free pre-university educational system in who wish to move into it from the the UAE, in addition to three governmental preparatory stage. This was established to institutions for university education that provide religious guidance elements and provide free services for citizens, gives the open the way for university specialisations country an integrated educational system in Islamic studies. There were 29 religious that is considered to be a cornerstone classes in Ajman, Dubai and Al Ain, which for progress and a strong base for the included 600 students in 2010/2011.10 establishment of the Knowledge Society in the UAE. UNIVERSITY EDUCATION Whereas the rate of residents in the UAE is 88% of its population, private university The Àrst public university in UAE was education has become very important established in 1977 in Al Ain City. This for this category. Up to 2011, 72 private

UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 303 educational institutions at university level From 1992/1993 to 2001/2002, more than have been founded within the UAE, which 28,000 society members became literate, are licensed by the Ministry of Higher of which 6,367 had completed illiteracy Education and ScientiÀc Research.14 These elimination programmes, approximately institutions provide educational services 11,000 had completed primary education for residents and citizens. In 1988, Ajman and 10,000 had completed secondary College for Sciences and Technologies education by 2008/2009 (the Ministry of was the Àrst university college founded in Education, 2009 B).16 Ajman, followed by the establishment of The UAE was able to decrease its the American University in Dubai in 1995, illiteracy rate, as adult illiteracy (above the American University of Sharjah in 15 years of age) decreased from 27.7% 1997, Abu Dhabi University in 2003, Dubai in 1985, to 10% in 2010, and the literacy British University in 2004 and Al Hosn rate doubled over the last three decades and Al Ain University for Sciences and approximately three times.17 By establishing Technologies in 2005. Later, branches for centres for foreign universities, colleges and institutes QUANTITATIVE eliminating were opened. DEVELOPMENT OF PRE- illiteracy and The Knowledge Village, which houses UNIVERSITY EDUCATION providing adult branches of prominent international universities, training centres and research The number of schools, students and education, the institutions, was founded in Dubai. In 2007, teachers for public education throughout UAE strives to the Knowledge Village hosted sixteen the UAE in 1972/1973 reached 157 schools, decrease the partners from international universities, 40,627 students and 1,160 teachers. The illiteracy of such as Saint Petersburg University for number kept on increasing, reaching 723 Economics and Engineering, Wollongong schools, 265,431 students and 23,946 both genders University, Mahatma Gandhi University teachers in 2009/2010. The case was the and Manchester College of Commerce same for private education, as it increased (Ali Ibrahim, in English, 2010). Most from 18 schools, 2,977 students and 138 specialities provided at these universities, teachers in 1972/1973, to 467 schools, colleges and institutes are scientiÀc and 487,861 students and 30,205 teachers in technical, which the future generation 2008/2009. Based on these statistics, it is need for the knowledge society. obvious that there has been great increase in the number of private and public schools. ELIMINATION OF Quantitative expansion in education ILLITERACY AND ADULT continues as the country strives to provide EDUCATION education for all groups in all regions (The Ministry of Education, 2009B). By establishing centres for eliminating Regarding the quantitative development illiteracy and providing adult education, of study days and hours in government the UAE strives to decrease the illiteracy of and public schools, the number of school both genders, as there was a discrepancy days increased from 176 to 180 days each between male and female illiteracy rates year. The number of learning hours during at the beginning of the 1970s. Currently, the last Àve years increased from 840 hours we see that the number of literate females to 927 hours, with an increase of 87 hours. is higher than males, as the percentage of But, this increase does not correspond to illiterate females fell to 8.5% in 2005 while the number of study days and hours in among males, it was 10.5%.15 This indicates private schools within the country, where that the country cared about providing students in public schools end their daily educational opportunities for all without school hours early, compared to private discrimination between both genders. schools. This certainly affects the time

304 ARAB KNOWLEDGE REPORT 2010/2011 available for students in public schools is paid to primary schools each term, and regarding their interaction with their Dh45,000 is paid each term to preparatory teachers. In the second and third stages schools (grades 10 to 12). In the event that (grades 6 to 12), focus has been made on the school has two stages, it allocated the increasing the teaching hours dedicated to budget for the higher stage. Secondary teaching science. schools get Dh50,000 for each term, while With all these reforms, the UAE is still the typical schools get Dh5,000 for each below the international average in terms of student registered in return for additional the number of teaching days and teaching services and activities. This budget does not hours, as the number of daily school include employee salaries or maintenance classes is limited to seven with 45 minutes expenses, which are the responsibility of for each class; the educational strategy for the Ministry of Public Works (The Ministry 2010-2020 calls for increasing the number of Education, 2008/2009). of hours to 90 per week to come in line with the international hours rate (The YOUTH SKILLS BUILDING Ministry of Education, 2009A). SYSTEM AND PREPARING The general budget of the UAE in THEM FOR THE KNOWLEDGE 2010 was approximately Dh43.6 billion, i.e. SOCIETY $11.880 billion, of which Dh9.8 billion was The UAE is dedicated to the social development sector, In the next section, we will discuss the skills still below the speciÀcally to education (approximately building system for the future generation and international $2.24 billion), equal to 22.5% of the annual preparing them for the knowledge society. budget.18 This means that the educational We will explore the issue of curricula and average in terms budget for 2000, which was approximately teaching methods development, from the of the number of Dh3.6 billion greatly increased in ten years. traditional approach to the current learner- teaching days and There was also an increase in the participation approach; stimulating learner’s teaching hours expenditure rate with the increase in the motivation and thinking. We will also look number of students and schools, as the at developing teachers’ abilities and training rate of expenditure from the educational them, developing assessment systems from U A E budget doubled from 16.35% in 2000 to traditional exams that measure students’ CASE STUDY more than 33% in 2008. The Ànancial cost ability to memorise to structural exams, of each student also increased more than which are based on students’ activity and a third during 2000-2008, which resulted problem solving, and connecting all these in the advancement of school grades, in a issues with the skills required for the way that suits the requirements and inputs knowledge society. of each educational stage (The Ministry of Education 2010B). CURRICULA In addition to the central educational budget, which is the responsibility of the Curricula play an important role in Ministry in six emirates, Abu Dhabi is in building abilities and skills in terms of charge of the central educational budget in understanding, analysing, structuring, the emirate after the establishment of the building and developing the innovative Abu Dhabi Education Council (ADEC) in thinking of the future generation. 2006. The emirate also provides Dh100,000 Revisions of the curricula in the UAE have ($27,248) annually to each school in the been consistent with the requirements of country to be used for different school skills and capabilities development, aimed activities. Similarly, the Ministry of at achieving the goals of the strategic plan Education dedicates a special budget to each set by the Ministry of Education by 2020. school in Dubai and the Northern Emirates The Ministry of Education has based on the stage. A budget of Dh40,000 worked continuously on the revision of its

UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 305 educational curricula, in order to develop teachers working in Abu Dhabi and Dubai, the content and teaching methods to be said the curriculum provided for youth consistent with the requirements of the was consistent with the requirements of knowledge era. It has also worked to the knowledge society. In the survey, 28% make the curricula, in essence, a national ‘totally agreed’ that curricula help in gaining industry that takes into account the the required skills, while 55.3% ‘somewhat main dimensions on which the Ministry agree’ with that statement. Their answers concentrates, and creates an educational about the consistency of education with subject that cares for students and their educational and technological development needs, keeping in mind their characteristics were consistent with this result (28% ‘totally and seeing them as the main goal of agreed’, and 53.8% ‘somewhat agree’); the education. The strategy of the Ministry same results were found with preparing new of Education for 2010-2020 considered emerging curricula to face future challenges the curricula as one of the strategic axes (25.8% ‘totally agreed’, and 51.5% to be constantly developed. Therefore, the ‘somewhat agree’). Setting curricular, social, Ministry continuously revises educational conative and cognitive dimensions will also subjects and curricula and sets the skills and be taken into consideration (See Table m2-1 Curricula play an values that should be gained by students at in the Appendix). These results indicate important role in each educational stage. The Ministry also a relative but not complete satisfaction takes care of the preparation of curricula of teachers about the curriculum in the building abilities according to international standards and UAE and their role in preparing the future and skills in terms beneÀts from the international curricula generation for the knowledge society. of understanding, series in English, sciences and maths after Comparing these results with student analysing, they are translated and adapted to Àt the levels in knowledge, skills and values (see Emirati environment. Arabic language and chapter 5), it was found that any issues may structuring, Islamic Education curricula have also been not lie fully with the curricula, but may be building and updated. attributed to other factors that are related developing the The Ministry’s decision regarding the to education and learning culture, practices innovative thinking formation of a temporary committee for and environments inside and outside the developing a national curriculum for the school. of the future Arabic language, Islamic Education and generation National Education, issued in 2008, was TEACHING METHODS one of the important resolutions made to cope with the knowledge era, with skills The Ministry of Education in the UAE has related directly to this age. The resolution made efforts to develop the teaching process provided for adding modern concepts using methods that concentrate on self- to the national curriculum, such as the education to increase innovative thinking concepts of human rights, citizen rights and avoid memorising and repetition. and environmental protection, working on The results of the teacher’s survey modifying the national curriculum in the on the teaching methods used indicated way that meets the needs of the country that a move towards modern methods and community and instilling tolerant and had not begun in all schools yet. Results modest values and openness with other revealed that teachers do not use a certain cultures, based on feeling pride for the approach in their teaching methods and national identity, Arabic and Islamic values, that their educational practices interfere as well as Emirati traditions and habits with modern methods and techniques. (The Ministry of Education, 2009A). This resulted from a lack of understanding The teachers’ sample participating in in connecting the educational subject, the Àeld study conducted in the context achieving the targeted goals. Based on of this case study, which consisted of 138 teachers’ responses in the context of the

306 ARAB KNOWLEDGE REPORT 2010/2011 Àeld survey, 50% of teachers use these requirement to activate and not burden the modern techniques in “all classes”, and teacher, especially if this development is 39% in most classes. Also, 65.2% of linked to the knowledge society and leads teachers use discussions of the lesson to the development of social, conative and concepts in “all classes” and 23.9% in cognitive skills in the future generation. most classes. Traditional techniques, such as maintaining silence in the class and ASSESSMENT AND EXAMS punishing disobedience, are used by 79% of teachers in “all classes” and 15.2% The concept of measuring student in most classes, while writing the lesson achievement in the UAE has developed on the blackboard is used by 53.3% of over the past few years. The end of year teachers in “all classes” and 20.4% in exam had been the primary determinant most classes. This may also refer to the of student achievement but the Ministry many sources from which the teaching introduced methods for constructive techniques are derived, or depending only assessment throughout the year, making on the cleverness and skills of the teacher them, along with students’ school activities, (See Table m2-2 in the Appendix). an integral part of the assessment until the Teachers’ educational trends tend to 12th grade. This development has begun the traditional ways more than the modern to yield beneÀts. In 2010, ADEC created Teachers need ones. 88.9% of teachers agreed totally a national test, External Measurement of awareness and or partially (40.4% ‘totally agreed’ and Student Achievement (EMSA), to determine to nurture the 48.5% ‘somewhat agree’) that, “we must the achievement level in school subjects, attitudes that focus on the memorising characteristic register the strengths and weaknesses of support creating of students to achieve success in their the development of student performance, studies.” Many participating teachers deÀne the effectiveness of the applied the knowledge showed a conservative attitude towards programmes, and to provide decision- society the idea of development, most of them makers within the Ministry with information agreed totally or partially (35.3% ‘totally about the quality of education. Results agreed’ and 40.6% ‘somewhat agree’) that, indicated the strengths and weaknesses of U A E “the educational reform processes put the students’ performance.19 CASE STUDY teachers under stress and decrease their In 2007, Dubai participated in the ability to teach”. On the bright side, a large fourth round of the international TIMSS percentage of them (67.2% ‘totally agreed’ tests which compares countries on student and 28.4% ‘somewhat’) that, “the task of achievement in science and maths for the teachers is to instil a love of education the fourth and eighth grades within and knowledge in the future generation”, the category ‘measuring achievement’ and that all students have the tendency to throughout the cities. Dubai achieved 460 learn and succeed if they were taught by and 444 respectively in sciences and maths highly qualiÀed teachers (44.8% ‘totally for the 4th grade. It also achieved 489 and agreed’ and 35.1% ‘somewhat agree’), (See 461 respectively in sciences and maths for Table m2-3 in the Appendix). the 8th grade, registering a level higher We can say here that teachers need than the Arab average, but lower than the awareness and to nurture the attitudes that international one (UNDP 2007). support creating the knowledge society. The Knowledge and Human Resources These include changing the belief that Development Authority, being the direct they have the ability to teach without supervisor for public and private education beneÀting from modern educational in Dubai, in coordination with the Federal approaches, and the need to adopt new Ministry of Education, assessed school forms of teaching and assessments, and curricula throughout the Emirates by viewing educational development as a the school monitoring system. Results

UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 307 indicated that public school curricula are ability to innovate and invent, as well as the more comprehensive and more efÀcient ability to think and ask. This is compared to to achieve the development of skills and the traditional approach, such as attendance, capabilities, especially, since they are good behaviour inside and outside the class directly related to the Emirati community, and the right answer on the exam paper (See in particular to matters related to the Table m2-4 in the Appendix). This refers social and conative skills and all types of to the necessity of addressing the issues of values. Of course, there is a difference preparing and training teachers as they are between the content of the curricula and on the front lines in preparing the future the way of transferring them to learners. generation. If taught correctly, the study subjects may partly obtain the development of skills VALUES BUILDING SYSTEM and capabilities. Figure 2-2-1 illustrates FOR THE YOUTH AND the development in school performance PREPARING THEM FOR THE within Dubai schools through the previous KNOWLEDGE SOCIETY two years. There is a Despite efforts, the majority of Some studies have focused on the values difference between assessment practices are traditional, while building system for Emirati students in the content of the referring sometimes to using modern secondary schools within the UAE by curricula and the assessment methods that are linked to measuring their attitudes towards some measuring skills and capabilities. Results general values, along with values related way of transferring of the teachers survey in the Àeld research to the adolescent stage. They also tried to them to learners. sample indicated that they still mix between deÀne the vision of that group of youths If taught correctly, modern assessment methods in their regarding the issue of work and the values the study subjects understanding, practices and attitudes, such related to it which affects the process of as assessment based on exerted efforts in future development. may partly obtain doing homework, steady improvement in The study found that moral values the development results, effective participation in classes, were at the highest level for the study of skills and capabilities FIGURE 2-2-1 Development of education quality according to curricula in Dubai schools

4 42 49 5 2010 - 2009 11 48 38 3

of Ministry 2009 - 2008 - Curriculum - Curriculum Government of Education 2010 - 2009 5 82 13 26 64 10 Private - Private of Ministry Curriculum

of Education 2009 - 2008 2010 - 2009 12 43 36 9 British 2009 - 2008 16 44 27 13

2010 - 2009 17 46 37 2009 - 2008 22 53 22 3

2010 - 2009 22 50 28 53 International 47 Baccalaureate American 2009 - 2008

2010 - 2009 18 48 30 4 Indian 2009 - 2008 No school supervision operations have been made on Indian and Pakistani schools during the Àrst school supervision cycle in the school year 200-200 2010 - 2009 25 46 29

Other* 2009 - 2008 44 56

Not Accepted Accepted Good Excellent

Source: (Knowledge and Human Resources Development Authority, 2009/2010)

308 ARAB KNOWLEDGE REPORT 2010/2011 sample, especially for issues related to the teachers to be the good example or the adolescent stage, such as truth and tolerance. model that should be imitated by the new Religious values were also found to be a future generation, with the necessity of main source of morals. Social values were educating the Emirati family with its role important after moral and religious values. towards the new future generation of The study also indicated their attitudes youth (Yousef Al Hassan 2004). towards independence values (achievement, Another study tried to deÀne the values independence and individuality). It was instilled by the school curricula, teachers clear that individuals with high innovative and the school climate of students through performance received high degrees in values a survey on a random sample of secondary such as achievement, independence, truth stage teachers and students from all over and social esteem, compared to the group the Emirates. The study indicated the that achieved lower degrees of innovative presence of many values that may help the performance. educational system access the knowledge Entertainment and materialistic values society. 64.92% of students agreed that the came last on the values scale, supporting the educational system motivates their desire idea that secondary students in the UAE are to know and learn, develops their feeling not interested in these values. It is certain that of responsibility (60.15% agreed), and the change in the methods and techniques enables knowledge-networking by students The study found of entertainment in the communication and with other societies (54.92% agreed) that moral values information technology era is the reason and other values related to educational for the entertainment value degradation in methodology, such as determination, were at the highest its traditional meaning on the values scale perseverance (63.69% agreed) and self- level for the study within a community where all modern esteem (60.15% agreed), in addition to sample, especially technological equipment is available. other general human values. Regarding for issues related Regarding values related to work how the educational system enhances for secondary students in the UAE, the freedom values, the average was low as to the adolescent results of the same study suggest that 48.46% agreed that the educational system stage, such as truth the dominant values in this Àeld are gives students freedom of expression. and tolerance U A E those related to the status of work itself, Teachers participating in the study did CASE STUDY such as mastering work and the security not see that the educational system in the it will provide in the future, followed by Emirates satisfactorily appreciates them the social values of work, the values of morally and materially, as only 40.45% self-fulÀlment of work, such as social agreed on this point. 31.46% of teachers position or leadership and the innovation agreed that the educational system deals opportunities it provides, while work with the teacher as a partner in setting commitment value and earnings received plans and educational programmes. While the lowest degree in the values system 42.7% saw that the educational system in all samples. The study conÀrmed the provides a climate that is professionally importance of including, within the satisfactory, another 78.5% believe in the content of school curricula, especially in importance of the role played by teachers the Àrst stages of life, subjects that focus in creating the generation (Maryem Lotah, on moderate positive religious and moral background paper for the report). values, achievement and independence Another study on the availability of and providing the opportunity for the the student’s moral contents in Arabic future generation to express itself through books provided for the Àrst three grades activities and programmes parallel to in the primary stage found that despite educational programmes, conÀrming the fact that these curricula contain some grouping activities that aim at developing values related to the knowledge society, a spirit of collaboration and choosing such as the love of education, there are

UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 309 many values required by the knowledge buildings that still need maintenance and society which did not appear clearly in refurbishment. The Ministry of Education the curricula taught within the UAE. seeks to achieve qualitative movement in This may have resulted from focusing some schools, especially in the Northern on values of human relationships, love, Emirates, including Sharjah, Ras Al afÀnity and compassion, which express Khaimah, Ajman and Al Fujairah, where the culture of the community and education started in the 1960s. In addition, tend towards enhancing these values. the lack of schools in some villages has Curricula must include the main and led to a relative increase in the number of important values that children must students in each class within Dubai and learn to be able to use in the framework Abu Dhabi. of efforts to enter the knowledge society with all its contents (Hassan Jaafar Al- AVAILABLE EQUIPMENTS IN Khalifah, in Arabic, 2008). SCHOOLS

AVAILABLE ENABLING The UAE seeks to furnish schools The UAE is working SYSTEMS FOR THE YOUTH properly, focusing on standards of design to make school THROUGH EDUCATION and construction as well as security, health buildings reach and aesthetic speciÀcations, in addition The UAE worked on providing the to providing equipment, instruments, the highest level enabling environments that allow the and technologies that are consistent with and which are future generation to continuously learn advanced curricular requirements that consistent with through all educational stages. It focused focus on the student as the main part of international on building and equipping schools in the the educational process. The Ministry best way possible. This was clearly obvious also established computer and science standards in the spread of many schools in different laboratories in approximately 70% of areas and communities within the UAE in schools, as well as libraries and clubs for order to provide education for all Emirati student activities. However, the availability future generations. Enabling environments of such environments is not sufÀcient for appeared in many forms from the material, preparing the future generation unless such as school buildings and equipment these environments are activated and to the spiritual; awards and incentives in correctly used in order to help students various forms. achieve knowledge and develop a love for education and reading. SCHOOL BUILDINGS INFORMATION AND The Ministry of Education has focused COMMUNICATIONS greatly on school buildings and developed TECHNOLOGY them as an integral part of the Ministry’s development processes. The UAE is The UAE has provided schools with working to make school buildings reach computers and a package of assistant the highest level and which are consistent technological programmes for educational with international standards. It is taking development, including an enrolment and into consideration all components of good acceptance system, as well as an assessment school buildings with proper services, and exam system. The Ministry also approved utilities, clear drinking water and electricity. the e-education project, which will be pilot It has also decreased the number of tested in 11 secondary schools and will ask students in classes to acceptable rates in the Ministry to provide 3,200 e-education 2008 with an average of 23 students per content versions of the Ministry’s curricula. class.20 However, there are some school All UAE schools are connected through the

