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3" HIGHER EDUCATION in the UNITED ARAB EMIRATES UNIVERSITY of UNITED ARAB EMIRATES and ITS DEVELOPMENT DISSERTATION Present

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3 3" HIGHER EDUCATION IN THE UNITED ARAB EMIRATES UNIVERSITY OF UNITED ARAB EMIRATES AND ITS DEVELOPMENT DISSERTATION Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY By Abdelfattah S. Khlaifat, B.A., M.P.A. Denton, Texas August, 1992 Khlaifat, Abdelfattah S., Higher Education in United Arab Emirates: University of United Arab Emirates and Its Development. Doctor of Philosophy (Higher Education) August, 1992, 212 pp., 19 tables, reference list, 146 titles. The purpose of this study was to trace the development of education, including higher education, in the United Arab Emirates. In order to complete this study, a computer search of available literature in the English and Arabic languages was conducted. Two unstructured questionnaires were developed and sent to the Ministry of Higher Education and the University of United Arab Emirates. As a follow-up to the questionnaires, interviews with key administrators were conducted during a 2-week visit to the country in November 1991. The findings of this study revealed that although education at all levels has been expanded and improved, enrollment in vocational education and science remains low at the secondary level. Students also seem to avoid science and education at the college level. Academic freedom is limited at the United Arab Emirates University, and students do not participate in university policy. The university provides access to all citizens, either through attendance or external tutorial programs. The establishment of colleges such as Ajman University College of Science and Technology, Dubia College of Medicine, and Islamic Studies Institute should create competitiveness between higher institutions. Education at all levels has contributed to the development of national human resources. Based on the results of this study, further research should be conducted to determine the perceptions of alumni educational experience, community involvement in education, the role of national and multi-national cooperations in education, and women's education in relation to their participation in the labor force. TABLE OF CONTENTS Page LIST OF TABLES . .. ... .... v LIST OF ILLUSTRATIONS ......................... "..... vii Chapter 1. INTRODUCTION ...- Statement of the Problem Purpose of the Study Research Questions Assumptions Significance of the Study Background of the Study Methodology and Procedures 2. POLITICAL DEVELOPMENT . .. 20 Foreign Control Boundaries and Territories Disputes The Oil Discovery The Constitution Supreme Council President Council of Ministers National Council Judicature 3. REVIEW OF LITERATURE .. ... 36 Muslim and Arab Higher Education Role of Higher Education Institutions 4. DEVELOPMENT OF HIGHER EDUCATION IN THE UNITED ARAB EMIRATES..................................66 Ajman University College of Science and Technology Dubia College of Medicine Islamic Studies Institute-- Ras al-Khaimah University of United Arab Emirates iii Chapter Page 5. STUDENTS.................................87 Student Admission Enrollment Transfer, Probation, Suspension and Dropout Student Services Graduates 6. FACULTY AND ADMINISTRATION . .. .. 102 Faculty Administration .... 117 7. CURRICULUM . Definitions Colleges of University of United Arab Emirates Basic University Program Tutorial External Studies 8. CONCLUSIONS AND RECOMMENDATIONS. 134 Conclusions General Recommendations APPENDIX - . - - * * - - - - * *.. ....... 146 A: Map of Region B: Summary of United Arab Emirates Education C: Request for Study Authorization D: Letter for Study Authorization E: Questionnaire for Ministry of Higher Education Staff F: Questionnaire for Presidents of United Arab Emirates Higher Education Institutions G: Tables H: Illustrations I: Primary and Secondary Works J: Interview List REFERENCE LIST...........-.-.-.-............... 202 iv LIST OF TABLES Table Page 1. Number of Students and Schools in Public Education, 1953-54/1989-90 . ." .r .r ." 162 2. Number of Students (Male and Female) Who Finished High School--1971-1972 to 1989-1990......... .. ." . ." . 164 3. Number of Students Studying Abroad on Government Scholarship Between 1971 and 1991 by Gender and Level of Education -. - - -0-0 . .a . ." ." .r . 165 4. Number of the Scholarship Students Who Graduated from Abroad by Gender and Field of Study Between 1971 and 1990 . 0. 167 5. The University of United Arab Emirates Expenditures During 1977-1988 by Dirham..-.......-.-..... .. ... 168 6. Number of Books in Circulation in University of United Arab Emirates Libraries by Year and Language.. 169 7. Students (Male) Admitted Between 1977-1978 and 1990-1991, by College . ." . 