Linda Garner Laurie Sealy Fatima Buali Luke Naismith Mariam Al Ali Mohammed Mazheruddin Knowledge and Human Development Authority
Language and Literacy The national language in the United Arab Emirates (UAE) is Arabic. Standard Arabic is used for printed matter and for official and formal purposes, although English and several Asian languages also are used widely, particularly in commerce. Statistics from 2015 estimate the population of Dubai at 2.44 million with an annual growth rate of more than 5 percent.1 National Emirati citizens account for approximately 10 percent of the population, with the remainder originating from the rest of the Arab world, the Indian subcontinent, the Far East, Europe, and elsewhere. In public schools, mathematics and science are taught in Arabic; in private schools, these subjects are taught in the school’s language of instruction, which primarily is English. The multicultural nature of Dubai means that students in some international schools will be taught in English, though more than 50 languages serve as students’ first languages. In 2007 to 2008, the Knowledge and Human Development Authority, an independent educational board, launched the first phase of its My Language My Identity project to encourage the habit of reading in Arabic among elementary school students. Every public elementary school was issued a library of approximately 40 book titles. A group of Arab education specialists, Arabic language teachers, and Arabic language supervisors translated into Arabic selected books that have since been approved by education ministries in numerous Arab countries. The project was aimed at reviving the culture of reading in Arabic among students. Events such as the Dubai Literary Festival, the Million Book Challenge, and the Year of Reading in 2015–2016 also promote a culture of reading among students in public and private schools. While overall literacy rates in Dubai are comparable to the average of those of developed countries, literacy rates of the emirate’s citizens—more specifically, of boys—still are a priority. The Dubai Schools Inspection Bureau reported that students in public and private schools in Dubai have weaker skills in Arabic reading and writing than in speaking and listening. This was corroborated by the performance of 15-year-old students in the Programme for International Student Assessment (PISA) in 2009 and 2012.2 Most students in public schools scored below those in private schools in reading,
PIRLS 2016 ENCYCLOPEDIA EMIRATE OF DUBAI 1 and well below the Organisation for Economic Cooperation and Development (OECD) average.
Private schools, including Indian and United Kingdom curriculum schools, showed an improvement in the average reading score from 2012 to 2015.3 Girls outperformed boys in reading in almost all curricular schools.
Overview of the Education System The Emirate of Dubai has a unique education landscape, offering a complete education system for boys and girls from kindergarten through higher education that is free for residents of Dubai through public schools, colleges, and universities. Education from primary to upper middle school is universal and compulsory. The United Arab Emirates Ministry of Education provides services for public schools and policies and regulations for public and private schools. For public schools, the Ministry is solely responsible for school administration structure, staff recruitment and compensation, curriculum design and improvement, and the availability of resources.4 The Knowledge and Human Development Authority (KHDA), an independent educational board, was established in 2007 to develop the knowledge and human resources sectors in the emirate. KHDA identifies and implements evidenced-based strategies that are tailored to Dubai. These strategies, in addition to the qualitative data collected through school inspections, enable KHDA to elevate evidence-based policymaking with private schools in Dubai. This authority regulates the private schools in Dubai in alliance with the general policy of the Ministry. KHDA’s goals are to raise the quality of education to the highest international standard, ensure the continuous development of the education sector, and improve the quality and outcomes of education at all stages.5 In 2008, the Dubai Schools Inspection Bureau was launched to define and measure education quality in order to support the improvement of education and inform improvement planning at the school and policy levels. Since 2009, significant reform has taken place at the school level, including the implementation of annual school inspections for private schools. Inspections have been driven by the same performance standards for the academic achievement of students, their personal development and support, the quality of education, and the effectiveness with which schools are led and managed. This consistency has allowed valid comparisons to be made across the seven year period.6 Overall enrollment of students in Dubai schools is continuing to grow, with a 6.5 percent increase in the number of students per year from 2010 to 2015. The number of students in Dubai’s public schools has increased at an annual rate of 2 percent over the past five years. Dubai also has an extensive private education sector, with 72 of its 185 private schools opening in the last 10 years. Currently, 90 percent of students in Dubai attend private schools, while 58 percent of Emirati students are educated in this sector. In private schools that have been inspected, 61 percent of students are educated in schools rated “good” or higher.7 More students attend private schools in the lower grade levels than in the upper grade levels.