310 ARAB KNOWLEDGE REPORT 2010/2011 internet. The Ministry’s electronic portal Educational awards are considered to be was developed, and many educational a factor that may contribute effectively in services have become available, such as raising the efÀciency of the educational communication with students and teachers, system and in bringing about a distinguished disseminating exam examples and inquiry change in the educational process, for its about the marks/grades of students. goals and mechanisms aim at supporting According to the strategic plan, work is educational work, on the condition of underway to implement a Help Desk project beneÀting from them and directing youth to for providing equipment and networks participate in it. A survey of the number of maintenance services for all UAE schools. awards throughout the UAE indicated that Ministry programmes oblige teachers to there are more than 126 awards dedicated learn ICDL, which is mandatory and a to youth, children, women, family and standard requirement for appointment and researchers. The most prominent of them are promotion. With the provision of these the Khalifa bin Zayed Award for Teachers, technologies in schools, an important Hamadan bin Rashid Al Maktoum Award role must be played by teachers in helping for Distinguished Educational Performance, learners using such technologies in teaching Sheikh Khalid bin Saqr Al Qasimi Award and teacher training on integrating the for Collaboration and Student Excellence, The availability technology into the teaching process. Awards of the Sons of Sheikh Hazaa bin of motivating According to the Àeld surveys Zayed Al Nahyan for Arab Child Culture, and supporting conducted in the preparation of this Sheikh Rashid bin Humaid Award for environments, report, 82.4% of the teachers asked said Culture and Sciences, Sheikha Latifa Bint they have good or advanced ability to use Mohammed bin Rashid Al Maktoum Award through providing technology. for Childhood Innovation, Sheikh Khalid bin motivation awards, The results showed that 88.9% of Mohammed Al Nahyan Award for Future supports the teachers surveyed use technological Generations, Sultan bin Ali Al Owais Award, Knowledge Society methods to search for educational subjects. Al Fahim Award for the top students in the 80.4% of the sample believes that it helps secondary stage and the Sharjah Award for in preparing lessons or in communicating Educational Performance. This is in addition U A E with students (72.9%). This is a positive to a set of competitions for students, such CASE STUDY thing because searching for knowledge as the Emirati Red Crescent competition and from several sources, especially by using student councils competition at the Humaid technology, opens horizons for teachers to bin Rashid Foundation for Development broaden their understanding and students’ and Human Growth. understanding, cultures and awareness Some people may ask about the real and develop their cognitive skills. This is impact of awards and their beneÀts for what the knowledge society aspires to. The the future generation in motivating and agreement by a large percentage of teachers supporting them, as well as in developing on the purpose of using technology does their skills and capabilities to be able not necessarily mean they use it, although to become involved in the knowledge 68% of teachers said that they beneÀtted society with its requirements, including from using the computer for educational the availability of enabling environments, purposes (See Tables m2-5 and m2-6 in sharing the future generation in deÀning the Appendix). their trends, desires and capabilities and working to achieve them. Most answers MOTIVATION BY AWARDS focused on the necessity of conducting a survey study about the impact of The availability of motivating and supporting educational awards on the future environments, through providing motivation generation. It is certain that this case needs awards, supports the Knowledge Society. an enhancing and supporting educational

UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 311 partnership that combines the roles of all to cope with the requirements of the participants in the educational process, knowledge society. The results indicated including the government, private sector, that more of the teacher’s time is parents, students, teachers, family, society, dedicated to activities related to their daily media and civil society institutions, so that work than to activities that can improve education becomes a social responsibility their educational performance. Results shared by all (Amna Khalifa, in Arabic, indicated that 41.9% of teachers do not 2007). dedicate any time to participating in any activities with students (such as clubs and TEACHER PREPARATION support lessons), while 50.4% of them do not dedicate any time to participate Preparing and training teachers is an in any educational production, such as urgent need in the era of the knowledge developing educational programmes or society, as the perspective has changed participating in assessments (See Table about education which relies on school m2-7 in the Appendix). This means that books. The UAE seeks to provide teachers do not have enough time for professional development opportunities activities and programmes that develop for teachers and workers on different students’ skills and abilities; they only levels, with a variety of courses from focus on administrative issues and lesson Preparing and the general ones that suit the needs preparation. Concerning the available training teachers of workers in the educational Àeld equipment of teachers in their homes, is an urgent need and specialised courses according to 95.6% said that they have computers, school grades. These courses were and only 67.4% of them have an internet in the era of the organised before the teacher entered the subscription. This means that a third of knowledge society, educational Àeld and during their service teachers participating in the study are not as the perspective (central level, educational departments connected to the internet, at a time when has changed level, school level), with the investment this has become one of the main pillars of in available training opportunities in the knowledge society. 74.8% of teachers about education different foreign bodies through training indicated that they have a library inside which relies on inside and outside the country. Training their homes while a small percentage of school books includes programmes for developing them (12.2%) acknowledged that they the leadership performance of school subscribe to educational magazines. This principals and providing them with the may mean that teachers are aware of the leadership skills that enable them to value and importance of these magazines lead their schools within the knowledge for reviewing the most current studies society. Despite these efforts and the and research in the Àeld of education trend of putting the student at the centre and teaching methods, or that teachers of the educational process in the UAE may do without that by subscribing to and developing curricula to cope with the the internet, or teachers may tend to use development of knowledge, there was common traditional methods in dealing no intensive qualitative and quantitative with students and teaching methods (See training to change teachers’ trends, their Table m2-8 in the Appendix). teaching methods or the performance Through this questionnaire, teachers of school principals. Conditions still do arranged their potential in providing not allow teachers to move towards the various skills to students. The highest knowledge society. To see the impact potential was in lesson memorisation of these efforts, a teacher survey was (49.3% of teachers believe they have conducted during the preparation of this a ‘high potential’ to provide that to case study to explore teaching approaches students), 46.2% believe they can train and the available conditions of teachers students to memorise educational rules

312 ARAB KNOWLEDGE REPORT 2010/2011 and laws and 38.9% was in favour of school does this always, while 35.8% said teamwork. On the other hand, the rate of that school does this sometimes), (See teachers who believe they have the ability Table m2-11 in the Appendix). 15.7% of to enable students to acquire the required teachers completely agreed that there are skills for the knowledge society was low: many opportunities for training during for life-long education (26.6%), research service for improving educational level, completion (27.5%), planning for the while 54.4% ‘somewhat agree’. Teachers future (29.5%), critical thinking (22.7%), may face some difÀculties in obtaining and information analysis (25.8%) (See training, such as the training centre’s Table m2-9 in the Appendix). The data remoteness, while 68.5% of teachers suggest that teachers, for many reasons stated that there are no training centres that may be attributed to them, or to the near the schools where they work. For the educational system, students, or reasons enabling environments that are available outside school, are unable to instil skills to teachers, 82.1% of teachers agreed that cope with the knowledge society but that there are no systems or bodies that can build memorisation capabilities. protect their rights, while about 79% of We conclude that the way to the teachers sampled, either native citizens knowledge society for the future generation or foreign residents, said their salaries still needs more effort, be it on the level of do not guarantee them a decent life. Teachers may face curricula or teaching methods or in teacher They are the basic and important factors some difficulties performance. However, the issue has some enabling teachers to perform their role in obtaining optimistic aspects: the results of the survey in the educational process that helps to training, such as also indicated that teachers are aware of prepare the future generation for the the importance of educational practices knowledge society (See Table m2-12 in the training centre’s supporting the knowledge society, such the Appendix). remoteness, as encouraging students to interact with On the other hand, teachers’ answers while 68.5% of teachers and training them on problem were positive regarding their ability to teachers stated solving. 83.3% of teachers think that this express themselves, as 63.7% stated so (See educational practice is ‘very important’. Table m2-13 in the Appendix). This feeling that there are no U A E 20.6% of teachers consider that making is of great importance, as opinion sharing training centres CASE STUDY students memorise lessons is an essential among teachers plays an important role near the schools teaching method and monitoring students in developing education, and is a feature where they work step by step in all their activities are less of the education society. It is hoped that important practices (See Table m2-10 in teachers can transfer this feeling to their the Appendix). By analysing the data, we students to practise it. see that what is proposed by teachers has a For their view of the education great importance in developing cognitive, profession and professional satisfaction social and conative skills. It also refers to level of teachers, taking into account that the fact that the teachers are aware of the most of the participating teachers were necessary practices they must perform to non-Emirati (as is the case in most Emirati help the future generation enter into the schools), 44.4% of the participating knowledge society, especially if the teacher teachers said that they would completely is able to interpret these proposals into leave the education profession if they programmes and activities applied in the found other work that provided them with real world. the same income and conditions. 18% of Regarding teachers’ satisfaction with teachers said that they may think about the professional preparation they receive, this. While 50.8% of teachers conÀrmed they said the school helps them to develop they would leave the teaching Àeld if they their capabilities, even if not on a regular entered another profession with a higher basis (42.5% of teachers said that the income, 21.2% of them said that this

UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 313 applies to them ‘to some extent’. This POLICIES AND trend may be attributed to the low respect STRATEGIES OF REFORM for the teaching profession and to teachers’ AND EDUCATIONAL low income level; this was conÀrmed by DEVELOPMENT the teachers’ answers, as 60% completely agreed that ‘the teaching income is not The educational development and reform enough for self-sufÀciency’. It is also a policies were drafted in the mid-1990s in the good sign that most teachers (more than light of a vision that motivates modernity 70%), (See Table m2-14 in the Appendix) and is consistent with the developmental agreed that they ‘have a mission’, as no requirements of the UAE. The educational teacher answered otherwise. Teachers’ policy for 1995 included six main principles: answers expressed their reality, as there strong Islamic upbringing, education for is no high social esteem for the teaching enhancing national afÀliation, education profession, and it is not viewed as a for instilling social responsibility, education profession one aspires to. Also, those who for beneÀcial work and comprehensive work in the Àeld of teaching do not enjoy development, education for preparing high social status, compared to other for the advanced changeable future and Teachers’ answers professions. In addition, they have low education for continuous learning (The expressed their salaries. A large percentage of teachers Ministry of Education, 1995). reality, as there (69.2%) supported this trend, as they felt The educational vision for 2020 low respect and esteem by society and represents the main reference and the is no high social students (73.7%), (See Table m2-15 in the thought framework for the development esteem for Appendix). This is a large percentage that of education for the preparation of the teaching deserves to be given more consideration: students equipped with knowledge, profession, and Is this attributed to the view of the society skills and attitudes necessary for national to teachers, the non-appreciation by the development. It also includes advanced it is not viewed educational institution in which they are curricula that enhance thinking skills as a profession working? Or is it because students do not and behavioural values, teachers that are one aspires to appreciate the educational role performed educationally and scientiÀcally qualiÀed, by teachers in society, or because teachers, school management with the leadership as a result of the low income compared characteristics and a multi-channelled to other professions, do not receive educational system providing an educational the proper respect? Or are there other environment that develops an ability to reasons? This may be explained by the fact innovate. The vision’s goals were drafted that many Emirati citizens, particularly to include the development of secondary males, are not inclined to the teaching education, converting it to mandatory profession, but seek other professions education, making a radical change to that bring better income and higher social the concepts, techniques and practices status. of education and providing integrated In brief, the government should do student welfare programmes, along with more to prepare teachers and provide the achieving the principle of ‘education is a proper infrastructure in schools to enable right for all’ and translating this right into them to practice their jobs to achieve the equal educational opportunities for males goal of preparing the future generation and females (The Ministry of Education, for the knowledge society. Many efforts 2004). still need to be made to raise teachers’ self- The strategic educational plan for esteem and to promote job satisfaction, in 2008-2010 embodies the country’s interest addition to supporting the efforts made in developing and reforming education for preparing the teacher academically for and providing the Ànancial and human their assigned job. resources required for the achievement of

314 ARAB KNOWLEDGE REPORT 2010/2011 a comprehensive educational renaissance EDUCATIONAL BOARDS IN consistent with this era. It also seeks to THE UAE interact with the lastest developments of the 21st century to transfer educational Various boards in the UAE are granted output of the Emirati students to an more power in each emirate to oversee some international level in terms of preparation, educational affairs. Some boards and bodies qualiÀcation, competition and gaining have developed special strategies based on technical skills, which are all strongly studying the reality of education in each required in the marketplace. In this emirate in accordance with the available regard, the project conÀrms that the budget for each council. The education targeted development will meet the boards help the Ministry of Education UAE’s aspirations in achieving a diverse to advance educational development and economy and fully contributing to the achieve schools upgrading at the highest technological revolution witnessed by the levels. These boards were established from There shall be a 21st century. This is to be accomplished around 2005/2006 in most of the emirates, unified strategic through developing educational standards as is the case in Abu Dhabi, Dubai, Sharjah plan throughout based on educational foundations, moving and Al Fujairah. With the establishment to an advanced educational environment of various boards of education, the the UAE with a that concentrates on the students and overall vision must be clear and should clear methodology puts them in the centre of the educational be able to bear the developmental that focuses process, adopting a modern system for responsibility towards teachers. There on developing educational buildings, preparing the shall be a uniÀed strategic plan throughout skills for critical educational environment and providing the UAE with a clear methodology that it with the proper infrastructure; internet focuses on developing skills for critical thinking, analysis, and IT, adopting a special cadre of thinking, analysis, composition, deduction, composition, teachers and employees in the Àeld of application and employing information and deduction, education, raising the social status of students’ knowledge. application teachers and comprehensively developing Below, we will illustrate the most the private education sector according important achievements made by these and employing U A E to legal frameworks. Application of the boards in Abu Dhabi and Dubai, in which information CASE STUDY strategic plan resulted in developing a set the case study was conducted in the Arab and students’ of programmes and projects that were Knowledge Report 2010/2011. knowledge clearly obvious in the development of schools and in establishing schools with ABU DHABI EDUCATION speciÀcations that suit the nature of the COUNCIL educational process and equipping them with laboratories. The ADEC was established in 2005 The strategic educational plan to develop education and educational for 2010-2020 was introduced as a institutions, and to provide technical document that describes the educational consultation for the development of initiatives and projects for the state’s educational policies and services applied future education. This strategy aims at within the emirate. It concerns education achieving an educational model focusing in schools in different stages within Abu on the student. It is based on four pillars: Dhabi, in line with a vision that aims at student educational achievement, student promoting education at an international school environment, equal education level. Within the general plan of education opportunities for students and instilling it aims to develop educational, training and values of citizenship in the student (The professional programmes that secure the Ministry of Education, 2009 A). marketplace needs from excellent human efÀciencies in the emirate (ADEC, 2008).

UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 315 The ADEC’s ten-year strategic plan (2009- human resource sectors, as well as the 2018) aims at developing the educational quality of education and learning. It is system and achieving educational output in responsible for managing public schools Abu Dhabi at the highest level, achieving in Dubai through the School Educational the economic vision of Abu Dhabi by 2030, Institution founded in 2007 for developing and achieving qualitative change throughout a school education sector at all stages education and promoting it to the highest (Knowledge and Human Development international levels, in order to provide Authority, 2010). students with the skills required for the The school monitoring body within the knowledge economy. The ten-year strategic authority is responsible for improving the plan includes six main components: raising quality of the output of the educational student performance to international levels, process. It has developed a framework for providing educational opportunities for monitoring, appropriate for Dubai schools, all, providing excellent private education and is based on international experience choices, enhancing cultural inheritance that depends mainly on evaluating the afÀliation, success in the marketplace and educational outcomes of schools, which building institutional capabilities, in addition are: level of student achievement, compared The Knowledge to the participation of all parties in the to international standards in the Àve and Human educational process (Abu Dhabi Education main subjects: Islamic Education, Arabic Development Council, 2009). language, English language, sciences and Authority was maths, and the level of student progress THE KNOWLEDGE AND in these subjects, in addition to evaluating established as a HUMAN DEVELOPMENT student attitudes, behaviours and social successor to the AUTHORITY IN DUBAI development. Monitoring processes also Dubai Education evaluate the quality of school performance Council in 2006, to The Knowledge and Human Development in four main aspects: education, learning, Authority was established as a successor to educational curriculum quality and the work on developing the Dubai Education Council in 2006, to quality of support and protection which the knowledge and work on developing the knowledge and the school provides for its students, as well human resource sectors, as well FIGURE 2-2-2 as the quality Schools monitoring results in Dubai schools 200-2010 of education and learning Not Accepted Accepted Good Excellent

Private schools 17 69 43 2

Government schools 837303

Source: (Knowledge and Human Resources Development Authority, 2010)

316 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-2-3 Number of Schools in Dubai that achieved development since the last school year 200

Government - Curriculum of Ministry of Education 8 61 9

British Curriculum 12 25 12

American Curriculum 224 4

Private - Curriculum of 14 1 Ministry of Education

Other 3 5

International Baccalaureate 42

The general performance The general performance The general performance The model schools did not change declined progressed appeared as an Source: Knowledge and Human Resources Development Authority, 2010 ambitious and well researched as the quality level of school leadership NEW SCHOOLS INITIATIVES and management. experiment based The Àrst annual report on school The UAE has issued a set of initiatives to on a number monitoring, which was issued in 2009, improve the quality of education, including of educational showed a sharp decrease in the level of establishing new schools, each with certain experiments school achievement in the Arabic language features trying to achieve the best vision

which proved U A E in many private schools, as well as a that must be provided for the society’s decrease in the level of Islamic education. future generation. its excellence in CASE STUDY In addition, public school students in The model schools appeared as an many developed Dubai need to improve their skills in ambitious and well researched experiment countries conversation, reading and writing in based on a number of educational English. The report also showed a decrease experiments which proved its excellence in in the level of school achievement of male many developed countries. These schools students in the second education phase aim at qualitative change in the status of (6th to 9th grade). The report also stated education. It is based on comprehensive that schools must help their students with development of the learner’s personality, developing self-education skills through Áexibility, educational uniqueness, and providing major opportunities for the emphasises partnership between the family execution of a wide range of the projects and the school and teaching students in a and tasks that depend upon research, manner that suits their development. and teaching them how to use research Work started, according to the Al Ghad technology in constructive and innovative Schools Initiative, during the 2007/2008 ways. The school must also make more academic year. The idea of these schools investments in the process of professional is based on approving the educational development to improve teachers’ standards as a basis for choosing the experience and performance, which content of curricula from various positively affects student performance resources, without depending on ready- and meets all students’ needs. made curricula, in addition to enabling

UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 317 students to learn in English (The Ministry and ineffectively most of the time. There of Education, 2008 B). is also lack of awareness in the goals and Public-private schools are one of the roles of these councils by students or most important initiatives implemented employees in the education Àeld. by the ADEC with 176 schools until Parents boards began to be formed 2009/2010. The private educational sector within all schools and educational regions manages and operates public schools in the country in 1996, as these boards under the supervision of the council were founded in 454 schools, i.e. 92% of according to the main performance the country’s schools (The Ministry of indicators that are consistent with the Education, 2010A). These boards allow required educational outcomes. These parents to participate in extra-curricular schools teach the English language, maths, activities. They also helped in relatively sciences and IT for the advanced curricula increasing the number of parents attending of the ADEC, and teach the remaining schools, compared to previous years, with subjects according to the curricula of the a clear interest in following their children’s Ministry of Education (The Ministry of progress inside and outside school. Parents Education, 2008 C). attended schools without being requested to do so, their interest in discussing student The student council INITIATIVES issues increased and they held sessions in experiment was schools to Ànd solutions. Abu Dhabi commenced with the initiative an important of maintaining the percentage of students CHALLENGES FACING THE exercise for to teachers in secondary schools, which EDUCATIONAL SYSTEM AND training students in reached 10.7 students for each teacher THE PREPARATION OF THE electing, expressing generally. The percentage was higher FUTURE GENERATION for public schools, i.e. 10.4, than private opinion, dialogue schools (11.4). An improvement was made The weak educational output and participation, in 2005, compared to 2001 with 11.2 graduating students who are not qualiÀed discussion, and students for each teacher (ADEC, 2009). for higher educational institutions without being socially The student council experiment was passing a preparation year, are among the an important exercise for training students challenges that face the educational system responsible in electing, expressing opinion, dialogue in the UAE. This lack of educational participation, discussion, and being socially output may be attributed to many factors, responsible, which is the focal point including teachers and schools’ weak for achieving the targeted development ability to motivate students, a lack of in the future generation to live in the interest in instilling the skill of thinking for Knowledge Society. Student councils the future, and a weakness in instilling self- have been formed in many schools since fulÀlment, either in school, in the family or 1997, from the fourth grade throughout in other social and media institutions. The schools and regions. Systems allow these continuous use of traditional methods in councils to consider issues the student is teaching may be one of the reasons for the interested in, as well as educational issues lack of educational output. This calls for and management, and Àle their requests developing the current study curricula to to the Ministry. Despite student councils one based on competencies not on content, being considered important beacons that and on application not memorising. This enable sharpening students’ thoughts and also requires changing the educational improvement of their skills in dialogue process according to the methodology and discussion, which are required skills of competencies and providing teachers for the youth in the Knowledge era, it is with training and required materials to obvious that the work is done traditionally implement and successfully use the new

318 ARAB KNOWLEDGE REPORT 2010/2011 methodologies. Among the necessities social effects on marriage, living standards are avoiding repetition, memorising and and social behaviour, such as crime and recitation, along with adopting modern civil misdemeanours. teaching techniques, developing skills Continuous change in educational connected to critical thinking, the ability policies represents one of the challenges to innovate, solve problems, make proper that face the educational system in the decisions, have self-realisation and self- UAE. In investigating the educational control, accept others, and be able to system, one realises that educational policy communicate, negotiate and convince changes when the Minister of Education others, in addition to other skills. changes, i.e. there is no continuity of The educational system in the UAE is educational policies. So, education has still suffering from high rates of pupils become an experimental Àeld, depending The effects of leaving school early; the percentage in the on importing educational policies from leaving school are country reached 2.2% for males and 1.1% outside that sometimes succeed but clearly apparent for females. More than 10,000 students sometimes fail. Over the decades, the in unemployment, (most of which are Emirati students) Ministry has depended upon employing out of 120,000 registered students at this foreign experts to draft and supervise the the social effects stage in public schools, with the majority implementation of educational policies. on marriage, living in the secondary stage, leave school to After years of applying such policies, the standards and pursue other routes due to professional results of school and student performance social behaviour, interests or due to social conditions. Male assessment are often below par. Hence, it such as crime and and female secondary school leavers is important for an educational policy plan reached 8.4%, while males reached 9.7%. to have clear goals and depend upon a set civil misdemeanours This represents an increase compared of constant objectives in the mid-term, so to female students, whose drop-out policies do not change when Ministry of percentage is 7.2%, which is a source of Education ofÀcers do. concern. Hence, the Ministry conducted Methods of measuring educational two studies on this phenomenon to deÀne quality and its adequacy for a society its dimensions and how to overcome it in are among the challenges that face the U A E collaboration with the Centre for Research educational system. This necessitates the CASE STUDY & Strategic Studies in Abu Dhabi and the existence of better methods for measuring Department of Research and Statistics in educational quality in a manner that does the Ministry (Ali Mihad, 2010). The Emirati not eliminate its privacy, including the Foundation for Social Development reasons for changing policies, changing Ànanced research projects that examined educational goals and objectives, setting educational development and limiting early real standards for assessing the educational school leavers (Emirati Foundation for process and assisting the direction of Social Development, Abu Dhabi, 2010), developmental efforts. especially in the context of the advanced The concept of educational reform educational strategies approved recently may be among the challenges that face by the country. The strategic plan of the education, as reform concentrates on Ministry includes appointing academic form and not content. Making reforms on guides in all schools to deÀne the types buildings and equipment is not considered of students, communicate with students as development in the educational system, and follow up with their educational although this is very important. Reform performance, understand the student- process is an integrated process, regardless teacher relationship and recognise the most of the educational subjects, curricula, prominent obstacles that the student faces training teachers and teaching methods. at school. The effects of leaving school Despite challenges that face the educational are clearly apparent in unemployment, the system, the social, economic, health and

UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 319 cultural status in the UAE has resulted in a positive climate through which policies and strategies related to the educational system can be activated, revised and developed to cope with the science and technology age. It can also allow opportunities for deÀning points of strength and weakness in the educational system, as well as challenges that needs to be addressed. This will sesecure an educational system for the youth that allows for the acquisition of various skills and the exploration of capabilities towards employing them in realising comprehensive and sustainable development and that allows them to access the knowledge society.

