Understanding Middle East Education
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SABIS Teaser
About SABIS® SABIS strives to create a better world through Lebanon. The school survived conflict and wars, education. prospered, and became the heart of a global network known for educational excellence. SABIS® is a family-owned, multi-national education management organization that is backed by over Today, the SABIS® Network has an active presence in 130 years of experience in helping students achieve the public and private sectors in 20 countries on five their full potential and succeed in a rapidly-changing continents. A team of more than 8,000 dedicated world. professionals in the network educates over 70,000 students, helping to prepare them for life and The organization’s operations are guided by a clear success in a rapidly changing world. set of core values and an unwavering commitment to ongoing research and development as it strives to create a better world through education. The SABIS® Educational System™ ® SABIS Network schools deliver a high-quality The SABIS® Educational System™ is an integrated, education that prepares students for an unknown comprehensive, Kindergarten through twelfth grade future by giving them a strong foundation of academic program. knowledge, real-life skills and experiences, and the ability to engage as independent, lifelong learners. The SABIS® Educational System™ uses dynamic materials, proven methods, and cutting-edge technology to provide a solid foundation of Serving Over + knowledge that can be used as a springboard for 130 learning in college and beyond. Years of success 70,000 8,000+ in global -
University of Florida Thesis Or Dissertation Formatting
EDUCATIONAL LEADERSHIP DEVELOPMENT IN THE CONTEXT OF THE UNITED ARAB EMIRATES: PARTICIPANT PERCEPTIONS IN THE [XXXX] PROFESSIONAL DEVELOPMENT PROGRAM By SARAH BOND A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2013 1 © 2013 Sarah Bond 2 To my family – thank you for giving me strong roots and wings, and for supporting me throughout this journey 3 ACKNOWLEDGMENTS I would like my committee chair, Dr. Bernard Oliver, for his guidance, patience, insight, and humor during the process of writing this dissertation. I would also like to thank the other members of my committee, Drs. Linda Eldridge, Alyson Adams, and Eileen Oliver. Dr. Linda Behar-Horenstein’s feedback and support during the early part of this process was invaluable. Additionally, I would like to thank Dr. Kathleen George for helping me to believe in myself and Drs. James Brock and Myra Mendible for showing me how to get started. I would also like to thank H.E. Dr. Mugheer Al Khaili, Director General of the Abu Dhabi Education Council (ADEC), and the leadership at ADEC. Support from the ADEC Research Office, the School Operations sector, and Danielle Montes from the Professional Development Division made this work possible. I am grateful to my family and friends for their love and support, particularly my parents, Haydn Thomas and Anne Hawkins, and my two amazing grandmothers, C. Louise Thomas and Velma Williams. I would also like to thank Robert Hawkins, John and Jennifer Yuhascheck, Kate Thomas, Eric Hawkins, and the Bond family. -
SABIS ® Newsletter
NORTH AMERICA • EUROPE • NORTH AFRICA • MIDDLE EAST AND ASIA February 2014 – issue number 052 IN THIS ISSUE HIGHLIGHTS OF THE ISSUE Highlights of the Issue SABIS® Opens New Regional Office SABIS® Opens New Regional Office in P.1 in Michigan Michigan SABIS® Team Runs the Beirut Marathon P.2 SABIS® Book Series in Portuguese P.2 SABIS® Holds 14th U.S. Directors’ Meeting P.3 Academics Students in SABIS® Member Schools Earn P.3 Perfect SAT Scores SABIS® Students Achieve Outstanding Results P.5 on External Exams IT News New Michigan Regional Office WebSchool PrepList Reinforces the P.5 Learning Process All schools within the global SABIS® School Network benefit from access to a vast pool of expertise and SABIS Student Life Organization® cutting-edge products and services provided by SABIS®. SABIS® Launches On-Demand Tutoring P.6 On a global level, member schools benefit from access Project to SABIS® proprietary products and services including modern technology for use in the classroom; innovative, SLO® Creates Positive School Environment P.6 yet proven approaches to education; dynamic, targeted Making a Difference textbooks; and curriculum closely aligned to examination standards. SABIS®-Metn Holiday Play Brings Joy to P.8 Community On a regional level, SABIS® member schools around the world benefit from continued support and access to HR News valuable expertise that is tailored to each specific region. Four Regional Academic Centers located in Egypt, U.S., SABIS® HR Holds Annual Virtual Career Fair P.9 U.A.E., and Lebanon provide comprehensive support and SAGA guidance to school administrators, teachers, and staff in their respective regions. -
United Arab Emirates: What Makes an Effective Teacher?
