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In recent years, the Emirate of Dubai has been placing a stronger emphasis on people’s well-being with the aim of making Dubai “an inclusive and cohesive society (...) that is the preferred place to live, work and visit and a pivotal hub in the global economy”. Within the education sector, KHDA and private schools have introduced a number of initiatives to help raise awareness, measure and support students’ and staff’s well-being.
This book examines a variety of issues related to wellbeing education and cross-cultural education, curriculum and pedagogy, education policy and systems, teacher education and professional development of educators, educational administration, management and leadership, and inclusive education. Stimulated, in part, by the launch of positive psychology, wellbeing education has grown worldwide. Various theories of wellbeing have been adopted in education, coining the term 'wellbeing education', defined in this book as how school leaders and teachers plan to implement evidence-informed wellbeing interventions to promote wellbeing and academic goals. This book investigates a series of questions related to wellbeing education, and how evidence-informed wellbeing approaches are integrated into learning, teaching, and education.
This book is a collection of chapters on happiness and well-being. It includes contributions from scientists from all over the world, who present different, multifaceted, dialectically open perspectives and sensitivities regarding happiness. The authors discuss happiness and well-being from biological, biopsychosocial, anthropological, and philosophical points of view.
This publication identifies some of the steps policy makers can take to build school systems that are both equitable and excellent. The analysis is complemented with examples that illustrate proven or promising practices in specific countries.
A growing body of evidence from economic studies shows areas where appropriate policies can generate health and other benefits at an affordable cost, sometimes reducing health expenditure and helping to redress health inequalities at the same time.
This report presents the best current evidence about what can make teacher-oriented reforms effective and points to examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change.
From the bestselling author of Happiness and co-editor of the annual World Happiness Report Most people now realize that economic growth, however desirable, will not solve all our problems. Instead, we need a philosophy and a science which encompasses a much fuller range of human need and experience. This book argues that the goal for a society must be the greatest possible all-round happiness, and shows how each of us can become more effective creators of happiness, both as citizens and in our own organizations. Written with Richard Layard's characteristic clarity, it provides hard evidence that increasing happiness is the right aim, and that it can be achieved. Its language is simple, its evidence impressive, its effect inspiring. 'In this book 'Can We Be Happier?' which is part of Richard Layard's excellent, ongoing exploration of what happiness is and how it can be achieved, he provides evidence that if you have peace of mind and are full of joy, your health will be good, your family will be happy and that happiness will affect the atmosphere of the community in which you live.' The Dalai Lama
The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.