320 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 2-3 PREPARATION INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION

INTRODUCTION its members from extended families to nuclear ones. The communication means, This chapter discusses the status of the Emirati as an external effect, play a vital role in family, media, social culture, and the social and gaining some material values, producing cultural roles that guide the future generation behaviours that are inconsistent with the and empower them according to scientiÀc and original values of the society (Abdullah technological developments. It also discusses the Lo’lo’ and Amna Khalifa, in Arabic, 1996). inÁuence brought by this reality, either positive The extended family in the Emirati or negative, on the future generation in terms of society, from the early 20th century to the Typically, the young preparing and enabling them to gain access to the early 1970s, represented the basic social individuals who live knowledge society. structure of society, around which other social structures emerged. Regarding the in extended families THE FAMILY AND THE ROLE structure of the extended family in the with solid social OF WOMEN Emirati society, we notice that it was not and economic seen as an isolated formation unit, but as relations enjoy The UAE society, like other Gulf societies, an integrated social, economic and cultural has witnessed amazing structural changes unit. The political, economic, and social psychological and not only as a result of modernisation and conditions witnessed by the Emirati society spiritual balance its culture, but also as a result of other played an important part in enhancing the and stability that U A E CASE STUDY internal factors such as urbanisation, oil role of the family in maintaining identity enable them to exploration and the resulting economic and the consistency of the social relations benefit from their changes. These changes have resulted in among its different structures and forms unprecedented family phenomena, some in the absence of a central political system achievement of which may be positive and others at that time. and to develop a may be negative. These include relations The Emirati family has been known as set of scientific, between individuals, or the change in an extended and parental family, in which technological, parent-child relations and the impact the pattern of internal marriage prevails. it has had on family consolidation or It is known that the extended family has and social values disintegration, as well as on the interaction positive effects on children’s upbringing and understanding among generations. All and provides them with many values and these things have impacted on the family’s traditions that are practised by elders, such performance and its role in transferring as bearing responsibility, cordiality, afÀnity the culture of the society to its members and sacriÀce, especially from unemployed through social upbringing. Therefore, elder relatives from whom children may the family plays an important role in gain behaviours that they could not gain developing skills and values of young from their mothers and fathers. Typically, generations through the roles it plays in the young individuals who live in extended the process of social upbringing. The families with solid social and economic family takes into consideration changes relations enjoy psychological and spiritual that occur in the nature of the family and balance and stability that enable them to

UAE CASE STUDY: PREPARATION INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION 321 beneÀt from their achievement and to grow up and develop their abilities and develop a set of scientiÀc, technological, creations. The child is negatively affected and social values. by several family problems, which results After oil exploration in the 1960s, in a negative effect on their personality, UAE society witnessed many changes and thinking, attitudes and values. converted from the pattern of Bedouin The political leadership in the UAE and rural production, simple Àshing, poor conÀrms that the comprehensive development distribution of works or specialisation and process, in which both men and women self-sufÀciency, to an urban and capitalist participate, is the only way to raise society pattern with accelerated global changes, status and reach an advanced position. It is especially in the Àelds of technology clear that women’s rights in contributing to and urbanisation. These changes have different economic activities are the basis for had positive effects represented in the sustainable development, as well as a necessity establishment of infrastructure and the for social development and economic growth. emergence of modern governmental It was noticed that Emirati families tend and private institutions. This is in to deÀne the roles played by males and addition to the appearance of public and females as being in line with the society’s It is clear that higher educational institutions, such as culture and traditions. They encourage women’s rights universities and technological institutes, females to take up traditional roles, for in contributing to and a decrease in illiteracy, an increase in instance, being a housewife, while going to different economic individual income and family income, as work is the role of the male (Haifaa Jawad, well as the availability of medical care and in Arabic, 1998). Therefore, it is commonly activities are the social welfare in general. This also resulted allowed for males to be educated in any basis for sustainable in the appearance of the nuclear family Àeld they choose for his career, while development, in the early 1980s and the degradation girls are brought up to marry, which as well as a of the pattern of the extended family, in affects their educational path. However, accordance with the nature of life in the this situation is not as severe as before, necessity for social society, and the job opportunities available especially with economic advancement development and for young people which sometimes forced and in the urban cities, such as Dubai, economic growth them to work away from the extended where a higher number of women are family and build new, smaller families. working. But traditional male and female As a result of change in the economic roles still prevail in society in general. The conditions of citizens and the increase evidence of this was a study (Sara Sayed, in in their income, the culture of marriage Arabic, 2004) which surveyed many male started to change and the material and and female students at Zayed University, consumer approaches started to prevail and showed that male students, despite in society (Hend Al Kassemy, in Arabic, their educational level, tend to think about 1998). This resulted in polygamy, expensive females after graduation as only wives and dowries, and the rise in the rate of divorce; not as equal to men in the workplace. They UAE has the highest percentage of believe that education could be useful for divorce among Gulf Arab countries; it has women after marriage in bringing up and reached 40% (General Women’s Union, educating their children, but they never Abu Dhabi, 2009/2010). All these changes think that the education of women will have had a negative effect on the social lead to them working outside the home. structure of Emirati society, such as family Another study (Ashencaen Crabtree, disintegration and juvenile delinquency. in English 2007) concluded that female These negative changes do not provide students in the UAE community do not a stable environment dominated by a complete their education at university stable family atmosphere, or a proper because they yearn for more knowledge, environment in which young people but a large number of them believe getting

322 ARAB KNOWLEDGE REPORT 2010/2011 a university degree is the Ànal touch on as the right to work just as men do and preparing for marriage. So, it is normal that the right of inheritance and ownership the percentage of females enrolled at the according to Islamic Law. These efforts university in the UAE is many times more have had a major inÁuence as the rate of than the percentage of males, although a women participating in paid work in the large percentage of them do not seek to non-agricultural sector reached 20.1% in work after graduation. The parity index 2008. Despite opportunities available for between males and females reached 2.32 women to work, the desire to work is still in higher education, i.e. the percentage of low, and the unemployment rates among females enrolled in higher education was females are higher than males as it reached twice that of males (UNESCO, in English, 28.1% for females, compared to 7.8% for 2010). This may be a result of the fact males in 2009.21 that some males after secondary school Despite quantitative efforts in developing join security institutions and the army the ability of Emirati women, especially and then higher education, while others in the Àeld of education, they have not prefer working in general companies and contributed largely to changing social especially petroleum companies. Also, a situations and values. The greatest Despite quantitative number of males travel to study abroad constraint on female participation in the efforts in at the expense of the government. It is Àeld of work and development in general developing the obvious that some males do not have the has been the cultural and social dimension. same reasons to be educated as females. Despite calling for equality on several levels, ability of Emirati The UAE community, since culture and social customs stand in the way women, especially independence, has witnessed social and of achieving that. The UAE is still obvious in the field economic advancements brought about as a male-dominated community, which of education, by applying developmental plans that have overshadows women’s achievements. Also, they have not resulted in a change in the demographic, the participation of men in family life in social, economic and political characteristics terms of social upbringing is commonly contributed largely of citizens. These developmental low, and hence, women have to bear more to changing efforts contributed to the increase in responsibilities than men towards the family. U A E

social situations CASE STUDY the participation of women in human Changing the stereotypical roles imposed and values development in general. Providing equal on women by society social structure opportunities for learning and increasing requires changing more attitudes in the opportunities for work and economic responsibilities of public and private life activities were among the most important and deepening the idea of equality between factors for enabling women and increasing men and women inside and outside the their participation rate. Supporting the home (Abdullah Lo’lo’ and Amna Khalifa, process of enabling women was also in Arabic, 1996). in the statements made by the highest The gender parity index reached 1.03 leadership levels in the UAE. The UAE in secondary education, i.e. the number of government took steps that decreased the females enrolled in secondary education gap between men and women within the approximately equals the number of males labour market. It issued laws in the middle and even exceeds it slightly (UNESCO, of the 1990s and adopted international English, 2010). The number of females treaties calling for women’s rights for equal at the university was also more than the treatment to men (CEDAW Data). The number of males (The gender parity index UAE constitution also ensures equality was between 2.32). Although women among all citizens, and labour laws reject proved they are equal to men, society still gender discrimination. In accordance with sees some jobs and professions, especially the constitution, women have the right to political work and executive posts, are Àelds education, health, and social care as well only for men in which women rarely have

UAE CASE STUDY: PREPARATION INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION 323 a role. The increase in female participation perspective that the Emirati woman lacks in economic and political Àelds means the experiences and skills required to more preparations for the knowledge work in leadership positions, or that she society that is based on the participation refuses to participate in these positions. of all members of society, especially male However, there are some women who and female youths. work in leadership positions in the UAE. The discussion over women’s affairs in Therefore, it is important that policies the UAE is a difÀcult matter due to the related to the increase in the participation imposed restrictions on women that are of women politically include activities for rooted in Islamic traditional explanations building the capacities of women. The and the tribal culture of society (Hend Al General Women’s Union implemented Kassemy, previous reference). There are some of these activities in the UAE for a no independent associations for human number of women over the past few years. rights of women in the UAE that work on We can say that although four decades the issues of gender equality. There is the have passed since the application of General Women’s Union and associations developmental plans in the UAE after There is a deeply in all emirates except Fujairah. This union independence in 1971, the Emirati woman rooted perspective contributes to caring for women and the still has much to do to be able to participate that the Emirati family socially, culturally, and medically; it comprehensively in developmental woman lacks the also plays a great role in issuing civil law. processes, social participation and becoming experiences and The UAE occupies the second level involved in the knowledge society. If among Arab countries according to females, whose number is approximately skills required to the Gender Parity Index, developed twice that of males in university education, work in leadership by the UNDP, while it comes in 45th would prefer to stay at home and not work, positions, or internationally in accordance with the or the family or husband prefers that, this 22 that she refuses Human Development Report 2010. The will exclude a large percentage of females value of this Index reached 0.464, close to from becoming involved in the knowledge to participate in the global average 0.56,23 referring to the society. these positions fact that the gap between men and women There is another dimension that should in the Àeld of human development is be taken into consideration when dealing generally low in the UAE, especially in the with the issue of women and the family. Àeld of rights relating to education, health, Emirati families, as a result of economic and a decent life. Women contributions changes, have undergone changes in values. to the National Federal Council (the The Emirati woman, either as an employee Legislative council) reached 22.5% of or a housewife, prefers to depend mostly the total seats in 2010.24 Although this on servants inside the home, and this number may be seen as acceptable, there negatively affects the members of the family are some factors that decrease the level and decreases the time for communicating of female political representation, such as with children. This is especially so if the the cultural attitudes and the stereotypical mother depends on servants for caring for concepts about the role of women in the and raising their children who are not often process of enabling them to participate. aware of the culture, customs, traditions, Some sectors still believe that the role and language of the society. They are even of women is limited to caring for their often not qualiÀed or not well-trained to families and raising children; they also deal with children at this age. This matter believe that they may work in some jobs inÁuences the mental, psychological, that are considered complementary to and social development of the child and their roles in care, such as teaching and threatens growth, especially in the Àelds of nursing (the United Nations and Arab language and culture. League, 2010). There is a deeply rooted

324 ARAB KNOWLEDGE REPORT 2010/2011 MEDIA AND PREVAILING thinking structure and approaches. A VALUES OF THE FUTURE study (Ahmad Sulaiman Al Humadi and GENERATION Abdulaziz Abdulfattah, in Arabic, 2008) concluded that Arab youth are living in a It is certain that the future generation is the state of social and political expatriation, fastest developing social group, and youth that is clearly apparent in their political between 15 and 20 years old are half the attitudes, and in the frustrations they population of developing countries. They experience as a result of the political not only represent the future, but also the reality in Arab countries. The study found present. As a consequence of globalisation that the domination of the Western and technological advancement, it is media is one of the main reasons for presumed that communication with them the state of expatriation experienced must increase, because their votes affect by youth. The Arab youth, including and are affected by achieving development Emirati youth, obtain knowledge from a and change. unilateral source, through depending on The school has always been the Àrst information broadcasted by the media, Emirati youth in the source of knowledge in the 20th century, while at the same time ignoring reading world of satellite and teachers are still the main sources for as a source of knowledge. The study channels and the spreading knowledge. People depended concluded that the technological aspect, on schools as a main source for knowledge like the internet and TV, is the dominant internet, like all about the world. Today, modern media factor controlling the youth’s daily life, as Arab youth, are has been developed, and its technology they dedicate the majority of their time subject to changes was advanced to the extent of making its to them, which emphasises the control in culture, factors own educational environment, declaring of the media over the youth as a main the end of an era in which educational source of knowledge. The most ominous and changes institutions monopolised the spread of conclusion of the study is the dominance that reflect their culture and knowledge. Most communities of a foggy view towards the future of the thinking structure now witness strong and public competition nation and the Arab world, creating fear and approaches between both educational and media and psychological disturbance among the U A E systems. Educational studies conducted Arab youth. The major challenge faced by CASE STUDY by UNESCO on the rates of watching instructors is how to deal with the rapidly TV among Arab children indicated that advancing production of media and how children before 18 years of age spend to beneÀt from these tremendous means 22,000 hours watching TV compared to in instilling moral values that create 14,000 hours the child spends in school immunity in children, enabling them during the same stage (Amani Tufaha to differentiate between good and bad and Lara Hussain, in Arabic, 2010). programmes. In this way, children can This results in many cultural, health, select the programmes that will develop knowledge and social consequences. We their senses and capabilities and drive cannot deny the role played by the media their energy. Using media for instilling and the effect it has on forming society values and searching for media substitutes structure in different groups, especially directed at children, the future generation youth. Therefore, media institutions and youth within the framework of a have a responsibility which is of the strategic plan uniting the efforts of family, same importance that of educational school, clubs and other institutions, is institutions, and maybe even more. the strongest guarantee that will lead Emirati youth in the world of satellite to protecting our generation from bad channels and the internet, like all Arab inÁuences, taking into account the impact youth, are subject to changes in culture, brought about by the surrounding sphere factors and changes that reÁect their (Ali Al Rasheed, in Arabic, 2009).

UAE CASE STUDY: PREPARATION INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION 325 SOCIETAL CULTURE AND young, to enable them to communicate PREPARING THE FUTURE with others and learn the cultures of GENERATION the world particularly at a time when English is considered the language of the The prevailing societal culture consists knowledge society. Some studies indicate of several aspects, of which the most that the concept of national identity has important in Arab and Islamic communities witnessed a crisis among the Emirati youth are religion, language, norms and values. as a result of changes and challenges in Religion is a main source of values to the social, cultural and economic world. It community individuals with an interest can be summarised in the existence of a in education and encouraging children plurality of cultures, media openness and and youth to join educational institutions. accelerated technological development There was “Al Kutab”, “Al Mutawea” or “Al in the real society within the UAE. The Mutaweah” in the past; where children were political government and political decision- taught to memorise the Holy Quran and makers became aware of the crisis of the Language is the learn the community’s cultural habits and national cultural identity in the country; values by Al Mutaweah, as he is considered hence they have worked on developing vessel through to be the best model for children and future programmes and plans aimed at which the youth. maintaining the national identity among community’s Language is the vessel through which Emirati youth. Therefore, the Emirati cultural habits the community’s cultural habits and Youth Forum, Arab Youth Forum, TV and values are values are transferred, and which exhibits Programme for Youth, Youth Culture its identity, maintaining the mother Forum, Shura Council of Youth were transferred, and tongue which is Arabic in the UAE and organised as examples of some activities which exhibits maintaining the community’s identity and and programmes implemented by youth its identity, culture. Regarding the nature of the UAE and playing a great role in instilling maintaining the community and its population structure, local culture and national identity in the there has been an increase in the percentage UAE. (Ahmad Sulaiman Al Humadi and mother tongue of expatriates (approximately 88% of Abdulaziz Abdulfattah, in Arabic, 2008). which is Arabic UAE residents) whose numbers exceed in the UAE and the number of native citizens. With the CONCLUSION maintaining the different nationalities and languages, the effect of these languages and cultures on From the previous analysis, it is obvious community’s the community’s own language and culture that the Emirati future generation is subject identity and culture must be taken into account. Maintaining to many cultural and social factors that the Arabic language has become a political accompanied the oil breakthroughs and its and social requirement to avoid total consequences on the abundance of funds dependence on other languages which and changes in social and developmental would weaken the original language and structures. The atmosphere of openness consequently the community’s culture. and diversiÀcation prevailing in the UAE This is especially so when children is a real opportunity for the Emirati future start to learn different cultures that are generation to be widely involved in the reÁected in their behaviours, taking into knowledge society if they are equipped consideration that the UAE is open to with the proper skills and inherited values. the world economically and culturally and has attracted many foreign companies and corporations, particularly in Abu Dhabi and Dubai. This can also be emphasised by the necessity of learning other languages for individuals, especially the

326 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 2-4 EFFECTIVE ENABLING ENVIRONMENTS FOR PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY

INSTITUTIONAL STRUCTURE to employees, making some persons think AND GOVERNANCE that they do not have equal rights. For example, salaries paid to employees in the The institutional system in the UAE enables Àeld of education, especially teachers, are UAE citizens to practice their political and not equal to salaries paid to employees social roles within a social framework that is in other sectors. The UAE constitution based on transparency and objectivity. This provided for equality, social justice, is apparent in the rights enjoyed by citizens security and relief, equal opportunities for in the different social, economic, cultural all citizens, consolidation, and compassion and health Àelds, which strengthens their and trust (UAE constitution, 1971). Hence, sense of afÀliation and the way they care their afÀliation to their country rates about, protect and defend their country. highly, and this clearly indicates their love Feeling of loyalty The UAE’s constitution protects the rights for home and desire for protecting it and and affiliation is of of citizens and allows them the freedom maintaining its gains. This feeling of loyalty great importance of self-expression, political participation, and afÀliation is of great importance for for the youth, freedom of establishing social and the youth, because they will be members professional organisations and practicing who participate and affect their society because they U A E different activities according to customs with love and a true desire for giving. will be members CASE STUDY and traditions and rules recognised by the who participate society. FREEDOM AND POLITICAL and affect their PARTICIPATION CITIZENSHIP society with love Freedom and political participation in the and a true desire The main element of the concept of UAE shall be considered in terms of two for giving citizenship is national afÀliation, which dimensions. The Àrst is liberal democracy, can only be achieved when one feels that i.e. the extent to which political freedoms they are part of the society and entitled are allowed by the political system, such as to guaranteed rights. To build this feeling freedom of expressing political opinions in of citizenship, the means of a decent life different ways and the freedom of forming must be available to individuals within their political groups and participating in them. society, their privacy must be respected The second dimension is democratic rule, and their rights and freedoms shall not be which includes the extent to which people can violated. The concepts of citizenship and elect leaders and the extent of accountability the citizen seem to exist in the UAE as of a government. Although the UAE does citizens enjoy all the rights that guarantee a not have political parties or trade unions, decent life for them. Despite rights that are the system permits the establishment of guaranteed for all, there is a slight difference social, cultural and health organisations among institutions regarding salaries paid and associations. The Ministry of Social