United Arab Emirates: What makes an effective teacher? SERIES 4 OF 23 Table of Contents Executive Summary ....................2 Overview ......................................7 What We Learned .....................14 What Surprised Us ....................35 What Our Findings Mean .........40 Sources .......................................44 Appendix ....................................47 Executive Summary Executive Summary Katherine McKnight, PhD Pearson Jessica Yarbro, The quality of an education system Lacey Graybeal, & cannot exceed the quality of its teachers. John Graybeal, George Mason University BARBER & MOURSHED, 2007 Decades of research make it clear: teachers make a difference in Acknowledgements student learning. In fact, Stanford University economist Eric Hanushek (1992) has noted that the difference between a good and a bad Special thanks to Sue teacher can be a full level of achievement in a single school year. Given Mainey, Amanda Collins, the strength of these findings, nations around the world recognize Mariam Ghaziri and Katie that in order to improve educational outcomes and equity they must Miller of Pearson Middle focus on effectiveness of teachers. A critical step toward achieving that East for their support of goal is for individual countries to identify the competencies required and feedback for this work. for effectiveness and use them to inform teaching standards, pre- service teacher preparation, professional development programs We would also like to and performance evaluations. To make an impact, those systems -
Ataglance.Pdf
Undertaken with support and assistance of the National Media Council. This book forms part of a multimedia publishing programme involving publication of the UAE Yearbook in English, French and Arabic printed and electronic editions; management of UAE Interact (www.uaeinteract.com), which contains news updates linked to pages of the UAEYearbook; publication of UAE at a Glance, which summarises main data on the UAE; and production of a DVD containing films and e-books on the UAE. The publishers wish to acknowledge and thank the National Media Council for their valuable encouragement and support for this multifaceted project. Editors Ibrahim Al Abed Paula Vine Peter Hellyer Peter Vine Text copyright ©2008: Trident Press Ltd All rights reserved. No part of this publication may be reproduced in any material form without the written permission of the copyright holder. Applications should be addressed to the publisher. Photographs ©: Trident Press Ltd, Getty Images, Gulf Images, Gulf News, Emirates News Agency (WAM), Corbis, Digital Vision, H. & J. Eriksen, R. Codrai, P.Vine, R. Newman, BP Photographic Archive, Pitt Rivers, EAD, HCT,TDIC, Plan Abu Dhabi 2030 English edition design and typesetting: James Kelly Layout copyright ©2008: Trident Press Ltd This book contains information available at the time of printing. Whilst every effort has been taken to achieve accuracy, the publishers cannot accept any liability for consequences arising from the use of information contained in this book. Statistics are based on available sources and are not necessarily official or endorsed by the UAE Government. Published by Trident Press Ltd 175 Piccadilly, Mayfair, London WIJ 9TB For further information please contact: Tel: 020 7491 8770 National Media Council, Fax: 020 7491 8664 PO Box 3790, E-mail: [email protected] Abu Dhabi Website: www.tridentpress.com United Arab Emirates Tel: 009712 4452922 Fax: 009712 4450458 E-mail: [email protected] British Library Cataloguing in Publication Data: A CIP catalogue record for this book is available from the British Library. -
Franchising Public Education: a Study of the Linkage of Charter Schools and Private Education Management Companies in Massachusetts
DOCUMENT RESUME ED 424 624 EA 029 387 AUTHOR Rhim, Lauren Morando TITLE Franchising Public Education: A Study of the Linkage of Charter Schools and Private Education Management Companies in Massachusetts. PUB DATE 1998-04-00 NOTE 52p.; Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Case Studies; *Charter Schools; Economic Impact; Educational Change; Elementary Secondary Education; *Franchising; Free Enterprise System; Privatization; *Public Education; *School Business Relationship IDENTIFIERS *Massachusetts; *Profit Making ABSTRACT School franchising (defined as the replication of a particular product or service across a wide geographic region) marks a radical departure from the traditional view of the community-based neighborhood school. This paper reports on a study of a growing niche of charter school private management contracts in Massachusetts. The focus is on the factors facilitating these schools' growth so as to provide a description of two of these unique partnerships (Edison Project and the Sabis School Network). The report is driven by four questions: 1) how are for-profit management firms gaining contracts with charter schools in Massachusetts?; 2) why are private management firms' contracts with charters growing in Massachusetts?; 3) how are the private management firms operating the charter schools in Massachusetts? and 4) how do charters managed by private firms compare to more traditional charters? Through these questions, information regarding ways in which contractor and charter are linked to policy makers interested in the growing population of charters schools managed by for-profit firms is presented. -