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Some key features of the educational landscape in Dubai include:
• A large, increasing proportion of expatriate students (81 percent of all students) • An increasing proportion of Emirati national students educated in private schools (58 percent) • The availability of 17 curricula across the school system, including the United Kingdom curriculum (31 percent of private schools), the Indian curriculum (30 percent of private schools), and the United States curriculum (21 percent of private schools) • The most branch campus universities in the world8,9
Language/Reading Curriculum in the Fourth Grade Reading Policy The United Arab Emirates Ministry of Education’s national charter outlines the national literacy standards and expectations for all grades starting in kindergarten, including expectations regarding appropriate educational standards. The charter includes skill levels, distributions of curricular standards, and assessment criteria. It also provides teachers with guidance regarding teaching strategies and the use of Information and Communications Technology (ICT) in teaching Arabic language.
Summary of National Curriculum Dubai public schools use the UAE national Arabic language curriculum. Private schools use different curricula based on their own curriculum standards for the large proportion of students attending private schools. • United Kingdom schools—The reading program for Year 4 (Key Stage 2) in private schools using the UK curriculum includes knowledge, skills, and understanding in the following areas: reading with fluency, accuracy, understanding, and enjoyment; developing phonemic awareness and phonic knowledge to decode and encode words; using grammatical understanding and knowledge of the content and context of texts; reading for information; reading texts with greater accuracy, understanding, and familiarity with the characteristics of different types of text; developing understanding of a wide range of literary genres; and reading nonfiction and other nonliterary texts, including print and ICT-based informational texts, dictionaries, encyclopedias, and other reference materials.10 • International Baccalaureate schools—Expectations for achievement in reading at International Baccalaureate (IB) private schools consider the range of language learning situations that exist in IB Primary Years Programme schools, which include Grade 4.11 The reading strand of the language curriculum is summarized through a list of overall expectations comprising generic statements that broadly encapsulate the expected learning. Like the other strands, reading is considered from both the receptive aspect (receiving and constructing meaning) and the expressive aspect (creating and sharing meaning).
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• United States schools—Based on the English Language Arts (ELA) standards of the state of California, the Grade 4 reading program for US private schools focuses on the following areas: word analysis, fluency, and systematic vocabulary development; reading comprehension; and literacy response and analysis.12 Schools in Dubai following a US curriculum may use the standards of a state other than California, but each school uses the same core reading competencies. Many schools in Dubai still base their reading curricula on selected textbooks rather than on specific and defined state reading standards. • Indian schools—The reading program for Grade 4 in Indian private schools aims to develop students’ communication skills and improve their command of language. In addition to classes in English (language and literature), students also may study Arabic, French, and Hindi. The curriculum, considered both from a receptive and an expressive aspect, focuses on the following areas: word analysis, fluency, and systematic vocabulary development; reading comprehension; and literacy response and analysis.13
Teachers, Teacher Education, and Professional Development Teacher Education Specific to Reading For teachers in public schools, teacher education in Dubai follows the national model provided by the United Arab Emirates Ministry of Education. Teachers in public schools must complete an average of four years of university level study at an education college or a specialist college. Studies in education colleges are largely pedagogical; therefore, graduates may only teach Grades 1 to 6. The qualifications and conditions for teaching in public schools differ depending on whether the candidate is a UAE national or an expatriate. While expatriate candidates should be under age 40 and must have at least two years of teaching experience, the age criterion for candidates who are UAE nationals is subject to the Civil Service Bureau’s rules and regulations. Further, UAE nationals receive priority in job placement and are not restricted by a minimum grade point average, while expatriates without an education diploma or degree must have an average of at least a “C.” Holders of the International Computer Driving License (ICDL) certificate and/or a certificate in the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) also receive priority in job placement.
Requirements for Ongoing Professional Development in Reading for Teachers Professional development requirements for reading teachers vary depending on which curriculum is used by the school. Private and public schools that invest in ongoing professional development secure higher rates of student achievement in all communication skills.
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Reading Instruction in the Primary Grades Instructional Materials Public schools have curriculum documents that guide school instruction in every subject. These documents outline the general standards for specific subject areas from kindergarten to Grade 12 and guide the process, scope, sequence, and content of the Arabic and English curricula. These are fully updated to address developments in pedagogy such as links to prior learning, higher order thinking skills, 21st century skills, national identity, sustainability, and innovation. Fourth grade teachers in public schools use Ministry textbooks and teacher’s guides to deliver the curriculum. Students at public schools complete workbooks that accompany their textbooks. In private schools, instructional materials depend on which curriculum is used.