UAE CASE STUDY: EFFECTIVE ENABLING ENVIRONMENTS FOR PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 327 Affairs also supervises NGOs, human rights give youth the opportunity to participate associations and child protection agencies as and express their minds freely and develop well as various educational institutions. The and strengthen their skills and capabilities UAE constitution guarantees a set of rights in understanding the co-existence within and freedoms, such as personal freedoms society. and the right of the individual to be protected from unlawful arrest, inspection DEMOGRAPHIC or detention (Naji Sadik Sharab, in Arabic, ENVIRONMENT 1983). The constitution also guarantees citizens freedom of expression and opinion, According to population statistics which are both important requirements for (National Centre for Statistics, 2009), the young people to be able to communicate, UAE’s population reached about 8.26 have self-esteem and the ability to be million in 2010. The Emirati society is responsible, which are characteristics of the considered a young society, as young knowledge society. people constitute a large percentage. In 2010, those under 25 made up 34.6% National social SOCIAL AND PROFESSIONAL of the total population (nationals and work is of great ORGANISATIONS expatriates). The percentage of young people to the total population of Emirati importance within National social work is of great importance citizens only was 63.7%. Expatriates in the the UAE. As a within the UAE. As a community UAE make up approximately 88%25 of the community living living in solidarity and cooperation, it population. in solidarity and continuously seeks to provide services Despite the developmental roles and help communities and individuals. It played by expatriates in the society, the cooperation, also encourages the state to establish such state began to think of balancing the it continuously organisations and associations, with the population structure and relating it to seeks to provide conviction of the role they play in providing the labour market. The state started services and help support and social, health and cognitive ‘Emiratisation’ projects for jobs provided care, which, in turn, supports the roles by private sectors for achieving social and communities played by formal institutions. Civil society economic developments. At the same and individuals organisations are diverse in the UAE with up time, this development was limited to a to 133 associations (The Ministry of Social political framework that maintains the Affairs, 2010). The nature of activities and identity of the society while not harming programmes created by these associations the population structure. varies. Some are interested in human, cultural, educational, professional, folklore, theatre, LABOUR MARKET women or community affairs. On the other hand, there are many professional associations Since the 1980s, UAE has witnessed a in the UAE that play different roles according remarkable increase in foreign labour rates to the nature of their Àeld, such as socialists, that form a large percentage of workers lawyers, teachers and doctors, protection of within the state (72.6% in 2004). However, the Arabic language association, friends of over the last two decades, there has been the environment and others. an increase in the participation of Emirati However, the majority of these societies, citizens in the workforce, as the percentage in addition to dealing with charitable increased from 20.7% in 1995, to 26% services, also deal with the issues of human in 2005 (Gonzales and others, English, development and the empowerment of 2008). The factors that lead to such an youth and women in particular, which are increase of women’s participation in the important matters in preparing youth for the labour market. This increase is attributed knowledge society. Such organisations also to many factors; a change in social attitude

328 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-4-2 Population hierarchy in the UAE

85+ 80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39

Age Group 30-34 25-29 20-24 The government 15-19 51.2% 10-14 has made serious 5-9 endeavours to 0-4 organise the Males Females workforce and set legal controls Source: U.S. Census Bureau database (U.S. Census Bureau) http://www.census.gov/ipc/www/idb/groups.php dated May 30, 2011 Source: The National Centre for Statistics, UAE, www.uaestatistics.gov.ae on May 30, 2011. that protect the labour market from to work, economic needs and the increase citizens in government institutions only, great numbers of women’s participation in education. limits the ability of future generations to that can affect The government has made serious get involved in certain economic areas they

the quality of the U A E endeavours to organise the workforce and think do not have any value. Most ominous is set legal controls that protect the labour the low number of Emirati citizens who are foreign workforce CASE STUDY market from great numbers that can affect working in medicine, engineering, sciences, the quality of the foreign workforce. agriculture and industry. The percentage This must be consistent with the stage of of those enrolling in engineering and development the state undergoes. scientiÀc subjects was 20.93% in 2007.26 An increase in the foreign workforce Work related to science and maths is not in the UAE may be due to the absence of motivating (Assunta Martin, 2003). All these educational and technical qualiÀcations matters have negative effects on all aspects among Emirati citizens and from their of development and convert the society to reluctance to work in some Àelds, such as a productive knowledge society instead of building and craft. Many Emirati citizens being a consumable one. This affects the believe that they must work in certain ability of the future generation to move Àelds, mostly in governmental institutions, towards participation in the knowledge where the majority of them (61%) work in society. management, defence, and social security, compared to 5.3% who work in productive RAISING THE STANDARD OF sectors, such as mining, processing industries LIVING AND ERADICATING and agriculture (National Centre for Statistics, POVERTY 2009B). This is a negative indicator towards accelerating community conversion to the With the diversity in income resources, knowledge society. The work of Emirati searching for alternatives, developing human

UAE CASE STUDY: EFFECTIVE ENABLING ENVIRONMENTS FOR PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 329 resources and transferring technology put their lives at risk. It also conÀrms the use, the UAE has accomplished much in country’s desire to enable them to enter maintaining the proper living standard into the knowledge society. for its native citizens and a large percent of expatriates. According to the Human INSTITUTIONS SUPPORTING Poverty Index, Emirati citizens enjoy better THE PREPARATION OF THE life opportunities than citizens in the rest FUTURE GENERATION FOR of the Arab countries; the value of the THE KNOWLEDGE SOCIETY multi dimentional poverty reached 0.002% in 2008.27 This may in part result from One of the most important pillars of focusing on implementing developmental the knowledge society is the presence of projects by the government in social and strong institutions and a solid network educational care and health, and in part to of communications that connects these the increase in the per capita income. institutions in order to concert efforts One of the most towards the proper environment for important pillars HEALTH SAFETY establishing the knowledge society and of the knowledge providing all possible means to the future The level of expenditures dedicated to generation to enable them to contribute society is the health care are high, as it reached (8.7%) of effectively to that society. This appears in presence of strong total general governmental expenditures.28 many institutions that are specialised in institutions and a Everyone in the Emirates has access to an preparing the future generation. solid network of improved source of water. The state also The Ministry of Social Affairs is one of established a wide network of hospitals and the ministries that have a direct relationship communications health centres that ensure comprehensive to providing services to the society and that connects these health care in all stages and specialisation education, due to its close connection institutions in order throughout the country. to providing specialised and multiple to concert efforts services for many categories within the towards the proper IMPROVEMENT IN MOTHERS’ society starting from childhood to old HEALTH age. Also, the Ministry of Social Affairs environment for is the formal body responsible for many establishing the The state gives special attention to categories, including centres for caring and knowledge society improving maternal health, as this issue rehabilitation of the physically challenged has positive and effective return on the or people with disabilities. The Ministry improvement of society as a whole, and provides specialised services in social in particular the health of children and security to achieve economic security to adolescents from birth. Therefore, the help the needy and provide proper living country expanded the establishment of standards for them. The Ministry works gynaecology and obstetrics departments to raise community awareness for social within hospitals. According to the protection. It also prepares programmes Millennium Development Goals of the to protect the youth from delinquency, UAE (2007), the maternal mortality rates treats delinquents, confronts juvenile social have decreased since 2004 to 0%, while the problems, as well as reforms individuals, delivery rate under physician supervision helps released prisoners and provides was 100%. Providing health security is one care for orphans and neglected children. of the important and necessary indicators As an amalgamation of various women’s for maintaining the public health of the societies, the Women’s Federation aims to society and especially the future generation. provide social services and activities and This indicates the care of the country for provide women the opportunity to play its citizens and for providing them with a a role within the family and society. The life free of disease and epidemics that can Women’s Federation and its societies hold

330 ARAB KNOWLEDGE REPORT 2010/2011 forums, lectures and competitions and curricular activities, through which they aim organises exhibitions and celebrations, as at helping these children gain a set of life well as exchange visits and trips. It also skills that are necessary and complementary contributes to the educational and social to leadership and personality building. Their activities concerned with motherhood activities focus on skill and kinetic aspects; and childhood within the state. Individual they also aim at achieving their desires activities may be the prevailing characteristic and needs through providing attractive of these societies that do not depend upon and developed programmes that take into a strategic plan, throughout the country, consideration age requirements with the and don’t have a clear vision for roles proper attitude. This process of discovering and activities that must be conducted for the skills and capabilities of talented and achieving comprehensive and sustainable distinguished people is an important part of development for women and the family the centres’ activities. in the UAE that can lead them later to be In conÀrming the integration of the participants in the international knowledge different categories of community in society. the processes of preparing and enabling, Many public and private institutions the Zayed Higher Organisation for Many public and and bodies have been constructed in the Humanitarian Care and the Sharjah country for supporting, preparing and Organisation for Humanitarian Services private institutions enabling the youth. The list also includes provided training, education and and bodies have family development institutions that are employment services for hundreds of been constructed concerned with all matters related to family disabled individuals and orphans of in the country development and care; it also includes different ages. They did so by providing a society development authority which these services within different educational for supporting, works to transform the emirate of Dubai institutes and departments, as well as preparing and into a better place for living for the current through education, culture and social enabling the youth and future generation through working on services. This was done by communicating achieving sustainable social development. with the different sectors of society, The Supreme Council for Family Affairs such as local departments, hospitals and U A E in Sharjah aims at promoting the sound national societies. CASE STUDY and integrated building of the future The General Authority of Youth & generation’s personality within the family Sports Welfare is the formal body for and enabling the disabled and people implementing the country’s sports policy with special needs to be involved in the socially and culturally in accordance knowledge society. Children and girls’ with Islamic religious principles, moral centres work under the supervision of the values and national goals. The authority Supreme Council for Family Affairs in generally focuses on Àtness and sports. Sharjah and are interested in developing However, there are no specialised sports children/girls and providing them with establishments for the sports federations. the proper climate for innovation and In addition, the sports establishments excellence in the cultural, educational, are not equally distributed throughout informative and technological Àelds. It the country; the sports culture of the also gives great attention to deepening and individual is fragile in society, and customs strengthening religious motives, supporting and traditions impose constraints on cultural identity and motivating elements women participating in sports. of educational and critical thinking and We conclude that the existence of developing skills and talents. different institutions that provide various These centres care for the age programmes and projects is of great category 12-18 years using an educational importance, as these institutions are methodology based on attractive extra- considered enabling environments for

UAE CASE STUDY: EFFECTIVE ENABLING ENVIRONMENTS FOR PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 331 the individuals of the society, especially interact with the issues of the society, as for the future generation. Consequently, well as integration into society’s different they contribute to drafting the knowledge aspects of life. society. However, it is clear that they lack the In the Àeld of child care rights, the comprehensive vision for establishing the state generally focuses on protecting all knowledge society. Also, there is no single children’s rights, either for UAE nationals comprehensive approach for connecting or for expatriates, based on Islamic the work of institutions; otherwise, there is legislation guidelines, Emirati society some discrepancy in the events held either traditions and international laws. Laws in terms of dates or the issues discussed, in and legislation were enacted to guarantee addition to the inequality in the distribution protection of child rights, fulÀl all the main of work and the allocated budgets of the requirements of life and protect children geography of the UAE. against exploitation and violence in all forms, including trafÀcking, maltreatment LEGAL AND LEGISLATIVE and psychological and physical abuse. ENVIRONMENT Severe penalties were imposed on anyone who committed such acts. The UAE takes Law and legislation Law and legislation are the main elements pride in the success it has achieved in the for securing the required freedom to access elimination of all forms of discrimination are the main the knowledge society, as knowledge against children, and females enjoy the elements for can only be achieved with the guarantee same rights and legal and social protection securing the of laws for the freedom of knowledge. as males (UAE constitution, 1971). required freedom The UAE’s constitution includes articles The UAE has made great advancements to access the that emphasise the value of education in establishing enabling environments. and the responsibility of the country in Prevailing laws and systems supports the knowledge society, this regard. The constitution contains process of preparing youth and conÀrms as knowledge important provisions that guarantee the the necessity of achieving it, while current can only be free education of children. Article 17 of institutions, either governmental or national, achieved with the the constitution emphasises education provide the supporting institutional as a main factor for the development of framework. Financial resources also guarantee of laws society. It is mandatory in the primary allow action without material constraints. for the freedom stage and free in all stages within the However, the question is to what extent these of knowledge federation. Federal laws give the Ministry environments, whether on the institutional or of Education the mission of spreading and organisational level, are effective in achieving providing education for all citizens, making the aspired goal of preparing the future it mandatory in the primary stage and free generation for the knowledge society. This in all stages within the federation. It obliged is especially important with the existence of the Ministry to develop educational plans, various bodies, visions and activities without prepare school curricula, create exams and a plan to effectively organise or coordinate develop illiteracy elimination programmes, their activities. Reference must be made here as well as establish and supervise schools to the biggest challenge, i.e. how to motivate and vocational, industrial, agricultural and the future generation to obtain the beneÀts university institutes. Ministerial decrees provided by these environments. were also issued regarding the educational system and mandatory education within the country’s schools. It is certain that the constitutions and countries laws, including articles, consider supporting and enabling environments to be important for all society’s individuals to participate and

332 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 2-5 FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD STUDY RESULTS

INTRODUCTION in Abu Dhabi and Dubai schools was used as the general methodology of the report This chapter provides an overview of the results of (See Chapter Five of the general report). the Àeld survey conducted in preparing the UAE According to the nature of the leading case study. A sample of the future generation, case studies and taking on board what was under 17-18 years of age, who completed the implemented in other case study countries, eleventh grade in Abu Dhabi and Dubai was a random sample of 1,375 male and female surveyed. These students represent the product students meeting the following criteria was The field studies of the educational process before university. They drawn:29 aimed to find to also represent the higher category of the ‘future ‡ They had to be students in a secondary generation’ group adapted in the Arab Knowledge school in Abu Dhabi or Dubai. what extent the Report 2010/2011, under the age of 18, which ‡ They had to have completed the youth participating represents about half of the population in the eleventh grade and are now in the in the study UAE. twelfth grade. possessed the The Àeld studies aimed to Ànd to what extent the ‡ The sample must cover the available youth participating in the study possessed the talents study specialisations (scientiÀc and talents and and values related to the cognitive, conative and social literary streams). values related to dimensions of the personality, which are required ‡ The selected sample shall consist of the knowledge, for accessing to the knowledge society. The study also males and females. U A E moral and social CASE STUDY sought to collect the opinions of those students about ‡ The members of the sample must be their surrounding environments. This chapter also UAE citizens who study in private and dimensions of the discusses the results of the survey of participating public education.30 personality, which students’ teachers and analyses their attitudes and are required for opinions on enabling environments for students within DESCRIPTION OF SAMPLED accessing to the the school. This chapter also examines educational STUDENTS knowledge society. practices and methods, as well as teachers’ attitudes on the issues that may contribute to preparing youths A sample of students was drawn according to be involved in the knowledge society. The research to the data approved by the Ministry of was expanded to include a larger group of relevant Education, with explanations about the stakeholders; hence this chapter offers the opinions number of students and their educational of a group of specialists and decision-makers in the specialties. UAE on the same issues that were expressed in a The sample included 23 schools in workshop in which they participated. Abu Dhabi and Dubai. The number of students sampled was 1,375, with 629 male FIELD STUDY SAMPLES students and 746 female students from the scientiÀc and literary streams. 64% per cent RANDOMLY SAMPLED of the female students and 73% of male STUDENTS students studied scientiÀc subjects. This is consistent with the study community Random sampling of twelfth grade students which tends to the scientiÀc specialisation

UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 333 more than the literature one. social skills. Each skill was measured according to a set of sub-skills with a score TEACHERS SAMPLE ranging between 0 and 25. Students were required to score 12.5 to indicate their A random sample of Emirati and foreign possession of the sub-skills. teachers was taken. It consisted of 138 teachers working at the schools from which CO*NITI9E SKILLS the sample of students was surveyed. They were asked about their opinions regarding Cognitive skills consist of four sub-skills: the teaching profession, as well as to searching for and processing information, deÀne their view on their surrounding written communication skills, problem environments and to what extent they solving skills and use of technology skills. support or hinder their efforts to prepare The maximum score for possessing the Despite the fact the future generation. skill was 100, and the minimum score is that females 50. Below are the results for aggregate outperformed males EXPERTS AND DECISION- cognitive skills. and the difference MAKERS SAMPLE Table 2-5-1 shows that the total arithmetic mean of the cognitive skills is was statistically A brainstorming workshop was organised 32.91, which didn’t exceed one third of the significant, they that included approximately 41 experts minimum score. The low value of standard did not receive the selected from different scientiÀc and deviation along with the low averages of required minimum cognitive specialisations from both the males and females are indicators of the low public and private sectors. The workshop levels of cognitive skills among males and score of 50 to was organised to discover their opinions females. The table also indicates that no possess aggregate and attitudes regarding the most important student received a score higher than 72.5. cognitive skills issues for preparing the future generation Despite the fact that females outperformed to effectively participate in the knowledge males and the difference was statistically society, as well as to deÀne the shortfalls signiÀcant, they did not receive the required they think hinder this goal and suggest minimum score of 50 to possess aggregate ways for overcoming them (a list of the cognitive skills. The weakness in these names of participants in the workshop is skills may be attributed to a shortfall in the included in the appendix). educational system that is unable to prepare the environment that strengthens the ability FIELD STUDY RESULTS to obtain the required cognitive skills to spread a knowledge culture among students SKILLS and to deal with knowledge as a necessity of life. In other words, the reasons for this Students’ skills were tested through weakness may be attributed to the nature of measuring their cognitive, conative and the curricula and educational culture or the

TABLE 2-5-1 Results of aggregate cognitive skills (Total scores range from 0 to 100)

31 32 Statistical Average (Arithmetic mean) Standard deviation Lowest Highest Standard differences score score Males Females Total Males Females deviation 33 between males and females * 28.24 36.87 32.91 10.71 10.72 11.54 3.61 72.45 In favour of females

* At significant level 0.05

334 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 2-5-2 Results of detailed cognitive skills Total scores range from 0 to 25 Standard Statistical Arithmetic mean deviation Standard Lowest Highest differences deviation score score between males and Males Females Total Males Females females Information 8.62 10.52 9.65 3.69 3.5 3.71 0 20.24 In favour of females searching Written 2.91 6.77 5 4.05 5.74 5.39 0 25 In favour of females communication Problem solving 5.15 6.9 6.09 3.75 3.67 3.814 0 22.22 In favour of females Use of technology 11.55 12.16 12.15 4.3 3.47 3.92 0 22.13 In favour of females methods and techniques used in education. exceeds the arithmetic mean value of this Figure 2-5-1 and Table 2-5-2 indicate skill. Student performance was slightly that there are weaknesses in all cognitive higher in the problem solving skill (6.09), skills, as the average of any cognitive skill than in written communication. However, did not exceed the required minimum performance was still very low with score of 12.5. Results showed a genuine homogeneity among students being weak discrepancy in the levels of possession of in this skill. Performance in the problem these skills. The written communication solving skill increased by 3.5 marks to 9.65. skill was the weakest with an average score As for the use of technology skill, it is of 5, and about 20.7% of the students the best skill among UAE students, as the sampled did not receive any score in this average of this skill was approximately 12.15 The written skill. However, ironically, this skill is the of the required minimum score. Females communication skill only one for which students received a outperformed males in all cognitive sub- was the weakest Ànal score, even though the percentage was skills with statistically indicative differences; low, i.e. 0.4%. This indicated variation in the greatest differences were in written with an average U A E students’ scores. The same was conÀrmed communication skills, as the average of score of 5, and CASE STUDY by the standard deviation value that males was (2.91) and females (6.77). about 20.7% of the students sampled FIGURE 2-5-1 did not receive any Comparison of average arithmetic means of cognitive skills for total sample score in this skill males and females

25 22.5 20 17.5 15 The required minimum score 12.5 10 12.15 7.5 9.655 5 6.09 2.5 5

Students' scores out of 25 0 Information Written Problem solving Use of Technology searching communication

UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 335 The weakness in students’ cognitive who solves the problem on their behalf. skills is certainly related to the failure of Students’ preference to use technology the educational system that helps them skills other than cognitive skills conÀrms acquire such skills. This has resulted from that the educational system provides the fact that school curricula and activities the infrastructure required for obtaining are not prepared in such a way that allows knowledge by providing high quality students to gain such skills. Despite taking learning tools consistent with the prevailing into consideration educational activities use of this technology in society by most and research in assessing students’ scores, individuals, either at the level of the family particularly in the secondary educational or society through computers or mobile stage, what is really happening is copying phones. However, possession of this skill and pasting information or even asking does not mean that students will be qualiÀed for help from centres specialised in enough for accessing the knowledge preparing research for students. It is society because they may be consumers of What happens worth mentioning that the development knowledge products. There also should be outside school of curricula to activate such skills is integration between other cognitive skills in may greatly confronted by the student’s learning culture addition to the technology use skill. affect the level and teaching methods which are mostly What happens outside school may traditional. It is still thought that the test greatly affect the level of the student’s of the student’s score is the only measurement of learning. knowledge. Therefore, we should not knowledge. Therefore, the culture of repetition and limit ourselves to the skills of searching Therefore, we memorisation prevails. Also, weakness in for information, written communication should not limit the written communication skill is a result and problem–solving as those only of not paying enough attention to training gained in school. The various enabling ourselves to the students on various writing types, giving environments in the society such as skills of searching them the chance to select subjects related to institutions and bodies must collaborate for information, the subject materials and instructing them to support the development of the young written to write about themselves and discuss their generation in these skills. The same was communication and work with their classmates. This weakness referred to previously when discussing the may be also attributed to the volume of programmes and activities of institutions problem–solving curricula that does not allow this, and it and bodies and their role as enabling as those only may also be attributed to the instructional environments. gained in school educational system which is adopted by Considering the scores of the female a large number of teachers. It is certain students participating in this study, the that the nature of teaching the Arabic difference between their results and those language is another constraint, as Arabic of the male students gives an accurate language curricula use a classical language description of the actual differences and vocabularies that students do not use between females and males in UAE in their daily lives, which makes using it society. Females were more successful in in written communication very difÀcult. all cognitive skills than males, especially in Thus, the mission of the teacher is often the skills of information processing and for students to memorise vocabularies and written communication, i.e. females are grammars for passing exams. Regarding interested in and beneÀt from education problem-solving skills, they already exist more than males. The same was also in the curricula. However, their application emphasised by examining the results is often not related to the problems the in the Ministry of Education, which student encounters in life. So, students indicated that females are more successful may be asked about a situation they have in education than males. This may also be not faced before, and hence cannot give an clear through the increasing numbers of answer except by asking a family member females joining university.