Aldar Properties PJSC FY / Q4 2020 Financial Results
Aldar Properties PJSC FY / Q4 2020 Financial Results PRESS RELEASE Aldar reports 17% increase in revenue to AED 8.4 billion and 8% increase in gross profit to AED 3 billion driven by record development business performance in 2020 Abu Dhabi, UAE: 14 February 2021 ▪ Development business delivers record ▪ Robust net profit at AED 1.93 bn in 2020 revenues and gross profit, Investment with 28% growth in Q4 net profit to AED portfolio holds firm amid Covid-19 challenges 729 bn ▪ Aldar to manage and deliver AED 50 bn of ▪ UAE economic recovery underpinned by projects over 3-5 years, with AED 40 bn in effective Covid-19 testing programme and recent agreement with Abu Dhabi Government. among highest vaccination rates in the world at 50 doses per 100 people. With ▪ New operating model adopted to propel over 5 million doses administered to date, growth and achieve sustainability target on track to vaccinate half of eligible population by end-March. At Aldar, 85% of ▪ Consistent and transparent approach to the workforce chose to vaccinate in less dividend with recommended cash distribution than a month of AED 1.14 billion, or 14.5 fils/share for 2020 MOHAMED KHALIFA AL MUBARAK CHAIRMAN OF ALDAR PROPERTIES Abu Dhabi has successfully navigated the considerable challenges of the global pandemic and is now moving into recovery. A rapid and globally pioneering approach to promoting health and safety has been “backed by the Emirate’s financial strength and the Government’s proactive support of our communities. This effective combination has underpinned the long-term fundamentals of the economy and sustained investor confidence in the real estate sector. -
Q1 2021 Results Presentation
Q1 2021 Results Presentation Quarter Ended 31 March 2021 May 10, 2021 DISCLAIMER This disclaimer governs the use of this presentation. You must not rely on the information in the presentations and alternatively we recommend you seek advice from an appropriately qualified professional. If you have any specific questions about any matter in this presentation you should consult an appropriately qualified professional. The statements made in this presentation are only forward-thinking statements. Such statements are based on expectations and are subject to several risks and uncertainties that could differ materially from any expected outcome or results expressed or implied in these statements. Without prejudice to the generality of the foregoing paragraph, we do not represent, warrant, undertake or guarantee that the information in the presentation is accurate or use of guidance in the presentation will lead to any particular outcome or result. We will not be liable to you in respect of any business losses, including without limitation loss of or damage to profits, income, revenue, use, production, anticipated savings, business, contracts, commercial opportunities reputation or goodwill. Q1 2021 RESULTS SUMMARY Q1 2021 FINANCIAL RESULTS IN SUMMARY Strong financial performance Solid quarter for Development Resilient Investment performance ▪ Revenue up 16% to AED 2.04bn ▪ Revenue up 47% to AED 1.19bn ▪ Investment NOI1 of AED 0.40bn (Q1 20: AED 1.76bn) (Q1 20: AED 0.81bn) (Q1 20: 0.40bn) ▪ GP up 11% to AED 0.78bn ▪ Sales up 227% to AED 1.09bn ▪ Resilient occupancy across Investment (Q1 20: AED 0.70bn) (Q1 20: AED 0.33bn) Properties at 87% (vs. -
ER10 Englishlowres.Pdf
page 3 contents.indd 1 12/22/14 9:24 AM eh w.valu ouse.a ww e 20% 50% 60% 40% 60% 50% 30% 50% 70% 50% 60% Special Offers Sales 60% Best 50% Offer 50% Deals Reward yourself with a bouquet of unmatched benefits with Finance House Credit Cards. bleed guide.indd 1 9/28/14 8:31 AM CONTENTS 5 Welcome to Emirates Review! 6 Business Outlook Finance House continues support for ICAI www.emiratesreview.ae Finance House sponsors special concert for UAE National Day CPI Financial Insurance House organises 2 blood donation drives P.O. Box 502491 Finance House donates 3 cars to UAE Disabled Dubai Media City, U.A.E. Sports Federation Tel: +971 4 392 4681 Moody’s UAE banking system outlook remains stable Fax: +971 4 390 9576 www.cpifinancial.net Aviation contributed $26.7 billion to Dubai’s economy in 2013 For CPI Financial Al Etihad Credit Bureau begins to issue credit reports MasterCard Index: UAE consumers remain optimistic Managing Editor Robin Amlôt [email protected] 8 In Focus Tel: +971 4 391 3723 The National Investor celebrates 20 years of success Editor Emirates Pride Isla MacFarlane 12 [email protected] The incredible story of Abu Dhabi’s first hospital Tel: +971 4 391 3729 18 14 Corporate Finance Director - Client Services Implementing standardised documentation in financial Fred Dubery institutions [email protected] Tel: +971 4 391 3717 16 IT Contract Publishing Manager Cutting the paper and creating a paperless business Alice MacDonald [email protected] Tel: +971 4 391 3725 18 Investments Explaining recent turmoil in the UAE equity markets Chief Designer Buenaventura R. -