Use of Technology Although public schools receive Information and Communications Technology tools and other resources to support the teaching of Arabic and English, these are not always well utilized by teachers. The diversity of private schools in Dubai means that use of technology to develop and support reading varies. In schools where achievement in reading is high, teachers use a variety of high quality resources to motivate and engage students and support their learning.
Role of Reading Specialists Reading specialists do not play a role in public schools, and their role varies substantially in private schools. In new private schools with specialists, the focus on teaching reading through research-based strategies results in higher student achievement.
Second Language Instruction Beginning in the second year of kindergarten, children in public schools receive English instruction on a daily basis. Starting in first grade, students are taught five 40-minute English classes per week. English as a foreign language is taught throughout the general and higher education levels. Additional second language teaching is provided in private schools with varying degrees of success.
Accommodation Policies for Instruction and Testing Students with reading processing challenges such as dyslexia may receive extra time or modifications for schoolwide assessments.
Students with Reading Difficulties Diagnostic Testing Specific reading difficulties such as dyslexia are rarely accurately identified, but identification of and provision for students with special educational needs is developing. Compared to other schools, the more successful private schools use diagnostic testing to greater effect and establish more focused support for children with reading difficulties.
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Instruction for Children with Reading Difficulties
Students with reading difficulties generally participate in regular classrooms. In private schools, identification of and support for these students varies significantly. The best schools implement early identification procedures and provide individual education plans to address areas of deficit. Support is provided in class or on a withdrawal basis, and specialists from outside the school may be consulted. In public schools, students who fail internal tests may receive additional support in preparation for Ministry examinations. Repetition of failed years is still common practice in some public schools, particularly at the end of Cycle 2 (Grades 6 to 9) and the early stage of Cycle 3.
Monitoring Student Progress in Reading Public schools follow the United Arab Emirates national system of assessment, which includes midyear and end of year examinations in Grades 1 to 12. End of year assessments are taken throughout Dubai and are linked to the Ministry of Education’s objectives. Most of these examinations are in print or electronic format for Grades 9 and 10, and only a few schools require performance assessments. Beyond the national examination system, public schools in Dubai do not have a formal process for monitoring student progress in reading. According to the Ministry of Education examination system, students in Grades 1 to 9 are promoted to the next grade automatically. However, students who do not achieve 50 percent of the total examination score will be enrolled in a remedial program after diagnostic testing. Students who fail again after completing the remedial program will enroll in another remedial program at the beginning of the following school year to support their learning in the next grade. Private schools throughout Dubai adopt the monitoring and assessment procedures that pertain to their curriculum. Many schools adapt the national assessment procedures of their curriculum to suit the needs of the student population. For example, most UK schools adopt the English National Curriculum’s assessment processes. UK, International Baccalaureate, and Indian schools participate in external national or international examinations based on the curriculum they offer. US schools use a range of internal assessment tools, and the upper grade levels at some schools participate in international benchmark tests for further and higher education placement.
Special Reading Initiatives On the directive of the United Arab Emirates president, His Highness Sheikh Khalifa bin Zayed Al Nahyan, the Cabinet approved the declaration of 2016 as the UAE Year of Reading because “reading is the basic skill for a new generation of scientists, intellectuals, and innovators.”14 The Cabinet also issued directives to prepare for an integrated national literacy strategy and a framework that will help produce a generation of readers and establish the UAE as the capital of cultural and knowledge content. His Highness has reminded citizens that the first verse in the Holy Quran is “Read” and that education and knowledge gained through reading will be a key factor in developing the UAE further.
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In support of this directive, the vice president and prime minister of the UAE and ruler of Dubai,
His Highness Sheikh Mohammed bin Rashid Al Maktoum, issued orders to implement immediately preparations of an integrated national literacy strategy and a framework to produce a generation of readers within the UAE. A committee has been established to manage and supervise the efforts of the Year of Reading, and to produce a comprehensive strategic plan and a national framework to encourage reading and trigger a “behavioral change” in all segments of the UAE community. The 10 year National Strategy for Reading program aims to raise reading participation rates to 80 percent for students and 50 percent for adults. A commitment of AED 100 million has supported a reading festival in October 2016 and the first UAE Month of Reading in March 2017. In October 2016, the Knowledge and Human Development Authority and the Ministry of Education embarked on a joint survey of public and private schools in the UAE. The aim of this survey was to gain a greater understanding of citizens’ skills in and attitudes toward reading in order to support the UAE’s goal of creating a nation of lifelong readers who enjoy books and can contribute to a knowledge-based society. At the time of writing this chapter, the results and their impact on the next steps of UAE Vision 2021, a national agenda with the goal of giving the UAE the status of one of the best countries of the world by 2021, had yet to be analyzed.