336 ARAB KNOWLEDGE REPORT 2010/2011 Students’ readiness in terms last two skills, we note that about 90% of of cognitive skills students are still in the Àrst half of the scale. A closer investigation demonstrated We notice that most students fall into the that only 41 students, i.e. approximately second half of the readiness scale, i.e. their 3%, fall in the category of ‘not ready’ in all abilities are not sufÀcient to respond to the skills, while no student reached the level of requirements of the knowledge society. readiness in all skills at the same time. Considering aggregate cognitive skills, we found that 26.8% of the surveyed students CONATI9E SKILLS do not have the minimum score required to become involved in the knowledge society. Conative skills consist of three sub-skills, 65.1% of students are in the early stages for i.e. the skills of self-esteem, learning gaining readiness, i.e. approximately 92% motivation and future planning. The of students are below the required level. maximum score was 75, and the supposed 8% of students are the only ones who fall minimum score for skill possession in the top half of the readiness scale,they was 37.5. Below is an illustration of the are in the process of gaining readiness aggregate results of the conative skills. potentials, which was not reached by any Table 2-5-3 indicate that the situation The situation of of the other examined students. of the conative skills is better than that of the conative skills By comparing the levels of readiness the cognitive skills, as students exceeded among the four skills, we note that the position the minimum score for possessing the is better than that of the use of technology skill, followed aggregate conative skill with 3.5 marks. of the cognitive by the skill of information processing, is The standard deviation value indicates that skills, as students relatively better than the problem-solving there is no variation in students’ answers. exceeded the and written communication skills. For the Results also indicate that no student minimum score for possessing the FIGURE 2-5-2 aggregate conative Students’ readiness in terms of cognitive skills U A E

skill with 3.5 marks CASE STUDY

Aggregate cognitive skills

Use of technology

Problem solving

Written communication

Information searching

0% 20% 40% 60% 80% 100%

Aggregate Information Written Problem Use of cognitive searching communication solving technology skills Not ready (less than 25% of total score) 20.8 69.4 60.5 7.6 26.8 In early stages of being ready (25% to 50% of 56 19.5 34.5 44.1 65.2 the score) In the process of being ready (50% to 75% of 22.8 8.3 4.7 44.3 8 the score) Ready (75% or more of the score) 0.4 2.8 0.3 4 0

UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 337 TABLE 2-5-3 Results of aggregate conative skills Total scores range from 0 to 5

Standard Statistical differences Average (Arithmetic mean) Standard deviation Lowest Highest deviation between males and score score Males Females Total Males Females females 38.91 42.96 41.1 15.10 11.89 13.6 0 66.77 In favour of females

received the full score, where the highest respectively. These skills are the highest score was 66.77. As with the cognitive sub-skills of all the cognitive, conative and skills, we notice that females also were social skills. The difference in both skills more successful than males in aggregate is also not statistically signiÀcant for males conative skills, and this difference was and females. On the contrary, we note that statistically signiÀcant. the skill of future planning is one of the Students’ possession of conative skills weakest sub-skills not only at the level may be attributed to three reasons: Àrst is of conative skills, but also at the level of The reasons for the culture of UAE society, which instils cognitive and social skills. 24.7% of the positive self-esteem in the future generation a sense of pride sampled students received a score of 0, in their national identity and the family, which is a high percentage compared to the and educational which raises students to have self-esteem. other sub-skills. Despite a similarity at the motivation are The second reason may be the fact that low levels, females achieved a statistically attributed to social students feel that their future and rights as indicative difference over males in this upbringing and the citizens will be secured by the government skill. The reasons for positive self-esteem in terms of the availability of employment and educational motivation are attributed public culture within opportunities and a decent life. The third to social upbringing and the public culture the UAE, which reason may be the efforts for developing factors within the UAE, which instils in the instils in the citizen such skills in students through various citizen a sense of pride in their identity and a sense of pride educational institutions. self-esteem. One of the major reasons for in their identity By checking the results of the conative possessing these skills is that the Emirati sub-skills, (Table 2-5-4 and Figure 2-5- student has no fear of the future. The and self-esteem 3) we note that there is a statistically country has made great efforts in securing signiÀcant difference between the skills the future of citizens and enhancing their of self-esteem and learning motivation self-esteem through national initiatives on one hand, and the skill of future for youth employment in the various state planning on the other hand. The skills sectors through ‘Emiratisation’, as well as of self-esteem and learning motivation through adopting some laws, procedures feature high scores for students, as the and initiatives for youth employment in average score for both was 20.73 and 18.82 the private sector. This is in addition to

TABLE 2-5-4 Results of detailed conative skills Total scores range from 0 to 25

Standard Standard Statistical Average (Arithmetic mean) Lowest Highest deviation deviation differences between score score Males Females Total Males Females males and females Self-esteem 20.63 20.81 20.73 3.2 2.67 2.91 3.57 25 No difference Learning motivation 18.96 18.72 18.82 3.11 2.99 3.04 2.08 25 No difference Future planning 3.91 5.40 4.72 3.78 4.73 4.38 0 25 In favour of females

338 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-5-3 Comparison of average arithmetic means of conative skills for total sample males and females

25 22.5 20 17.5 20.73 18.82 15 12.5 10 The required minimum score 7.5 5 2.5 4.72

Students' scores out of 25 0 Self-esteem Learning motivation Future planning It seems that students’ assurance giving youth the opportunity to enlist from secondary schools have no idea in the police and army, which the youth about the faculty they will join. Therefore, of their future consider a top priority as a future career. transferring from one faculty to another in has positively The possession of both skills may also the Àrst and second years is frequent. The influenced the be attributed to the educational system, educational system does not direct youth skill of self-esteem which instils self-conÀdence, self-esteem during the secondary stage to speciÀc and learning motivation in the future Àelds of study needed by the UAE, such and negatively generation. However, this seems weak as medicine, engineering and science. In influenced the skill with their refusal, particularly by males, some categories, a special culture prevails, of future planning to complete their university education which supports future women’s work in and higher education. The results of the teaching and other Àelds, where there is U A E learning motivation skill were opposite to no direct dealing or interaction between CASE STUDY those of the teachers’ questionnaire. The the two genders. This results in a lack of results were shocking, as a great percentage interest in the family for planning the future of teachers believed that “the care of of their daughters outside the framework students for their study is decreasing day of traditional women’s jobs. The future of after day” (56.8% of them totally agree, the girl is mostly already known in UAE while 34.1% of them somewhat agree), society; she does not need to exert effort in while no teacher refuted this statement. planning her future as it is often associated A great percentage of teachers (52.6% with marriage. Work also comes later, but totally agree) also believe that “material is not necessarily the main incentive for the values prevail over cognitive values for girl’s future. In addition, the decision for the most students” (See Table m2-15 in the girl to join the university is not often taken Appendix). by the family as a result of several factors, It seems that students’ assurance of their such as believing that marriage is more future has positively inÁuenced the skill of important than study and the remoteness of self-esteem and negatively inÁuenced the the location of the university in the future. skill of future planning. This has resulted in the future generation possessing a low Students’ readiness in terms level of this skill. We cannot exclude the of conative skills failure of the educational system to instil such skills in students, as those graduating Considering the conative skill aggregate

UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 339 results, we notice that 4.7% of students score of skill possession was 37.5 scores. have the required conative skills, and that The results for aggregate social skills only 8.4% of the students surveyed do not were similar to that of the total conative have the minimum score for the conative skills, while they differed from the total skills that prepares them for involvement cognitive skills. We found that the level in the knowledge society. We also note that, of students in the social skills exceeded except for the skill of future planning, the the supposed minimum score for the majority of students fall within the third possession of these skills, in which the total and fourth levels of the readiness scale. average was 39.17. No student received Referring speciÀcally to ‘readiness’, the full score. Table 2-5-5 shows that there we Ànd that three quarters of the sample are no statistically signiÀcant differences are ‘ready’ on the level of the self-esteem between males and females. skill (75.9%), and approximately half Table 2-5-6 and Figure 2-5-5 show of the sample are ‘ready’ on the level of statistical differences between students’ the learning motivation skill (50.8%). levels in these social sub-skills. The Further investigation demonstrated that participation in public life skill is the the number of students falling within the weakest social sub-skill, as the arithmetic ‘Not Ready’ category in all conative skills mean average was 11.57, which is 1 mark and found only two students, while three less than the supposed minimum limit. This of them reached the fourth level (full is the only skill in all aggregate and sub- readiness level) in all the conative skills at skills, in which males outperformed females Referring the same time. to a statistically signiÀcant degree. As for specifically to the skill of communicating with others, it ‘readiness’, we find SOCIAL SKILLS is similar to the skills of self-esteem and educational incentive with an average of that three quarters Social skills consist of three sub-skills: 16.8. Females outperformed males in this of the sample are the skill of communication with others, skill. The teamwork skill is in the middle ‘ready’ on the level the skill of team-work and the skill of level between the two skills mentioned of the self-esteem participation in public life. The maximum above with an average of 14.17. Females score was 75, and the supposed minimum also outperformed males in this skill. skill (75.9%)

FIGURE 2-5-4 Students’ readiness in terms of conative skills

Aggregate conative skills

Future planning

Learning motivation Self-esteem

0% 50% 100%

Learning Future Aggregate Self-esteem motivation planning conative skills Not ready (less than 25% of total score) 20.8 69.4 7.6 26.8 In early stages of being ready (25% to 50% of the score) 56 19.5 44.1 65.2 In the process of being ready (50% to 75% of the score) 22.8 8.3 44.3 8 Ready (75% or more of total score) 0.4 2.8 4 0

340 ARAB KNOWLEDGE REPORT 2010/2011 Table 2-5-5 Results of aggregate social skills Total scores range from 0 to 5

Standard Statistical differences Average (Arithmetic mean) Standard deviation Lowest Highest deviation between males and score score Males Females Total Males Females females 38.36 40.06 39.17 17.16 17.47 17.43 0 69.84 No difference

Table 2-5-6 Results of detailed social skills Total scores range from 0 to 25 Standard Statistical Average (Arithmetic mean Standard deviation deviation Lowest Highest differences score score between males Males Females Total Males Females and females Communication In favour of 16.34 17.34 16.8 6.30 5.73 6.03 0 25 with others females In favour of Teamwork 13.55 14.73 14.17 6.59 6.73 6.7 0 24.12 females Participation in In favour of 12.06 11.10 11.57 7 6.50 6.74 0 25 public life males

FIGURE 2-5-5 Comparison of average arithmetic means of social skills for total sample males and females

25 22.5

16.8 U A E 20

14.17 CASE STUDY 17.5 11.57 15 Whoever has 12.5 10 The required minimum score both skills of 7.5 5 communicating 2.5 with others and 0 Communication Teamwork Public participation Students' scores out of 25 social work is with others expected to have a good skill in Whoever has both skills of in society, such as participating in voluntary participating communicating with others and social social work. This weakness in the skill of in public life work is expected to have a good skill in participating in public life and training to participating in public life. However, results practice it within the UAE is consistent showed that the participation of the future with the results of a study on the efÀciency generation in public life was low. This of indicators of civil society institutions in may be attributed to the fact that public some Arab countries, including the UAE. It participation away from the family and also showed a weakness in the participation relatives is not signiÀcant for the future of individuals in voluntary social work generation, in addition to the fact that they (Amna Khalifa, in Arabic, 2010). have a low awareness of the value and Generally, the results of the future importance of participating in public life generation’s possession of social skills

UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 341 were positive. The overall performance phase of gaining social skills required for of the individuals sampled exceeded accessing the knowledge society. On the the required minimum level. The MOE other side of the scale, we notice that only implements educational and cultural visits 14.3% are in the ‘ready’ category. 50% of for successful students, students with students possess skills that qualify them to highly qualiÀed skills and talented students be in the process of the readiness phase. to some Arab and foreign countries to This result is higher than that recorded for gain an awareness of the most modern cognitive skills, but it is still lower than that inventions in the Àeld of the students’ recorded for conative skills. This means interest, knowledge and gaining skills and that students are more prepared at the beneÀtting from the countries’ experiments level of conative skills than at the level of in these Àelds. We can say that instilling other skills. the skill of communication with others At the level of social skills in detail, we is not limited to the educational system, notice that the majority of students fall in as the student develops this skill in the the third and fourth levels of the readiness family and the surrounding environment. scale for the skills of communication with With the nature of Emirati society and the others and teamwork, contrary to the skill convergence of its families and tribes, the of participating in public life. Focusing on We can say that future generation can develop this skill. the high category, it was clear that there is Possessing such skills may be attributed a discrepancy between the rates of ready instilling the skill to the nature of UAE society outside the students through various skills. The highest of communication family, especially in Dubai and Abu Dhabi, skill is communicating with others, and the with others is as well as the existence of a multi-national lowest is the skill of participation in public not limited to workforce, allowing more communication. life. With more research, we notice that 60 This explanation also applies to the students (4.4%) fall within the ‘readiness’ the educational culture of teamwork. The UAE is a category in all social skills compared to 5 system, as the society where social relationships prevail not ready students (0.4%). student develops among its individuals, which encourage With high rates in social skills of the this skill in the communication and helping others, youth and their relation to youth readiness family and the especially families and relatives. Students for the knowledge society, students gain such skills through their families and scored relatively high in two skills, i.e. surrounding the general culture. Also, a large group communication with others and teamwork, environment of foreign nationals, either Arabs or while they scored low in the skill of foreigners, work in UAE public schools, participation in public life. This may result and this supports such skills. The most from weak participation in educational prominent thing is that some subjects, institutions and the society as a whole. such as maths and science, aim at instilling The high rates achieved in the readiness such skills, especially since such subjects phase in social skills are 14.3%, compared allow students to work together in teams to conative skills (4.7%) and cognitive inside and outside the classroom. skills (0%). This may be attributed to As for the gender variable, males are the social upbringing that concentrates more successful in the skill of participating on developing and enhancing the skills in public life than females, as a result of related to strengthening social relations the conservative culture of the society. within families, relatives and neighbours and to the nature of UAE society with its Students’ readiness in openness to many cultures represented by terms of social skills non-nationals. If we add the students who are about to be prepared to the category We notice that 36.3% of students are of ‘ready’ students, then the category of still either ’not ready’ or in the beginning conative skills (77.9%) is above that of

342 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-5-6 Students’ readiness in terms of social skills

Aggregate social skills

Participation in public life

Teamwork

Communication with others

0% 50% 100%

Communication Participation in Aggregate with others Teamwork public life social skills Not ready (less than 25% of total 20.8 69.4 7.6 26.8 score) Workshop In early stages of being ready (25% 56 19.5 44.1 65.2 to 50% of the score) participants In the process of being ready (50% confirmed that to 75% of the score) 22.8 8.3 44.3 8 Ready (75% or more of the score) 0.4 2.8 4 0 cognitive skills, including the skills of decision- social skills (63.7%) and cognitive skills the skills of decision-making, problem making, problem (8%). In both cases, the cognitive skill is solving and critical analytical thinking, solving and critical very weak. are among the weakest skills for youth. analytical thinking, The results of the workshop, in which The results also conÀrm that the skill of an elite group of academics, experts and future planning is one of the weakest skills are among the decision-makers participated to discuss to for youth, and this is consistent with the weakest skills what extent the future generation is ready test results. The reasons for weakness, for youth to participate in the knowledge society, according to participants in the workshop, U A E conÀrmed the results of the students’ are attributed to the educational system CASE STUDY testing in such skills. Workshop participants followed, the consumption culture, luxury, conÀrmed that cognitive skills, including dependence on others and on foreigners,

FIGURE 2-5-7 Views of participants in the workshop about the importance of skills and their availability

Skills to be available Highly existing skills 25 20 15 10 5 0 solving Pressure Pressure thinking Learning diffusion handling Technical Technical Creativity capacities motivation adaptation Negotiation change and Compassion and problem and problem Acceptance of Analytic/critical Self-knowledge and self-control Future planning Future Communication Decision making Thought/opinion

UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 343 the desire to gain money without effort and things, striving and persistence and interest the style of social and family upbringing. in scientiÀc inventions); the second Most experts and decision-makers includes conative values (such as self- agree that these weak skills are also the conÀdence, social recognition, personal most important 3 skills necessary for the freedom, self-honesty); the third social youth to possess. We Ànally concluded values (such as respecting codes of ethics, The experts agree that the size of the gap within the UAE is customs and traditions, national afÀliation, that the strongest still large until the youth are ready for the respecting others’ opinions and thoughts, knowledge society according to the views willingness to participate in public life). skills of the of experts and decision-makers. The fourth universal values (such as human future generation The experts agree that the strongest rights, international peace, democracy, are related to skills of the future generation are related justice, and freedom of expression). Both compassion, to compassion, acceptance of others, the aggregate and sub-values were measured ability to adapt and caring about educational on a scale from 1 to 5, so the supposed acceptance of incentives. This is also consistent with minimum limit of values possession is 3 others, the ability the results of student tests. Specialists marks. to adapt and participating in the workshop believe that Table 2-5-7 shows that the marks of caring about these skills are strong as a result of the students ranged between 2.41 and 4.66, i.e. educational approach followed by the educational no student received the full mark. Results system, various cultures within UAE also showed that students are strong in incentives society, openness to others, technological the aggregate values as the average of development and family upbringing. their marks was 3.77. This exceeded the supposed minimum limit by 0.77. The VALUES standard deviation also indicates that there was not any discrepancy in students’ The scale of values adapted by the study scores, and that their levels were close contained four groups. The Àrst includes in general. By analysing the differences conative values (such as love of knowledge, between males and females, it was found having an open mind for accepting new that females were more successful than

TABLE 2-5-7 Results of aggregate values Total score of values ranges from 1 to 5

Standard Statistical differences Average (Arithmetic mean) Standard deviation Lowest Highest deviation between males and score score Males Females Total Males Females females 3.66 3.87 3.77 0.33 0.32 0.34 2.41 4.66 In favour of females

TABLE 2-5-8 Results of detailed value Total scores range from 1 to 5

Standard Statistical Average (Arithmetic mean) Standard Lowest Highest deviation differences between deviation score score Males Females Total Males Females males and females Cognitive values 3.78 3.92 3.86 0.46 0.43 0.45 1.84 4.89 In favour of females Conative values 3.72 3.98 3.86 0.41 0.36 0.44 2.26 5 In favour of females Social values 3.63 3.76 3.70 0.43 0.41 0.39 2.38 4.75 In favour of females Universal values 3.55 3.86 3.72 0.40 0.41 0.43 1 4.85 In favour of females

344 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-5-8 Comparison of average arithmetic means of values for total sample males and females

5 4.5 3.86 3.86 3.7 3.72 4 3.5 3 2.5 The required minimum score 2 1.5 It could be said

Students' scores out of 5 1 Cognitive values Conative values Social values Universal values that students have a positive desire towards the males. The same was also true in the total that the values – at least the cognitive ones cognitive and conative skills. – would be weak. However, the results in different values, It is worth noting that when we Table 2-5-8 did not indicate so. Therefore, but they could talk about values, we quote students’ it could be said that students have a positive not translate statements which are indicators for their desire towards the different values, but this approach to trends, but not necessarily for what they they could not translate this approach to actually possess or practice. behaviours and practices in the real world. behaviours and Direct comparison between the studied This also applies to social values; the results practices in the value categories indicated the presence of the skills and workshop conÀrmed real world. of two different groups (with statistically that values related to dealing with others, signiÀcant differences). The Àrst category such as understanding, compassion and includes cognitive and conative values, tolerance, were the dominating values. The U A E while the second includes universal and same is also true for conative values. This is CASE STUDY social values. The Àrst values are equal in consistent with the results of the conative the arithmetic mean (3.86), which exceeds skills, which suggested that the educational the minimum limit supposed for possessing system enhances values of self-esteem, the values by 0.86. This indicates that they trust, inspiration, dignity and respect. prevail in students. On the other hand, the degree of possessing universal and social STUDENTS’ READINESS IN values decreases, as their averages were TERMS OF 9ALUES 3.72 and 3.7 respectively. However, it is still higher than the supposed minimum The scores obtained by students allowed limit for possessing values. Regarding us to classify most of them into the two the gender variable, females achieved high levels in the readiness scale: 70.8% of statistically signiÀcant differences over them are in the process of being ready and males in all cognitive, conative, social and 27.7% of them already ready. This situation universal values. differs from what we have recorded for the We here indicate again that what cognitive skills level, but still close to what students stated is the degree of possessing has been recorded for the conative level. the four groups of values. Here, we Ànd Considering the category of ‘ready’ a contradiction, especially due to the fact students, we Ànd that students are more that skills in general, and cognitive skills in ready at the level of conative and cognitive particular, were weak while it was expected values, followed by universal values and

UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 345 Ànally the social one. However, the situation that they have them. The teachers said is generally less bad than the status of skills they cared for all values equally, as the because students, except for a small minority, analysis found no statistically signiÀcant possess the minimum limit of values that put differences. In addition, all types of them either near readiness/in the process of values, whether cognitive, conative, social being ready or already ready. or universal, showed no difference in By researching the number of students importance according to the teachers’ who reached the fourth level in all values views, as teachers believe that these (readiness), we found 79 students (5.7% of values are important and play a role in the participating students in the study), while preparation for the knowledge society (See no student was still in the Àrst level (not table m2-16 in the Appendix). ready) in all values. Regarding teachers’ opinions about the The possession of different values by extent of students’ possession of values, the students – even if they were not translated analysis revealed that teachers believe that into the real world – is an important and students have medium degrees of values, necessary indicator that should be taken which were generally lower than the degrees The possession of into account by teachers, curriculum believed by the students themselves, i.e. different values by developers and educational departments. teachers provided lower estimates for the students – even The possession of these values helps students’ possession of values or students if they were not greatly in enhancing and training in such provided higher estimate for their possession values for transforming them later to a of values. From the teachers’ point of view, translated into behaviour that produces skills gained and statistically signiÀcant differences appeared the real world – is practiced by students. between their strength in students, except an important and For a more comprehensive view about for conative and universal ones. Cognitive necessary indicator students’ readiness in terms of values, we values were the weakest for students (See conducted a survey on the opinions of Table m2-17 in the Appendix). that should be teachers on values that students were asked Considering the results of the workshop taken into account about and to what extent it is important that was held in the UAE with an elite by teachers, curriculum FIGURE 2-5-9 developers and Students’ readiness in terms of values educational departments Aggregate values

Universal values

Social values

Conative values

Cognitive values

0% 20% 40% 60% 80% 100%

Cognitive Conative Social Universal Aggregate values values values values values Not ready (less than 25% of total score) 0.1 0 0 0.1 0 In early stages of being ready (25% to 50% of the score) 4.3 4.5 5.9 4.9 1.5 In the process of being ready (50% to 75% of the score) 56.8 56.3 73.9 69.3 70.8 Ready (75% or more of the score) 38.8 39.2 20.2 25.7 27.7

346 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-5-10 Views of participants in the workshop about the importance of values and their availability among the youth

Values to be available Existing values in the youth

14 12 10 8 6 4 2 0 action Ambition affiliation Desire for Desire Feeling of and trusts persistence knowledge Striving and Protection of Protection Responsibility Independence responsibilities responsibilities self-censorship and innovation of thought and Self-confidence Spirit of morality Self-honesty and

The experts group of academics, experts and decision- weakest future generation values are those makers in the Àeld of preparing the youth related to responsibility, striving, persistence, found that the generation for the knowledge society, we independence of thought and spirit of weakest future found the values that participants believe morality and innovation, which are all related generation values the youth strongly possess are the desire to knowledge and greatly affect cognitive are those related for knowledge, understanding, compassion, skills. Experts attributed the reasons for to responsibility, tolerance, solidarity with others and weakness in these values to welfare, luxury, openness to others. Considering these increased dependency on others, the striving, values, we see that they represent the traditional educational system, which failed persistence, values that are deeply rooted in students, to instil the spirit of striving, persistence and independence of and therefore, they translated them into desiring education, in addition to the weak U A E thought and spirit CASE STUDY behaviours and skills that clearly appear role of the family and media, the absence of in positive results obtained by students in the spirit of competition, initiative, as well of morality and conative and social skills. as weakness in public activities. innovation, which The experts attributed the reasons are all related to for the strength of these values in the ENABLING ENVIRONMENTS knowledge and future generation to the nature of society, greatly affect religious upbringing, cultural diversity and T+E IMPACT OF ENABLIN* the population structure, which are all EN9IRONMENTS ON SKILLS cognitive skills factors that often enhance the values of AND 9ALUES compassion and tolerance to others. It is also attributed to the youth’s enthusiasm, Based on the student survey, the enabling the desire to achieve their goals and coping environments were summarised by the with the real world. following variables: By examining values, which the experts ‡ Family structure: an integrated family participating in the workshop believed (father, mother and children) or single- were weak for the future generation but parent family (absence of father necessary for accessing the knowledge or mother due to divorce, death or society, we note that most of these values migration) are cognitive values that affect cognitive ‡ Father’s educational level skills, which clearly appeared weak in the ‡ Mother’s educational level students’ testing. The experts found that the ‡ Family’s interest in student’s study

UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 347 ‡ Family’s Ànancial welfare level that affected possession of social skills by ‡ Educational welfare at home 3.9%. In addition, there was one factor ‡ Educational welfare in the local that affected possession of conative skills environment by 6.0%, while there are three factors that ‡ Educational welfare at school affected possession of universal skills by ‡ The family’s method of upbringing 8.3%. The results indicate the great impact Skills of the family’s method of upbringing on the future generation’s possession of Regression analysis showed that among the various values. It is certain that possession above factors in the enabling environments, of cognitive values is also affected by the there are Àve that affect the youth’s school environment. Social values and possession of cognitive skills by 8.7%. conative values were not inÁuenced by Three changes were found to signiÀcantly the school context or what is happening affect the possession of conative skills by in the surrounding environment, as the 4.1%, while two changes indicatively affect inÁuence of the family dominated the the possession of social skills by 2.6% (See future generation’s possession of two Considering table m2-25 in the Appendix). skills. It is also noted that the Ànancial the enabling Considering the enabling environments welfare level within the family again plays a environments that affect the future generation’s negative role in the possession of universal that affect the possession of different skills, we found values. This may result from the fact that future generation’s that the family’s method of upbringing and wealthy individuals do not care for what is the educational welfare at home positively happening in the world or have the desire possession of affected the possession of the three skills. to possess universal values. different skills, we The family’s care for the student and their We note that most changes appearing found that the education, the method of upbringing in the models are closely related to the family’s method and the methods followed by parents family and then to the school, which means for dealing with the student, in addition that the family, with its educational and of upbringing and to providing what is required and some Ànancial facilities, as well as the ability to the educational stories, books and tools, would certainly monitor children, may play an important welfare at home help the student to possess various skills. role in enabling them to gain the main positively affected It was also clear that the Ànancial welfare skills and values. It is worth mentioning of the family negatively affected the here that these changes do not explain the possession of student’s possession of cognitive skills. all differences among students, i.e. they the three skills This may mean that wealthy students are are not the only changes that deÀne the less interested in obtaining knowledge degree of gaining skills and values, as their compared to their peers. Educational inÁuence ranged between 2.6% and 9.5%, welfare at school also affected the conative indicating that there are other factors that skills of students, i.e. the more school affect the process of enabling students is prepared as an attractive educational (See table m2-26 in the Appendix). environment, the more students feel pride, It is worth mentioning here that the self-esteem and, consequently, it increases inÁuence of educational welfare in local the motivation to learn. environments on the skills and values of the future generation disappeared, despite Values expenditures and efforts made by the state for supporting that side, which appeared Regression analysis showed that among in the availability of public and electronic the above enabling environments, there libraries, book fairs, cultural festivals and are three factors that affected possession other events. This refers to the beneÀt of cognitive skills by 9.5% and one factor from these events by categories other

348 ARAB KNOWLEDGE REPORT 2010/2011 than youth, or to the fact that the future good relationships with their colleagues, generation did not realise the importance and this allows them to understand of these events and did not want to attend school subjects easily and feel safe and them. secure within the school. Approximately 75% of teachers participating in the OPINIONS OF STUDENTS, questionnaire completely agreed that TEAC+ERS AND E;PERTS ON there are good relationships and mutual ENABLIN* EN9IRONMENTS respect between them and the students. This percentage increased to 82.8% who A questionnaire was used to seek students’ completely agreed that there is mutual opinions on their surrounding school respect between teachers and parents. The and social environments, and to the highest percentage, i.e. 91.9%, expressed extent they are satisÀed with them, as complete agreement on mutual respect well as ascertaining whether the required with other. This may seem reasonable in proper environment that can participate the work culture within the UAE, which effectively in accessing the knowledge is characterised by stability and respect society is available or not. for others. The most remarkable response was a lack of communication between Students’ opinions on the teachers and parents, which is necessary school environment for exchanging views about student The sample issues, as 29.8% of teachers denied any responses The questionnaire results indicated that periodical meetings (See Table m2-18 emphasised that the students’ relationships within the in the Appendix). This indicated that students have a school are good in general, as the majority a large percentage of parents do not of them ‘totally agree’ or ‘somewhat agree’ communicate with teachers as to the level proper educational with the positive features mentioned above, of their children or try to participate in atmosphere and a either regarding the good environment for solving their problems. good social life and education in the school or the atmosphere We notice that students’ opinions were good relationships of good relationships within the school. positive towards the school as a healthy U A E with their teachers CASE STUDY The sample responses emphasised enabling environment; the majority of that students have a proper educational responses were ‘completely agree’ followed atmosphere and a good social life and by ‘somewhat agree’. The sample said that good relationships with their teachers, there are healthy environments inside the as 71.4% of students completely agreed, school for students, such as the availability of and 75% completely agreed that they have an equipped school clinic (61.1% completely

TABLE 2-5-9 Students’ opinions on the school and their relation to its components 

Completely Somewhat Disagree Completely agree agree disagree

A. I can easily understand school subjects. 27.4 63.3 7.2 2.1 B. My school strengthens my desire for 39.8 45.1 9.6 5.5 learning and excellence. C. I feel safe and comfortable at school. 52.3 34.5 8.9 4.3 D. I have good relations with my teachers 71.4 23.2 3.7 1.7 (mutual respect). E. I have good relations with my school 75 20.2 3.4 1.4 friends. F. My school prepares me well for the 51.9 37 6.6 4.5 future.

UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 349 TABLE 2-5-10 Students’ opinions on the healthy enabling environments 

Completely Disagree Somewhat Completely disagree agree agree

A. The school offers periodical medical check- 3.2 6.2 34.8 55.8 ups for students. B. The school offers all students medications free 3 7.5 30.2 59.3 of charge. C. The school clinic is fully equipped (bed, 4 7.8 27.1 61.1 examination equipment, primary medications). D. The school organises health campaigns 5113252 combating unexpected epidemics. H. The school conducts awareness programmes 4.2 8.5 29.9 57.4 against dangerous diseases. I. The school has a social worker who helps 7.7 12.3 27.7 52.3 students solve their social problems. J. The school has an educational guide/ psychologist to help students deal with their 11.6 13.4 27.5 47.5 psychological problems. Students’ K. We study issues related to health education. 9.7 15.6 34.3 40.4 perspectives differ with those of the agree) and (27.1% somewhat agree). organised way, thus qualifying them to be experts from the Students’ responses also ranged between able to live within a society in which they (55.8% completely agree) and (34.8% have thinking skills, abilities and proper workshop who somewhat agree) regarding the availability human values that suit the knowledge confirmed the of medical check-ups. The sample showed society. weak presence of an interest in the psychological and social Generally, the workshop participants psychologists and care for students, as 52.3% of students indicated that there are infrastructure social workers completely agree on the availability of a environments, such as the required proper social worker and 47.5% agree on the health care, protection and treatment availability of a psychologist. services provided by the Ministry of Students’ perspectives differ with Health, the Health Authority Abu those of the experts from the workshop Dhabi, and Dubai Health Authority, and who conÀrmed the weak presence of infrastructure for obtaining knowledge with psychologists and social workers. This is the existence of a large number of public attributed to the lack of training centres and private authorities and institutions that and qualiÀed human cadres to provide are interested in the technological aspects psychological and social advice for that can spread the culture of knowledge, students. The opinion may be correct for and provide material and professional psychologists, but there is a social worker incentives for students who search for in each school, and they play an important knowledge. This is done through giving the role. However, they have a large burden as future generation the opportunity to receive usually, only one social worker is appointed free university education inside or outside for each school. The fact is that students the UAE through scholarships, as well as in the secondary stage or in the state of providing the technology required for physical and psychological change need a searching for information. The availability person who can understand their feelings, of such enabling environments is due to discuss their problems, help tackle their the efforts made by the state and its material problems, answer their questions and instil capabilities. The workshop participants in them the sense of dialogue, discussion indicated that the weakest environment and exchange of views in a practical and are the psychological and social services

350 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-5-11 Views of participants in the workshop about the most important of environments and their availability among the youth

Environments to be available Highly existing environments

25 20 15 10 5 0 The workshop brain participants freedom knowledge for students indicated that

knowledge to all the weakest

representative councils representative environment are confidence in officials and infrastructure for obtaining infrastructure An environment that shows An environment the psychological An environment that spreads that spreads An environment people for life-long education An environment that provides that provides An environment that provides An environment that provides An environment An environment that provides that provides An environment educational base that prepares educational base that prepares building a balanced personality necessary health care for sound necessary health care equal responsibilities and duties equal responsibilities An environment that provides an that provides An environment psychological and social inclusion An environment that respects the that respects An environment and social An environment that provides the that provides An environment An environment that dedicates for An environment materialistic/professional incentives materialistic/professional proper family atmosphere that helps family atmosphere proper services provided to students. They attributed provided to students. They attributed this same with language labs, as 65.3% pointed this to family to family disintegration, an increase in out that there are no labs for languages in wealth and divorce rates, economic factors their schools. This may be attributed to the disintegration, and the fast social changes in UAE society. attention to scientiÀc subjects and neglect an increase in Considering the opinions of decision- of languages, especially foreign languages. wealth and divorce makers and experts who participated in the This is an issue that must be reconsidered U A E rates, economic CASE STUDY workshop and the opinions of students when preparing the future generation in the enabling environments, we can for the knowledge society, as one of its factors and the conclude that the infrastructure is friendly, main components is mastering languages, fast social changes but other enabling environments must be especially English. 72.9% of teachers in UAE society provided, such as advanced curricula, tools emphasised the necessity of connecting and teaching methods and educational schools to the internet; however, only 20% and administrative authorities that can said that schools provide each teacher with develop the future generation’s skills. In a computer in good condition. It is known other words, there should be harmony that such equipment and services are of between the enabling environments great importance for developing different and the infrastructure that provides an types of skills, and that the provision of educational base that prepares people for instruments and equipment is one of the life-long education and spreads knowledge main requirements needed for accessing to all who would help the youth access the the knowledge society (See Table m2-19 in knowledge society. the Appendix). Teachers were asked their opinions on 42.1% of teachers believe that the school the enabling environments available for sometimes helps students with learning students within schools in terms of available difficulties and provides encouraging educational tools and equipment in schools. incentives for 35.1% of distinguished 82.4% agreed that schools have scientiÀc students. There is a similarity between the labs in good condition. The case is not the opinions of workshop participants and

UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 351 teachers regarding the lack of specialists, personally decide within their families; a especially psychologists in schools, where high percentage that exceeded 60%, as well 39% of teachers pointed out the rareness as to think (58.2%), while the freedom of or absence of specialists, while 29.1% scientiÀc choice was slightly lower (45.7%). indicated that those specialists sometimes This was mostly attributed to the fact that exist (See Table m2-20 in the Appendix). parents greatly interfere in the process of 50.4% said that they ‘somewhat agree’ choosing the Àeld of study or specialty that the role of the school has become for their children, believing that they will a secondary one in providing students better choose the correct choice for them, with science and knowledge, and it is no especially for females. longer the place that provides them with Teachers declared that they have the what they need. This may be attributed to freedom of choice, either absolute or the decrease in the role of the school and major, in many Àelds, especially in personal availability of other competing resources choices (33.8%, absolute freedom, and for knowledge in society. We also cannot 36.1% major freedom). The absolute exclude the fact that the social culture freedom rate for scientiÀc choices fell to and the future view of work play a major 28.8%, while professional choices were When schools role in conÀrming such views. This may 50.8% (15.2% absolute freedom, and cannot motivate be boosted by the feeling of teachers to 35.6% major freedom), (See Table m2-21 in students to learn, believe that the methods used in schools the Appendix). This suggests that half of do not motivate students to obtain the participating teachers agreed that the there will be a knowledge (21.4% of teachers completely range of professional freedom is low, which problem with their agreed, while 46.6% somewhat agreed) is certainly an expected result in the light of role as an enabling (See Table m2-15 in the Appendix). This previous results that conÀrmed compliance environment for the negative attitude may be due to the fact of teachers with curricula, teaching methods knowledge society that teachers in most schools – except for and assessment techniques. model schools or public-private schools Considering public political life, students’ sometimes – are executers and not partners answers indicated that they do not tend to in preparing curricula and activities they participate, as more than half (57%) of the receive from educational departments. students sampled declared that they did not When schools cannot motivate students participate politically. Only 25% of students to learn, there will be a problem with their answered that they did. role as an enabling environment for the This answer reÁects a conviction of knowledge society. the youth that policy matters are limited to politicians and rulers who sponsor the Students’ opinions on surrounding interests of the country. We also cannot enabling environments deny the family’s efforts made in instilling this concepts in their children. It was noticed Students’ answers indicated that they that the students’ opinions regarding the enjoy a reasonable degree of freedom, social and legal enabling environments were as they have the freedom to choose and positive, but with reservations, as 49.8%

TABLE 2-5-11 Students’ opinions on the freedom available for choosing 

Much freedom Moderate freedom Little freedom No freedom A. Personal options 62.2 33.3 3.9 0.7 B. Scientific options 45.7 46.8 6.3 1.3 C. Intellectual options 58.2 33.7 6.5 1.6

352 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-5-12 Views of students about political participation

Yes, I tend Yes, I am willing Abstention for political for political 13% Abstention participation 14% participation 30% 25%

I am willing 61% I do not tend for political participation 57%

agreed that laws are applied within the one is the skill for future planning, and the school at a slightly lower degree, i.e. 45.4%, highest one is the skill for self-esteem and than within the community in general. More educational motivation; all are conative than a third of the sample ‘somewhat agreed’ skills. Results also indicated that there is that there are strict laws, either in school or a clear weakness in the cognitive skills, the society, indicating that such laws are despite the availability of educational and not ideally applied. Some students did not healthy environments inside and outside deny some problems in the society such the school, as conÀrmed by students and As for sub-skills, as ‘favouritism’, albiet a small percentage teachers. This takes us again to the previous we found that the (See Table m2-22 in the Appendix). It was question regarding the effectiveness also noted that the students have more of such environments in preparing the weakest one is trust in government-run media than non- future generation, in addition to another the skill for future U A E CASE STUDY government run media (See Tables m2-23 question: Will these environments remain planning, and the and m2-24 in the Appendix). This may a factor that does not affect the skills of highest one is the be true, as the UAE has good media that students, or can they convert the students’ is quietly open, featuring the professional convictions – appearing clearly in the skill for self-esteem spirit and transmitting various opinions values of their answers – to the cognitive and educational clearly with an approach to rooting the skills required for accessing the knowledge motivation; all are identity of the community and acquisitions. society? conative skills CONCLUSION

In light of previous results, we found that ‘aggregate values’ came first in terms of possession that enable students to be ‘ready’, as results showed that approximately 27.7% of students were ready to access the knowledge society, followed by ‘aggregate social skills’ with 14.3%, then ‘aggregate conative skills’ with 4.7%, and Ànally ‘aggregate cognitive skills’ for which no student was prepared. As for sub-skills, we found that the weakest

UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 353 354 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 2-6 SYSTEM OF ACTION TOWARDS THE KNOWLEDGE SOCIETY

INTRODUCTION the state in establishing schools throughout the UAE and providing education to all The Àrst four chapters of the UAE case study school-aged children of Emirati citizens. included a discussion of the development level The state also established public universities in the UAE and a discussion of the system of and a chain of colleges that provide upbringing, including educational institutions education free of charge for UAE students. and other social upbringing institutions, such The UAE encourages its citizens to study as the family, media and prevailing norms. abroad to acquire academic qualiÀcations at In addition, the conditions of the enabling university, as well as post-graduate studies The UAE environments and their relationship to the through scholarships it provides for those encourages future generation’s readiness for accessing the young people willing to learn. The state knowledge society were surveyed. The Àeld has utilised information from international its citizens to study in Chapter Five discussed the different experiments, such as supporting study abroad to dimensions of the levels of readiness of the decentralisation in the educational affairs acquire academic future generation in terms of the knowledge, department. It permits the establishment of qualifications at skills, values and enabling environments for different educational boards in each emirate, such access. allowing good education management and university, as well In completing the research, this chapter local development. The state was not only as post-graduate provides a vision for the system of movement interested in providing public education to studies through U A E CASE STUDY towards the preparation of the Emirati future its citizens, but also in establishing a private scholarships it generation to effectively participate in establishing educational system parallel to the public provides for those the knowledge society. Chapter Six focuses one and in harmony with the demographic on four main topics: the will of the Emirati privacy of the state, in which many expatriates young people community to move towards the knowledge live and work in a large ratio that exceeded willing to learn society, readiness and ability of the society, the number of Emirati citizens. The country especially the youth to progress, mechanisms of implemented the private educational system moving towards the positive involvement in the by establishing the Knowledge Village, knowledge society and securing the requirements which is a destination for foreign and of this progression. international universities, training centres, and human development centres in the THE WILLINGNESS TO ACT Middle East region. It established a free zone in Dubai for universities and post- UAE society has realised the value of human graduate education, assisting investors who resources. This was the main incentive are interested in the knowledge and science for the special interest in building the sectors in establishing university branches capabilities of the Emirati future generation. and centres. In other emirates, there are This was clear in the great support provided many international universities, development to education and the dedication to enable centres and human development centres in development and establish the knowledge different Àelds (See Chapter Two of the society. This was evident in the interest of UAE case study).