170 8. Students (Female) Admitted Between 1977-1978 and 1989-1990, by College . 171 9. Students (Male) Enrolled Between 1977-1978 and 1989-1990, by College . 172 10. Students (Female) Enrolled Between 1977-1978 and 1989-1990, by College . 173 11. Number of Students (Male) Transferred, on Probation, Suspended, or Dropped Out by College--1987-1988 and 1988-1989 . 174 12. Number of Students Drop Outs 1987-1988 and 1988-1989 According to Academic Year/College and Gender . 177 V Table Page 13. Number of Students (Female) Transferred, on Probation, Suspended, or Dropped Out by College--1987-1988 and 1988-1989 . 178 14. Number of Graduates (Male and Female) Between 1980-1981 and 1989-1990 . 181 15. Number and Percentage of Graduates by College and Gender Between 1980-1981 and 1989-1990 . 182 16. Graduates Between 1980-1981 and 1989-1990 by Gender and Nationality . 183 17. External Influences on Institutions of Higher Education.... 119 18. Internal Influences on Institutions of Higher Education Academic Departments. 121 19. Specializations Open to Students . 127 vi LIST OF ILLUSTRATIONS Figure Page 1. Organization Structure of Ministry of Education . 71 2. Organization Structure of University of United Arab Emirates .................... 185 vii CHAPTER 1 INTRODUCTION The colonial thinking regarding the Third World was that poverty and lack of development in the area were natural and impossible to change. People in the Third World were thought to be inefficient, to lack ambition, to possess limited economic horizons, to exemplify a carefree disposition, and to prefer an unhurried lifestyle. Reasons for the negligible level of labor performed and the lack of efficiency, social organization, and institutional development were presumed to be related to climate and heredity. These presumptions were biased, however, because they did not take into account the fact that food and education are important for productivity (Myrdal, 1972). Developing nations in the Third World were faced with major obstacles in their efforts for development. The growing population, the striving for consolidation as states, the inaccessibility of low-interest capital to build hospitals and schools, the lack of effective administration, and the presence of political reforms are all major obstacles that are faced by developing countries (Myrdal, 1972). I 2 Economic development is dependent upon the utilization of human and material resources, both of which require manpower development. This development requires knowledge and training which can be provided by all of the various educational levels--primary, secondary, and higher education. A high-quality curriculum that is related to societal issues should produce graduates who are well- trained, capable, and responsible leaders and who will contribute to the development process. Thompson, Fogel, and Danner (1977) explained that, During the colonial era, the colonized citizens of the Third World were "hewers of wood" and "drawers of water." Both education and training in national development were neglected. What little education that was provided had the primary aim of helping to facilitate the colonial administration machinery. (p. 3) The development of institutions of higher education was the result of governmental support, society's demand for accountability by the university, and involvement in the country's development (Thompson et al., 1977). In order to prepare university graduates to be good leaders, significant resources are necessary to improve the quality of their college education. Government leaders must realize the link between undergraduate education and social, economic, and cultural conditions. Changes in the role of women have increased female participation in the labor force and have created a demographic situation in which universities must respond by 3 providing quality education to a diverse population which includes women. Women in Third World nations are currently seeking careers in the fields of medicine,-law, business, engineering, and computer sciences. They are no longer limited to teaching and nursing careers. The devotion of students to studying and learning, as well as interaction with the faculty through their involvement in faculty research, teaching, group discussions, and independent study will contribute to students' success. In order for the university to be responsive to society, faculties must continue to be involved and motivated by efforts to improve their morale, their financial status, and their institutional commitment. These factors are also vital to the improvement of undergraduate education. Finally, the institution's mission must be defined in terms of institutional prestige and resources rather than through diversity of student excellence (Panel of the Education Commission States, 1986). Universities' missions should include
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