Use and Impact of PIRLS In 2011, Dubai’s public and private schools participated in PIRLS for the first time as a benchmarking participant. While Dubai’s overall average reading score (476) was below the scale centerpoint (500), it was higher than that of participating countries in the region. Grade 4 students in United Kingdom and International Baccalaureate curriculum schools were the highest achievers in reading, with results significantly above the international average. Students in Indian and Philippine curriculum schools also achieved higher results than students in public and private Ministry of Education, US, and Pakistani curriculum schools. Reading for informational purposes was the stronger domain, while reading for literary purposes served as the greater challenge for students across Dubai. In all schools except Indian and International Baccalaureate curriculum schools, females outperformed their male counterparts in reading. Students in Pakistani curriculum and public and private Ministry of Education schools scored significantly below students in other schools. The positive use of PIRLS data and other international assessments by schools to support student achievement and enhance teaching and learning is encouraged by the Knowledge and Human Development Authority and monitored through its annual inspection of schools. Dubai is committed to continuing to improve schools and to working together with the community to enable a better future for all citizens, and to achieve the individual and national goals outlined in UAE Vision 2021.15
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Suggested Readings United Arab Emirates Ministry of Education. (n.d.). Retrieved from https://www.moe.gov.ae/en/importantlinks/inspection/pages/evaluationandquality.aspx
Al Maktoum, M.b.R. (n.d.). Dubai strategic plan 2015. Retrieved from http://www.dubaiplan2021.ae/dsp-2015-2/
References 1 Dubai Statistics Center. (2015). Population by sex—Emirate of Dubai. Retrieved from https://www.dsc.gov.ae/Report/DSC_SYB_2015_01%20_%2001.pdf
2 Knowledge and Human Development Authority. (2011). Dubai IMSS and PIRLS 2011 Reports. Retrieved from https://www.khda.gov.ae/en/publications/article?id=137
3 Knowledge and Human Development Authority. (2011). Dubai PISA 2009 and 2012 Reports. Retrieved from https://www.khda.gov.ae/en/publications/article?id=74 and https://www.khda.gov.ae/en/publications/article?id=160
4 Ministry of Education United Arab Emirates. (2011). UAE. Retrieved from https://www.moe.gov.ae/en/pages/home.aspx
5 Knowledge and Human Development Authority. (2011). Dubai, UAE. Retrieved from https://www.khda.gov.ae/en/Website
6 Dubai Schools Inspection Bureau, Dubai. (n.d.). UAE: Improving schools’ annual reports. Retrieved from https://www.khda.gov.ae/en/schoolinspection
7 Dubai Statistics Center. (2010). Enrolled students by education type and nationality—Emirate of Dubai. Retrieved from https://www.dsc.gov.ae/Report/DSC_SYB_2015_04%20_%2001.pdf
8 Knowledge and Human Development Authority. (2016). Dubai private education landscape 2015–2016. Retrieved from http://www.khda.gov.ae/en/publications/article?id=10213
9 Qualifications and Curriculum Development Agency. (n.d.). National curriculum for England. Retrieved from https://www.gov.uk/government/organisations/qualifications-and-curriculum-development-agency
10 International Baccalaureate Organization. (n.d.). Primary years programme. Retrieved from http://www.ibo.org/programmes/primary-years-programme/
11 California Department of Education. (1998). English–language arts content standards for California public schools: Kindergarten through grade twelve. Retrieved from www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf
12 Central Board of Secondary Education (CBSE). (2012). Research and Development Unit. Retrieved from http://cbse.nic.in/newsite/index.html
13 Knowledge and Human Development Authority. (2012). Dubai TIMSS and PIRLS 2011 report. Retrieved from https://www.khda.gov.ae/en/publications/article?id=137
14 Mohammed Bin Rashid: On president’s directives, 2016 is UAS reading year. (n.d.). Retrieved from https://uaecabinet.ae/en/details/news/mohammed-bin-rashid-on-presidents-directives-2016-is-uae-reading-year
15 Vision 2021. (n.d.). UAE Vision 2021. Retrieved from https://www.vision2021.ae/en
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