UAE CASE STUDY: SYSTEM OF ACTION TOWARDS THE KNOWLEDGE SOCIETY 355 The UAE took major steps in modern abundance, we Ànd that most youth technology and internet use in all state and (more than 70% of males for example) community facilities and made it the means tend to become involved in governmental of communication for various facilities, and administrative works of Ànancial which contributed to expanding the scope beneÀt, while they clearly avoid engaging of knowledge and science to a wide range in works directly related to the processes of individuals. This expansion, in addition of establishing society and the knowledge to advanced communication services, led economy, especially those related to to the development of individual skills and production, technology, scientiÀc research knowledge. and innovation. The absence of the real The UAE was interested in innovation incentive for youth and a concentration on as a knowledge advancement indicator; consuming the outcomes of knowledge There is no doubt therefore, many institutions that sponsored that are different goods without real that the current science, literature and artiÀcial innovation involvement in knowledge production or were established. Many awards appeared the processes of dedicating such outcomes developments in throughout the state and in different for development is a real challenge for the media system emirates that sponsor innovation and society within the UAE. and the spread innovators. The state is also interested of many Emirati in establishing public libraries in most READINESS AND THE emirates to spread the culture of reading ABILITY TO ACT satellite channels and knowledge, including Dubai Public are an outlet Library, Sharjah Public Library and Zayed The results of the Àeld study, conducted for providing Library in Al Ain. for preparing the UAE case study, knowledge and The state also focuses on the media emphasised that 26.8% of the examined participation in and openness to the world. There is no students lacked the minimum cognitive doubt that the current developments in skills (which include the skills of problem formulating the the media system and the spread of many solving, information processing, written features of the Emirati satellite channels are an outlet for communication and technology use), which future society providing knowledge and participation are among the main skills that prepare them in formulating the features of the future to access the knowledge society. 65.1% of society. them are at the beginning of acquiring Different efforts made by state and these skills, i.e. approximately 92% of society institutions reÁect good intentions students are below the level required for and conÀrm the willingness to cope with accessing the knowledge society. Only 8% the developed states. of students were in the phase of acquiring The UAE, with the efforts made over these skills which no one in the examined the last years, has provided youth with the group had achieved. This suggests that proper environments that help them with the system for upbringing in the UAE, effectively accessing the knowledge society whether educational or social, could not and which ensures the general formal enable students to obtain the cognitive political and social desire for moving skills needed and required in this age. This towards achieving that goal. However, conÀrms that a lot of attention should the will of decision-makers and society be paid to this system and to applying institutions should be in line with a real signiÀcant changes in curricula, teaching desire from the future generation itself methods, evaluation methods, professional to move towards the knowledge society. development for teachers and other issues This leads to an important issue within related to the system of upbringing in the Emirati society that relates to motivating UAE community as a whole, in order to the future generation towards that goal. enable the UAE youth to acquire skills In that study characterised by material and values required for accessing the

356 ARAB KNOWLEDGE REPORT 2010/2011 knowledge society. country is not suitable for establishing an The results were slightly better in terms effective knowledge society. of the conative skills (such as self-esteem Admitting that the educational system is and maintaining learning motivation), and still weak and that its output is unsuited to social skills (such as communicating with the knowledge age is the Àrst step towards others and team work). Results of the reform. Is this attributed to the prevailing Àeld study conÀrmed that most students traditional education and evaluation participating in the test were either in the patterns? Or to some patterns that prevail Admitting that the process of being ready or ready (77.9% for in families, making the learner negligent educational system conative skills and 63.7% for social skills). regarding learning? Or to low motivation as Results remarkably improved on the level a result of the economic welfare and future is still weak and of values, as the percentage of those who assurance? Or to all these factors together? that its output is are ready or in the process of being ready The results of the workshop and the unsuited to the was 98.5% of the total sample. However, teachers’ surveys conducted for preparing knowledge age stating these values and approaches by the UAE case study indicated that the students does not necessarily mean they system of education is often dominated by is the first step are reÁected in their daily practices. the pattern of traditional assessment based towards reform Considering these aggregate results, the mostly on written exams that concentrate gap appears very wide between the level on memorising and memory. This relates of current cognitive skills in participating to the traditional pattern of teaching, in students and the knowledge requirements which the learner is a passive receiver of needed for accessing the knowledge information which he memorises for the society, contrary to the conative and social day of the exam. The good teacher has skills or even values. This necessitates become the one who can assist students to reconsidering the quality of the educational memorise the subject to remember it during system and trying to repair its directions, the exam. The challenge of this pattern of goals and practices towards building the education is that it became the prevailing knowledge society. This analysis seems pattern dedicated to the culture of negativity correct as other studies emphasise that towards knowledge, silence and dependence U A E the educational level is lower than all other on the teacher. Hence, the student remains CASE STUDY development indicators in the country. the same throughout their schooling until The Knowledge Economy Index of the graduation given information, memorising World Bank suggested that the Education and restoring it until they loses the spirit of and Human Resources Index Value is 4.9 thinking and innovation. out of 10 which is considered to be below The matter is not limited to the the accepted level, while the UAE achieved educational system. The results of the advanced levels according to the value of Àeld study of the enabling environments the Economic Incentives and Institutional showed that the Ànancial welfare of the System Index (6.75); the value of the family negatively affects the students’ ICT Index was 8.59, and the value of the possession of cognitive skills. This may Innovation System Index was 6.69. In mean that students living in luxury are addition to the fact that graduates of public less interested in obtaining knowledge higher educational institutions are unable compared to their peers. The family to often enrol in the university directly, they also plays an important role - maybe the often need a preparatory year in which they most important role - in the possession study the English language and computer. of the future generation’s various values, Hence, education in the UAE does not especially knowledge values. Therefore, cope with the economic, technological and what we need is to change the attitude informational development in the country, of the family and the society towards which conÀrms that the system in the the concept of acquiring education and

UAE CASE STUDY: SYSTEM OF ACTION TOWARDS THE KNOWLEDGE SOCIETY 357 knowledge as the real standard for social (UNDP and Mohammed bin Rashid Al and economic development. Maktoum Foundation, 2009). This situation sheds light on the gap As for the method which can enable between educational plans and strategies youth to effectively become involved in the developed by the Ministry and education knowledge society in the UAE, it consists of councils and on practices and results in three main axes. The Àrst axis is cognitive the real world. General attitudes toward enablement; it is achieved through creating reform and written policies emphasise an educational environment which spreads in the different forms that education the culture of establishing knowledge focuses on the student, the development and a culture of education and life-long of their cognitive and social abilities which education for all, an environment that prepares them for the knowledge society. provides the necessary infrastructure for Regarding practical performance, the Àeld obtaining knowledge. The second axis is study of the report suggested that the conative enablement, through creating an future generation is weak in these skills, environment that provides a sound family particularly the cognitive skill, required atmosphere that helps to form a balanced for living in the knowledge society. personality, an environment that provides The results of the Family and society institutions could not medical and psychological care necessary field study and the compensate for this deÀciency. Therefore, for a balanced and sound mind. The attention should be given to resuming and third axis is societal enablement, through results of other implementing national strategies and plans creating an environment that respects the studies should for the successful execution of such plans freedom of thought, opinion and belief, an not be a source in reality. environment that emphasises the principle of pessimism but The results of the Àeld study and the of equality in rights and duties. In fact, it is results of other studies should not be a very difÀcult to imagine working on one of rather should be source of pessimism but rather should these axes without the others, because the an incentive to be be an incentive to be aware of the reality, matter requires working on them all at the aware of the reality, and make more serious decisions and set same time. As for cognitive enablement, the and make more sufÀcient work strategies to achieve more Àrst point of action is the real knowledge serious decisions positive results. of the awareness of the nature and style of education in the knowledge society. and set sufficient METHOD AND MECHANISMS Education in the knowledge society work strategies OF ACTION creates learning communities in classes to achieve more and schools between students and teachers positive results Knowledge, freedom and development; (DuFour and Eker, English, 2008). It also none of them can prosper in the absence allows students to learn individually or of the others. The freedom of thinking collectively in a way that helps them acquire and expression represents the main the ability to generate and employ new component of the enabling environments knowledge. It is an education that cares that contribute to developing knowledge for learning and obtains beneÀts more performance and development. Therefore, than concentrating on school achievement the effective action for establishing the and getting grades on exams. This can only knowledge society in the UAE - or in be achieved through research, surveying, any other Arab country - should be and problem solving. This education can based on three main pillars: broadening only be achieved through an educational the freedom of thought and expression, environment that cares for fulÀlling openness and effective communication learners’ needs for knowledge and with the revolution of knowledge and considers the learner as a person who has technology and a better response to the ability to learn, in addition to providing the developmental needs of the society highly qualiÀed teachers, modern curricula

358 ARAB KNOWLEDGE REPORT 2010/2011 developed in terms of content and teaching mean only the father, mother and brothers, strategies that concentrate on the learner, but instead the extended family, including effective evaluation methods that focus on grandparents and relatives. There are improving learning and not for monitoring important topics that should be discussed educational achievements, as well as in UAE society that may negatively affect modern facilities and equipment that Àt sons, such as early marriage, young fathers the current age. This kind of education not having a lot of experience in educating and learning can only be achieved through their children, the rising rate of divorce, the availability of societal experiences for polygamy and its inÁuence on children and learners in all environments in which they dependence on servants who may play the live. The core of these experiences should roles of mothers while dealing with a lot be the culture of freedom, democracy, of the children’s needs. Attention should transparency, accountability on one hand, also be given to the emotional aspect Societal and modernisation, use of rational and at school. It is true that there is a social enablement scientiÀc styles and cooperation on the worker who contributes to discussing and can be achieved other hand. solving the students’ family problems, but through creating an No doubt that the provision of highly the matter also requires a psychologist to qualiÀed teachers who have the knowledge, be at school – following the pattern used environment that skills and values that help students to by several countries – especially in the respects freedom possess them, is one of the mechanisms secondary school stage, as young men and of thought, opinion that help students to access the knowledge women undergo the stage of adolescence and belief, an society. Should teachers in the country be and changes in behaviour and temper. environment that unable to access the knowledge society The role of social workers is not limited and participate in it, they will never be able to solving problems, but also helping emphasises the to teach their students to do so. Teachers teachers increase students’ self-conÀdence, principle of equality of the knowledge society can practice motivating them to learn and discussing in rights and duties thinking and self-criticism for deÀning their future. their needs and then work to promote Societal enablement can be achieved their level. They are teachers, they should through creating an environment that U A E consider their practices, and they should respects freedom of thought, opinion and CASE STUDY care about promoting their knowledge belief, an environment that emphasises the and skills continuously, and tend to work principle of equality in rights and duties. in teams and refuse isolation in teaching Societal enablement is achieved through and work (Watkins, 2005). We are in need the country’s policies, institutions and a new culture in which the teacher is different mass media. The country enacted seen as someone passing through various laws that guarantee gender equality and developmental phases, starting from decrease the gap between them at work. preparation at the university until working The Emirati constitution also guarantees in a school, to master their work when they gender equality, but the constraints can cope with all modernisation and when against women’s empowerment in society they can qualify their students to absorb were brought about by socially inherited the developments of this age and cope traditions, which still consider the role of with them. the woman as a traditional one as a wife Conative enablement concentrates on and mother. Therefore, there is a need for providing a sound family and school caring for the role of the woman in society, atmosphere that helps build a balanced not only as she represents half the society personality. Therefore, there should be and a main partner in preparing the future education about the role of the family and generation, but also as she has knowledge, its importance in building the personality skills and certiÀcates (Gonzales, 2008), of its members. By the family we do not allowing her to perform new social,

UAE CASE STUDY: SYSTEM OF ACTION TOWARDS THE KNOWLEDGE SOCIETY 359 economic and political roles that Àt her UAE vision 2021 is a must. In its third position. element, it necessitates building a, “varied The other side of societal enablement and Áexible knowledge economy led by lies in the freedom of thought, expression, the skilled Emirati talents and enhanced belief, acceptance of other opinions and by experience which ensures long-term thinking in a way that is different from prosperity for the UAE.” the prevailing one. This point is related to It is necessary for the UAE to quickly the pillar of freedom. Feeling free in the implement and activate the 2010-2020 ability to express opinions should prevail educational strategic plan that aims within the society. The media should play at “improving students’ educational its role in establishing the knowledge achievement, preparing a proper school society through specialised channels and environment, developing citizenship programmes to spread the general culture, spirit, developing curricula, improving reading, discovery of talents, provision performance of teachers, providing school of technology, and concern for scientiÀc needs, standardising assessment systems, research. The media should continue its including for the disabled, achieving role of enhancing the culture of tolerance, high quality public education, activating Emirati society coexistence and prevent discrimination in participation of parents and building contains great all forms. A free media can tackle issues citizenship oriented capabilities in the youth potential. objectively and discuss important matters. Àeld of education.” Expansion in teaching Emirati society contains great youth languages and ICT in schools and universities The UAE must potential. The UAE must exploit and for helping youth with communication exploit and develop this youth power without and openness is of great importance. It develop this youth underestimating its role in the establishment is also necessary for the UAE to expand power without of the society. Listening to the youth, participation in international assessments as fulÀlling their needs and making them a references used for measuring the extent of underestimating part of the development process must be developing students’ capabilities, compared its role in the taken into consideration. However, a large to students of other countries. We cannot establishment percentage suffers from low educational fail in this context to emphasise the need of the society incentives. This is considered a major to link the educational system with the problem that must be discussed and overall objectives for sustainable human solved. If the state provides public job development in order to improve people opportunities and preserves jobs for its and society. youth, it is unacceptable that the youth There are certain issues to be addressed should depend on this and subsequently regarding securing action requirements lose their desire for education, knowledge and maintaining sustainability of the and learning. knowledge society, such as education and obtaining knowledge as a lifestyle SECURING ACTION that lasts from birth to death and rooting REQUIREMENTS such a concept in the expansion of pre- school programmes, adult education, After being aware of the method of public libraries and training and education involvement in the knowledge society centres. In this context, caring for youth is and the mechanisms required for such a top priority. This can be done through a step, care must be taken to secure the establishing and supporting governmental requirements of action and accelerate and and private entities that address youth enhance the process of involving Emirati issues and strengthen the opportunities youth in the knowledge society. In light available for them to express themselves, of the availability of Ànancial resources their problems, their future and their and political will, compliance with the aspirations.

360 ARAB KNOWLEDGE REPORT 2010/2011 Among the incentives of establishing the knowledge society is adopting national projects that encourage young and old to read and enhance their knowledge and broaden their intellectual horizons, not limiting them to reading school books. Another incentive is to spread the culture of scientiÀc research in schools through adopting student projects as a component of evaluation. This also includes focusing on teacher training in terms of ‘active research’ that helps them solve the problems and shortcomings in their students’ education, in addition to a wider net to encourage innovators and talented and distinguished persons and researchers who are considered the catalysts for development and advancement in the various thinking, cultural and economic Àelds of society. Last but not least, creating honorary and excellence awards should also be an incentive. As for the economy, it is not only important to concentrate on transferring knowledge and science, but also to employ such knowledge and science in the life of the youth, adopting them in society and continuously improving them. It is also important to attend to other preparation institutions, such as the family, by developing and implementing a plan for the culture of UAE families to raise awareness of the importance of education and their roles in helping schools in preparing students to access the knowledge society. This is in addition to enhancing the role played by the media in society, developing a useful media policy that works to expand peoples’ horizons, educate them and develop their understanding of the issues of development, human rights, democracy and knowledge. These efforts can succeed through the support of self-expression, freedom and deepening political, social, economic and cultural democracy in the society. The positive action towards building and preparing the future generation for effective living in the knowledge society requires reconsidering, revising, and directing current practices in effective and positive directions. Late involvement in the knowledge society can be achieved because there is a political will, along with various enabling environments. The political will has shown determination to continue building a developed country. This will is also supported by large governmental and non-governmental institutions. Therefore, the UAE only lacks emphasising the goal, and directing all institutions towards U A E building the knowledge society. CASE STUDY

UAE CASE STUDY: SYSTEM OF ACTION TOWARDS THE KNOWLEDGE SOCIETY 361 End Notes

1 Arab Statistics Website, UNDP 2011 http://www.arabstats.org/countryindicators.asp?cid=7on 14/2/2011 2 The World Bank (KAM)s database http://www.worldbank.org May 2011 3 US Patent and Trademark Office dated 23/5/2011 http://www.uspto.gov/web/offices/ac/ido/oeip/tof/cst_all.html 4 The World Bank (KAM)s database http://www.worldbank.org 18/5/2011 5 The World Bank (KAM)s database http://www.worldbank.org 18/5/2011 6 The Knowledge Economic Index (KAM) was developed by the World Bank. The index is calculated based on the data of twelve indicators of which each three indicators represent one of the four pillars which are: Economic incentives and institutional regime, innovation, education and human resources and ICT. The index value falls on 0-10 scale and it reflects the relative position in comparison with all other countries for which the index is calculated. However the low index value for a country does not necessarily mean the low value of the indicators, it may result from the increase of such indicators by percentages lower than those of the country’s competitors among countries all over the world 7 The World Bank (KAM)s database http://www.worldbank.org May 2011 8 Investigating this issue: - Hussain Al Mutawaa, 1978 (Education Economies). Dar Al Kalam, Dubai. - Salah Abdulhamid and others,1996 (Education in the UAE). Al Falah Library, Second Edition, Al Ain. - Mahmoud Ahmad Ajawi, 1991 (Education in the UAE). Emirates Library, Al-Ain 1991. - Fakhri Rasheed and others, 1988 (Education in UAE society). 9 Estimates of mid October 2010, Data of National Bureau for Statistics on 31/3/2011 http://www.uaestatistics.gov.ae 10 Website of the Ministry of Education www.moe.gov.ae dated 12/6/2011 11 UAE University 2010, facts and figures. http://www.uaeu.ac.ae/about/history/facts_and_figures.shtml 12 Higher Colleges of Technology 2010. About Higher Colleges of Technology 2010 http://www.hct.ac.ae/misc/aspx/hct_at_a_glance.aspx 13 Zayed University 2010, Zayed University Programs 2009-2010. http://www.zu.ac.ae/catalog/documents/pdf/zuCatalog2009.pdf 14 The Ministry of Higher Education, 2011. Academic Approval Committee, licensed private educational institutions. https://www.caa.ae/caaweb/DesktopModules/Institutions.aspx 15 Database of UNESCO Institute for Statistics http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=143&IF_Language=eng Dated 15/2/2011 16 Statistics of the Ministry of Education 2008, Statistics and Documentation, UAE, www.moe.gov.ae 17 UNDP Database http://hdr.undp.org/en/statistics/data Dated 13/2/2011 18 Al Khaleej Newspaper Website 2009: http://www.alkhaleej.ae/portal/80d83bae-f6b0-4134-a264-dfddc3d10e55.aspx (USD = AED 3.67) 19 ADEC 2010. ADEC Conducts Standardised EMSA Testing,http://gsec.abudhabi.ae/Sites/GSEC/Navigation/EN/MediaCentre/government- news,did=149476.html 20 Website of the National Center for Statistics. United Arab Emirates Dated 19/5/2011 http://www.uaestatistics.gov.ae 21 Millennium Development Goals Website, Dated 23/5/2011 http://mdgs.un.org/unsd/mdg/Data.aspx 22 UNDP database http://hdrstats.undp.org dated May 19, 2011 23 The Gender Disparity Index is a compound index that measures inequality in achievements between males and females on 3 axes: Reproductive health, empowerment, and labor market. The value of the index ranges from zero, representing full equality, to one, representing inequality 24 Millennium Development Goals Website, Dated 23/5/2011 http://mdgs.un.org/unsd/mdg/Data.aspx 25 http://www.census.gov and the National Center for Statistics 26 The World Bank’s database (KAM) dated 19 May 2011 www.worldbank.org 27 UNDP Human Development Report 2010 28 UNDP website, statistics of the Arab countries on 19/5/2011 www.arabstats.org 29 A Field surveys were conducted on a sample of individuals on October 6-7, 2010 in Dubai and on October 17-18, 2010 in Abu Dhabi 30 Students studying educational curricula different from the curricula of the Ministry of Education were excluded. 31 A measurement for the value around which the data of the sample is concentrated (one of the central tendency measurements) 32 Used when conducting statistical tests 33 It refers to the degree of data dispersion.