A Critical Assessment of Female Middle
A critical assessment of female middle school mathematics and science teachers’ perspectives of the Abu Dhabi education reform programme and the use of English as a medium of instruction. Submitted by Nina Leon Sanassian (Dermenjian) to the University of Exeter as a thesis for the degree of Doctor of Education in the Teaching of English to the Speakers of Other Languages October, 2011 This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. Signature: 1 Acknowledgement Without the support of an extraordinary group of people, this thesis would have never been possible. I would like to thank my supervisor, Salah Troudi, for his guidance and encouragement along this strenuous journey. I would also like to thank my friend Ki for her tremendous technical and moral support. I am eternally grateful to my friend Michel who helped with his brilliant critical feedback and superb editing remarks. Also no words can express my utmost gratitude to my friend Mark who patiently guided me through every step of this arduous task, challenging every thought, every sentence. I am forever indebted to him. Finally, this thesis would have never been possible without the constant moral support of my caring husband, Joseph and my loving children Maral, Nerses, Annie and Sareen. -
The Implementation of the Inclusive New School Model in the Emirate of Abu Dhabi; a School’S Tale from a Teacher Perspective
The Implementation of the Inclusive New School Model in the Emirate of Abu Dhabi; a School’s Tale from a Teacher Perspective تطبيق نموذج المدرسة الجامع الجديد في إمارة أبوظبي حكاية المدرسة من منظور المعلم By Hanna Buchler-Eden Student ID: 90090 Dissertation submitted in partial fulfilment of the requirements for the degree of M.Ed. (Special and Inclusive Education) Faculty of Education Dissertation supervisor Dr. Eman Gaad March 2012 Abstract In order to reduce the dependency on oil and to diversify its economy, the emirate of Abu Dhabi has identified education as one of the key enablers to achieve a transformation to a ‘knowledge based’ economy. At the centre of this transformation is the design and implementation of the New School Model (NSM) in the public schools. The purpose of this study is to explore the implementation, from a teacher perspective, of the New School Model in a public school in the emirate of Abu Dhabi. The research aims to identify potential gaps between theory and practice as well as to explore challenges and formulate recommendations in implementing the New School Model in the daily routines and in the classrooms. This might provide a foundation for further research and contribute to additional knowledge about the implementation of the New School Model which could benefit teacher trainings and the gradual roll-out in further classes. In order to provide a profound perspective on the subject, this case study was mainly based on observations and interviews. Furthermore a document analysis was undertaken as well as a short questionnaire survey. As an outcome of this study the gaps identified between theory and practice in the implementation of the New School Model are specific to a number of elements but not to all of them. -
School Profile
SABIS® Network Schools in Egypt School Profile 1 2 Welcome to SABIS® SABIS® is a global education network that has an active presence in 20 countries on five continents. Schools in the SABIS® Network educate over 70,000 students and implement a proven, proprietary system. SABIS® Network schools provide students with a top-quality education that prepares them to meet the challenges of a changing world. Core Purpose / Core Values Since 1886, SABIS® Network schools have been guided by a clear core purpose and set of core values. The SABIS® Core Purpose is to provide an outstanding education at a reasonable cost and help all students achieve their full potential. SABIS® Core Values contribute to reaching high efficiency and high standards. The values are embedded within each of the schools and include: • Practicing honesty and integrity • Upholding our principles at all cost and at all times • Continually improving and never becoming complacent • Emphasizing quality at all times • Making a difference • Recognizing and rewarding efficiency, loyalty, and commitment SABIS® Network Schools in Egypt The International School of Choueifat − Cairo (ISC-Cairo) and The International School of Choueifat − City of 6 October (ISC-6 October) are both members of the global SABIS® Network. Founded in 1995 and 2003 respectively, ISC-Cairo and ISC-6 October are committed to delivering a world-class Kindergarten to Grade 12 education to students in Egypt. 3 The SABIS® Educational System The SABIS® Educational System is an integrated, comprehensive, kindergarten through twelfth grade academic program that has been developed and refined over a 135-year period. With a balance of academics, self- development, and life preparation, the SABIS® Educational System prepares its students for success in college, fosters a lifelong interest in learning, and develops responsible world-class citizens.