362 ARAB KNOWLEDGE REPORT 2010/2011 REFERENCES AND BACKGROUND PAPERS U A E CASE STUDY

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366 ARAB KNOWLEDGE REPORT 2010/2011 REFERENCES IN ENGLISH

Ali S. Ebrahim. 2010. (Dubai’s Knowledge Gonzalez et al. 200. (Facing human Village and Creating a Knowledge capital challenges for the 21st century: Economy in the United Arab Emirates Education and labour market initiatives (UAE). Middle East Institute. Washington, in Lebanon, Oman, Qatar, and the DC. United Arab Emirates). Santa Monica: California. Ashencaen Crabtree. 2007. (Culture, gender and the inÁuence of social Haifaa -awad. 1. (The rights of women change amongst Emirati families in in Islam: An authentic approach). New the United Arab Emirates). Journal of York, St. Martin’s Press. Comparative Family Studies 38(4): 575- 87. Sara Sayed. 2004. (Women, politics and development in the United Arab Assunta Martin. 2003. (An experience of Emirates). UNESCO and Zayed teaching in the United Arab Emirates). University. English Today 19(2): 49-54. UNESCO. 2010. (Education for All, DuFour R. & Eaker R. 200. (Revisiting Global Monitoring Report, Reaching professional learning communities the Marginalized). Oxford University at work: New insights for improving Press. schools). Bloomington, IN: Solution Tree. Watkins, C. 2005. (Classrooms as learning U A E

LIST OF BACKGROUND CASE STUDY PAPERS (AUTHOR NAME; PAPER LIST :

‡ Ahmed Falah Alomosh. (Socio- economic indicators of the UAE).

‡ Husein M. Alothman. (Knowledge society in the UAE).

‡ Salama Al-Rahoumi. (Education in the UAE: Reality and Future).

UAE CASE STUDY: REFERENCES 367 communities: What’s in it for schools?) London: Routledge.

368 ARAB KNOWLEDGE REPORT 2010/2011 UAE APPENDIX U A E CASE STUDY

UAE CASE STUDY: APPENDIX 369 370 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 1 LIST OF UAE WORKSHOP PARTICIPANTS

H.E. Sheikh Nahyan Mubarak Al Nahyan Minister of High Education and Scientific Research Head of Higher Colleges of Technology Complex

H.E. Humaid Moh’d Al Qutami The Minister of Education Mrs Halima Khalifah Al Fekaai Dr. Amal Al Kubaisy Prof MuzahSaif Matar Saied Dr. Fwazyah Mohammad Badri Mr Mohammad Ahmad Al Hamedi Mrs Maryam Yousef Al Kubaisi Mrs Aeshah Is-hak Mrs Maha Al Shaer Dr. Karimah Matar Rashed Al-Mazrouey Mrs Aminah Khalil Dr. Fatemah El-Elwan Mrs Muzah Rashed Khalfan Al-Ghafli Mrs Eman Khamis Humaid Al-Salfa Al-Suaidi Mrs Asmaa Al Gemali Mrs Marwa Shaye’ Mohammed Salem Al-Mezah Dr. Hanadi Al-Gaafari Mr Fahed Ibrahim Al-Shuhi Mr Ali Abbas Mahmoud Mrs Aeshah Rashed Khalfan Al-Ghafli Dr. Yousef Sharab

Dr. Mohammad Al-Saqa Mr Khamis Mohammad U A E CASE STUDY Mr Abdullah Yousef Al-Haydan Dr. Aminah Al Marzouki Mr Muna Abdullah Mohammed Dr. Salama Al-Rahoumi Mrs Aminah Khalil Mrs Najibah Al-Refaai Mrs Samaa Mahmoud Al-Khaledi Dr. Ali Saied Al-Kaabi Dr. Hanan Ameen Hairab Dr. Abdul-Salam Al-Zeaabi Mrs SamahWal Dr. Abdullah Al-Shamsi Mr Bankej Poul Mrs Reem Ubaidat Mr Sulaiman Deen Mr Mohammad Ahmad Al Hamadi Mrs Khawlah Mohammad Al-Abduli Mr Essa Bin Haidar Dr. Aeshah Saif Al-Shamsi Dr. Awashah Ahmad Mohammad Al-Muhairi

UAE CASE STUDY: APPENDIX 371 372 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 2 LIST OF SCHOOLS PARTICIPATING IN UAE’S SURVEY

Dubai Schools Abu Dhabi Schools

Al-Rashid Al-Saleh Al-Wardiah Private School El-Shorouq Private School Al-Mashahael National school New World School Khalifah Bin Zayed School Al Wahida School Abdul-Qader Al-Jazaeri School Al-Maaref School Al Ittihad Model School Al-Shaarawi School Hamdan Bin Mohammed School Al-Safa School Al-Hesn School Hamdan Bin Rashed School Salamah Bint Buti School Maria School Um El Emirat School Al-Sofouh School Al-Samha School Sakinah School Al-Shahama School Al-Rayah School U A E CASE STUDY

UAE CASE STUDY: APPENDIX 373 374 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 3 UAE’S QUESTIONNAIRE REPORT

Table m2-1: Teachers’ opinions of educational curricula and programmes (

Completely Somewhat Completely Disagree agree agree disagree

A. The educational programmes and curricula prepare 25.8 51.5 15.9 6.8 students to overcome future challenges.

B. The educational programmes and curricula help 28 55.3 14.4 2.3 students acquire necessary skills.

C. The educational programmes and curricula help prepare 25.4 46.9 26.2 1.5 efficient students who can compete externally. D. The educational programmes and curricula contribute to promoting the value of citizenship and civilised 34.6 48.5 13.1 3.8 behaviour. E.The educational programmes and curricula prepare 23.8 43.8 26.2 6.2 students to cope with problems in everyday life. F.The educational programmes and curricula provide training that takes into account knowledge and emotional 22.9 46.6 25.2 5.3 dimensions. G. The educational programmes and curricula provide 28 53.8 15.2 3 training which keeps up with scientific developments. U A E CASE STUDY

Table m2-2: The extent of practicing the following educational activities and methods (

In all In most In some No practice classes classes classes

A. Participating in educational/learning activities with students 22.6 40.1 34.3 2.9 B. Training students on problem solving 18.2 47.4 32.2 2.2 C. Explaining theoretical concepts 65.4 24.3 8.8 1.5 D. Writing lessons on the board 53.3 20.4 16.1 10.2 E. Discussing the concepts of the lessons with students 65.2 23.9 10.2 0.7 F. Discussing student achievement relating to the concept of the lessons 12.3 28.3 51.4 8 G. Assessing student achievement (tests, exams) 27.9 39 32.4 0.7 H. Helping students accomplish scientific/practical experiments 11.3 16.5 42.9 29.3 I. Organising student work in small groups 14.7 24.3 42.6 18.4 J. Linking educational material to the requirements of everyday life 50 39 9.5 1.5 K. Keeping silence in the classroom and deterring troublemakers 79 15.2 4.4 1.4

UAE CASE STUDY: APPENDIX 375 Table m2-3: Educational trends of teachers (

Completely Somewhat Completely Disagree agree agree disagree

A. It is necessary to focus on strengthening the 40.4 48.5 10.4 0.7 memorisation ability of students to succeed in their study.

B. All students can learn and succeed if they are taught by 44.8 35.1 20.1 0 efficient teachers.

C.Successful teachers can accomplish their curriculum 59.8 28.8 6.9 4.5 tasks in the specified manner and timeline.

D. Giving teachers the chance for initiative or innovation 21.1 15 39.8 24.1 harms the educational system.

E. Teachers are not required to know all teaching 11.3 30.8 46.6 11.3 methodologies, but it is enough to master one of them.

F. Tests and exams are the best way of encouraging 19.4 32.1 41 7.5 students to concentrate and learn. G. The best way to improve the ability of students to learn is to adopt a qualitative evaluation system (without grades) 16.6 44.7 32.6 6.1 for the levels of pupils. H. Consulting and coordinating with the parents of the 26.9 52.2 17.2 3.7 students is part of the teachers’ duties.

I. Educational reform processes pressure teachers and 35.3 40.6 20.3 3.8 decrease their output.

J. It is sufficient for teachers to be experts in their 25.4 34.3 33.6 6.7 specialties in order to succeed in their mission.

K. It is the mission of teachers to help the future 67.2 28.4 3.7 0.7 generation have a passion for learning and knowledge. L. The important feature of successful teachers is their ability to communicate information related to their 52.2 36.6 9.7 1.5 specialty. M. It is necessary for teachers to be familiar with other 39.6 46.3 12.6 1.5 subjects’ features to be able to teach their own subjects.

376 ARAB KNOWLEDGE REPORT 2010/2011 Table m2-4: To what extent are the following educational practices important" (

No Little Moderate Much importance importance importance importance A. Regular school attendance (no absence) 2.2 2.9 12.3 82.6 B. Effort exerted in homework 2.9 1.5 29.2 66.4 C. Steady improvement of results 1.5 3.7 25.2 69.6 D. Good conduct inside and outside classroom 3 3 11.8 82.2 E. Effective classroom participation 2.2 1.5 21.8 74.5 F. The ability to innovate 2.2 6.6 41.6 49.6 G. The ability to think and question 0.7 5.1 33.2 61 H. Taking the initiative 1.5 10.9 38.7 48.9 I. Correct answers on the exam paper 1.5 2.9 24.1 71.5

Table m2-5: The ability of teachers to use technology (

Weak Intermediate ability Good Advanced

2.2 15.4 55.9 26.5

Used for educational purposes" ( U A E CASE STUDY

Yes No

68.4 31.6

Table m2-6: Purposes for which teachers use technological tools (

Yes No

Searching for educational resources 88.9 11.1 Preparing lessons 80.4 19.6 Selecting exercises and activities 83 17 Consulting with other colleagues 58.7 41.3 Communicating with students 72.9 27.1

UAE CASE STUDY: APPENDIX 377 Table m2-7: Weekly time dedicated for the following activities (

Less than From one to From 3 to More than None one hour two hours 4 hours 5 hours A. Planning and preparing lessons 5.1 25.4 42.7 18.1 8.7 B. Correcting students’ homework 5.1 18.8 34.8 22.5 18.8 C. Attending administrative meetings 9.4 39.9 38.4 8.7 3.6 D. Holding meetings with the students’ parents 18.7 53 20.8 6 1.5 E. Meeting students (in clubs or private tuitions) 41.9 32.4 16.2 6.6 2.9

F. Undertaking activities for professional development (attending 17.9 33.6 32.8 8.2 7.5 lectures, reading specialised journals, etc.)

G. Participating in an educational production (authoring books, 50.4 24.4 12.6 5.2 7.4 setting up projects, taking part in an assessment, etc.)

Table m2-: Educational facilities available for teachers at home (

Yes No

A. Computer 95.6 4.4 B. Internet subscription 67.4 32.6 C. Encyclopaedia 46.2 53.8 D. Educational magazine subscription 12.2 87.8 E. Dictionary 81.5 18.5 F. Library 74.8 25.2

378 ARAB KNOWLEDGE REPORT 2010/2011 Table m2-: Teachers’ evaluation of their abilities to enable students to acquire the following skills (

Limited Intermediate Great Do not ability ability ability know

A. Varied information analysis 14.3 57.6 25.8 2.3 B. Critical thinking 15.2 59.8 22.7 2.3

C. Taking initiatives 19.7 50.8 28 1.5

D. Accomplishing research 21.3 46.6 27.5 4.6

E. Solving problems 19.1 44.2 34.4 2.3

F. Using their knowledge in different situations 15.9 47 34.8 2.3

G. Memorising rules and laws of scientific material 6.8 44.7 46.2 2.3

H. Working independently 16.9 42.3 38.5 2.3

I. Memorising lessons 4.5 44.7 49.3 1.5

J. Life-long education 26.7 38.8 26.6 7.9

K. Team work 15.3 44.3 38.9 1.5

L. Future planning 22.7 41.7 29.5 6.1

Table m2-10: Opinions of teachers of the importance of the following educational practices (

Not Somewhat Do not Necessary necessary necessary know U A E CASE STUDY A.Training students to analyse varied information 2 23.7 73.3% 1

B.Training students on critical thinking 5 18.8 75.2 1

C. Encouraging students to work independently and take initiatives 2.9 26.5 69.6 1

D. Helping students conduct research 3 33.6 63.4 0

E. Training students on problem solving 1 15.7 83.3 0

F. Helping students memorise rules and laws of scientific material 4.9 39.2 54.9 1

G. Motivating students to interact with the teacher 1 7.8 91.2 0

H. Following students step by step in all their assigned activities 17 53 30 0

J. Training students on self-evaluation practices 1 30.4 68.6 0

K. Training students on team work 1 21.8 77.2 0

L. Teaching students social principles and values 5.9 23.5 70.6 0

M. Requiring students to memorise lessons 29.4 49 20.6 1

UAE CASE STUDY: APPENDIX 379 Table m2-11: Teachers’ opinions on the support available to them (

Always Sometimes Rarely Never

A. The school has a system for regular evaluation of teachers by students. 24.1 34.6 21.1 20.2 B. The school has a system for regular evaluation of teachers by management. 62.9 25.8 8.3 3 C. The school helps teachers develop their abilities and skills by providing 42.5 35.8 14.2 7.5 them with regular training courses.

D. Teacher meetings are held at school for consultation and coordination of 49.3 33.3 10.6 6.8 educational activities.

Table m2-12: Teachers’ views on enabling environments (

Completely Somewhat Disagree Completely agree agree disagree

A. The educational system offers teachers facilities to resume their 20.7 33.1 37.7 8.5 education during service.

B. Training centres for teachers exist near the school and I can join them 13 18.5 39.8 28.7 when necessary.

C.The state offers incentives to highly efficient teachers. 13.6 31.2 28.8 26.4

D. The state provides several training opportunities during service to 15.7 54.4 20.5 9.4 improve the level of education.

E. The state provides novice teachers with training courses. 40.9 48.8 6.4 3.9

F. The selection of candidates to the teaching profession is governed by 8.7 25.2 32.3 33.8 strict criteria.

G. There is a gap between the training of teachers and the true 31.2 46.9 16.4 5.5 requirements of the teaching profession.

H. The state offers teachers’ salaries which guarantee them a good living 5.5 15.6 22.6 56.3 standard.

I. There are laws and institutions that protect the rights of teachers. 6.5 11.4 20.3 61.8

J. The state provides teachers with in-service training upon request. 5.7 50 27.9 16.4

380 ARAB KNOWLEDGE REPORT 2010/2011 Table m2-13: Teachers’ feeling of the ability to express opinions (

Yes No

63.7 36.3

Table m2-14: Teachers’ relationship to the teaching profession and its requirements, and to educational parties (

Completely Somewhat Do not Do not apply apply apply apply at all

A. I will leave teaching if I find a job with the same salary and conditions. 44.4 18 26.3 11.3

B. I will leave teaching if I find a job that generates a higher income. 50.8 21.2 18.9 9.1

C. The teaching profession salary does not make me feel self-sufficient. 60 27.4 11.1 1.5

D. The teaching profession makes me feel I have a mission to fulfil. 70.1 20.9 9 0

E. A job in education makes me feel psychologically comfortable. 28.4 34.3 20.9 16.4 U A E Table m2-15: Teachers’ views on students and school ( CASE STUDY

Completely Somewhat Completely Disagree agree agree disagree

A. The society no longer shows great respect to teachers. 69.2 26.2 2.3% 2.3%

B. Students generally show less respect to their teachers 73.6 21.1 4.5 0.8 than in the past.

C .Student interest in study is decreasing day after day. 56.8 34.1 9.1 0

D.The current generation of students has a strong 28.6 45.1 17.3 9 personality.

E. The preparation of the current generation of students is 9 27.1 38.3 25.6 better than the preparation of previous generations.

F. The material values of most students surpass their 52.6 39.1 6.8 1.5 knowledge values.

G. The school has a minor role in providing students with 15.7 50.4 24.1 9.8 information and knowledge.

H. The teaching methods adopted by schools do not 21.4 46.6 26 6 encourage students to seek knowledge.

UAE CASE STUDY: APPENDIX 381 Table m2-16: Teachers’ views on the importance of values

Cognitive Conative Social Universal Values values values values values Arithmetic mean 3.20 3.24 3.22 3.21 Standard deviation 0.74 0.70 0.77 0.78 Minimum 1111 Maximum 4444

Table m2-17: Teachers’ views on students’ possession of values

Cognitive Conative Social Universal Values values values values values Arithmetic mean 2.11 2.42 2.30 2.43 Standard deviation 0.60 0.65 0.71 0.71 Minimum 1 1 1 1 Maximum 4 4 4 4

Table m2-1: Teachers’ relationship to the teaching profession and its requirements, and to educational parties (

Completely Somewhat Do not Do not apply apply apply apply at all A. The relationship between myself and students is based on 75.4 22.4 2.2 0 mutual respect. B. The relationship between myself and my colleagues is based 91.9 7.4 0.7 0 on mutual respect. C. The relationship between myself and students’ parents is 82.8 14.9 1.4 0.7 based on mutual respect. D. The relationship between myself and the administrative 84.3 12.7 3 0 department is based on mutual respect. E. I meet parents periodically to exchange opinions regarding 19.4 50.8 23.1 6.7 student issues.

382 ARAB KNOWLEDGE REPORT 2010/2011 Table m2-1: Educational facilities and equipment available to teachers in the school (

In good condition In bad condition Not available

A. Science labs 82.4 14.5 3.1 B. Language labs 28.2 6.5 65.3 C. School library 84.8 9.1 6.1 D. Computer for every teacher 20 10 70 E. Educational software programmes 35.5 18.5 46 F. Internet connection 72.9 20.9 6.2 G. Subscription to useful websites 32.6 11.6 55.8 H. Printers and copiers 70.4 25.9 3.7 I. Tools for teaching respective specialty 55.3 21.2 23.5

Table m2-20: Teachers’ opinions on the support available to them (

Always Sometimes Rarely Never

A. The school helps students with learning difficulties. 36.8 42.1 11.3 9.8 B.The school provides incentives to distinguished students. 38.8 35.1 20.9 5.2 C.The school has a system for substituting for absent teachers. 51.5 20.5 11.4 16.6 U A E

D. The school has specialists who help teachers deal with the material, CASE STUDY 32.1 29.1 15.7 23.1 psychological or social difficulties faced by students.

Table m2-21: Teachers’ feeling of freedom of choice (

Absolute Much Limited No freedom freedom freedom freedom A. Personal options 33.8 36.1 25.6 4.5 B. Scientific options 28.8 39.4 27.3 4.5 C. Intellectual options 29.5 33.3 31.8 5.4 D. Professional options 15.2 35.6 40.9 8.3

UAE CASE STUDY: APPENDIX 383 Table m2-22: Students’ perceptions of legal and social enabling environments (

Do not Completely Somewhat Completely Disagree know disagree agree agree

A. Strict laws exist in schools that restore rights 2 2.5 9.2 36.5 49.8 to their owners.

B. Strict laws exist in society as a whole that 2.4 2.1 8.7 41.4 45.4 restore rights to their owners.

C. The student thinks carefully before violating 4.1 3.8 14.1 39.4 38.6 the code of ethics due to the school’s laws.

D. The person thinks carefully before violating 4.1 3.7 13.6 38.9 39.7 the code of ethics due to society’s laws.

E. The law is applicable to all people at school, 5 6.6 14.2 35.8 38.4 regardless of their capacity or position.

F. the Law is applicable to all people in society, 5.4 7 14.5 34.2 38.9 regardless of their capacity or position.

G.Those who have money have better 4.6 9.2 16.8 31.1 38.3 opportunities for education. H. Jobs are occupied according to candidates’ efficiency and no other considerations 6.5 9.2 13.2 36 35.1 (intermediation for example). I. Job promotion does not depend on objectivity 10.4 3.3 13.2 37 36.1 but personal views. J.Certification, employment, promotion and other privileges should be based on objective 10.3 4 9.7 38.8 37.2 considerations and not intermediation and favouritism.

Table m2-23: Students’ views on government-run media (

Do not Completely Somewhat Completely Disagree know disagree agree agree

A. Audio-visual media convey news honestly. 3.2 2.7 6.9 36.5 50.7

B.Audio-visual media convey different views of 4.3 1.9 5.3 41.9 46.6 society.

384 ARAB KNOWLEDGE REPORT 2010/2011 Table m2-24: Students’ views on non-government-run media (

Do not Completely Somewhat Completely Disagree know disagree agree agree

A. Audio-visual media convey news honestly. 6.8 4.4 11.2 38.8 38.8

B. Audio-visual media convey different views of 8 3.6 10.3 40.1 38 society.

Table m2-25: Impact of Enabling environments on students’ skills

Explanation The family’s Educational Material Family’s Educational ability of the method of welfare at welfare interest in welfare at independent upbringing home within family student’s study school changes* (%) Cognitive skills 0.177** 0.216 -0.178 0.080 8.7 Conative skills 0.144 0.064 0.090 4.1 Social skills 0.131 0.076 2.6

*Expresses the ability of the model to explain the change in the dependent variable **The numbers in the table express the standardised regression coefficients. U A E CASE STUDY

Table m2-26: Impact of enabling environments on students’ values

The family’s Educational Family’s Educational Explanation ability method of welfare material welfare at of the independent upbringing at home welfare school changes (%)*

Cognitive values **0.264 0.74 0.064 9.5 Social values 0.199 3.9 Conative values 0.246 6.0 Universal values 0.263 0.109 -0.160 8.3

*Expresses the ability of the model to explain the change in the dependent variable **The numbers in the table express the standardised regression coefficients.

UAE CASE STUDY: APPENDIX 385 386 ARAB KNOWLEDGE REPORT 2010/2011