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Education in the 21st century has at its core the promotion of original thought, creativity and innovation. The move away from rote learning and repetitive memorization of facts has helped engender a new culture of inspiring children to use their imaginations to find solutions to problems, and subsequently develop a confidence in one's decision-making, which will be a tremendous advantage throughout life. In Abu Dhabi, the emphasis on innovation is embedded in a number of strategic policies, including a call to build "an environment that fosters innovation, cultivates a healthy risk-taking culture and strengthens the research and development capacity" in the Abu Dhabi Economic Vision 2030, and a call for an economic model of growth "driven by knowledge and innovation" in the Vision 2021. However, how does an education establishment begin the process of teaching creative learnings and problem solving? What skills are required by teaching staff and what availability of equipment is essential to this task?
The UAE has taken concerted steps in order to ensure economic diversification of its key sectors as a means to ensure it is not entirely dependent on an oil/petroleum-based economy. Underpinning this diversification has been the commitment to the creation of a competitive knowledge-based economy, which, unlike agricultural and industrial economies, is not one that relies on natural/physical resources, but instead on a greater reliance on intellectual capabilities. All these requirements are dependent upon an effective education system. Various countries around the world have had great success at matching their education system to the demands of industry and society as well as incorporating the latest technology to improve education. However, exploiting the digital revolution does not stop at secondary education, and the tertiary level of learning can benefit enormously from such digital developments. As technology develops there are new ways to undertake learning and research and more flexible delivery of learning or faster and more sophisticated academic processes. The ubiquitous nature of the internet means that the use of this technology is part and parcel of our everyday life both in our personal and working life; therefore, it is an inevitability in education. Digital infrastructure can be defined as including technical services, technical standards, software tools, supporting policies, practice and regulatory frameworks. It allows for the appropriate creation, management and exploitation of information, resources and services to enable effective and high quality research and education. While more and more people involved in the educational process accept the notion that ICT has become part of our everyday life, and recognize the value of ICT as an enhancer for teaching and learning, there is an increasing demand for educators to have expertise in both their specific subject areas and competence in ICT. The essence of digital information and services, such as the worldwide web, means a whole new mode of operation and production of information, learning and research. It means there are new possibilities and a lot still yet to be imagined. Digital information can be replicated perfectly many times; add a network to that and it can be shared and accessed the world over; add the web to that and it can be viewed, annotated and linked to by anyone anywhere. Information technology not only facilitates how information is imparted in the learning environment, but also alters the relationships between participants in schools, colleges and universities, whether they by teachers, technicians or parents. Not only can more exciting and innovative forms of learning be created, but also the inclusion of all stakeholders in the learning process can be encouraged, which leads to greater understanding, encouragement of other ideas to stimulate learning, and ultimately a more rounded and educated individual and society.
This book provides an overview of the evolution of education in the United Arab Emirates from its humble beginnings in palm frond huts, to today's proliferation of prestigious international schools and global university branch campuses. The chapter authors are academic experts who have extensive first-hand experience of contemporary developments in the country's various educational sectors. The book addresses innovations and transformations in Early Childhood Education, Higher Education, K-12 Schooling, Language Education in Arabic and English, Quality Assurance, Special Needs, STEM Education, and Teacher Education and Professional Development.
Inclusive Guide Provides Practical Applications for Workplace Education Theory from Diverse Perspectives The Wiley Handbook of Global Workplace Learning explores the field of workplace education using contributions from both experts and emerging scholars in industry and academia. Unlike many previously published titles on the subject, the Handbook focuses on offering readers a truly global overview of workplace learning at a price point that makes it accessible for independent researchers and Human Resources professionals. Designed to strike a balance between theory and practice, the Handbook provides a wealth of information on foundational topics, theoretical frameworks, current and emerging trends, technological updates, implementation strategies, and research methodologies. Chapters covering recent research illustrate the importance of workplace learning topics ranging from meditation to change management, while others give pragmatic and replicable applications for the design, promotion, and implementation of impactful learning opportunities for employees at any company, regardless of industry. A sampling of topics addressed includes: “Using an Experiential Learning Model to Design an Assessment Framework for Workplace Learning” “Measuring Innovative Thinking and Acting Skills as Workplace-Related Professional Competence” Multiple chapters specifically addressing international business, such as “Competency in Globalization and Intercultural Communication”, “Global Strategic Planning” and “Global Talent Management” Research and recommendations on bridging generational and cultural divides as well as addressing employee learning disabilities With its impressive breadth of coverage and focus on real-world problem solving, this volume serves as a comprehensive tool for examining and improving practices in global workplace learning. It will prove to be a valuable resource for students and recent graduates entering the workforce and for those working in Human Resources and related fields.
Schools of Education are emerging academic units in higher educational institutions in Gulf Cooperation Council (GCC) nations. Most of these teacher training programs are in their infancy stages. Modern day educational discourse across teacher training programs globally, including the Middle East and in the GCC, have predominantly focused on student-centered approaches to teaching and learning. This approach to teacher training is infused with critical scholarship and marks a shift away from positivist approaches to educational scholarship. Integrating critical scholarship in GCC teacher training programs brings about a number of challenges, as this approach to education is a departure from traditional cultural and social norms for schooling in the region. This multidisciplinary volume highlights some of the challenges and complexities that inevitably arise from this paradox. Professors, researchers, and specialists working in the GCC have contributed to this volume with the intent of empowering educators with authentic and contextualized research and insights to advance collective understanding of the complexities and challenges of teacher education and training in the GCC. Ultimately, this work will serve as a practical tool and resource that can be employed by schools of education to provide authentic insights, strategies, and research to further develop teacher training in the GCC and globally.
For all countries, the greatest challenge to successful progress and development is fostering quality education. Through education and knowledge, economies develop, we become more civilized, societies prosper and the highest civilizational ambitions are realized. Thanks to the wisdom and insight of its leadership, the United Arab Emirates has recognized the challenge and what is needed to overcome it and excel. It has established schools, launched programs and mobilized all of its human and physical resources. Further, the UAE has drawn inspiration from successful international models and reproduced aspects of them, as it shapes its own education system. This has seen the UAE, in less than half a century, rank high on regional and international development indicators. The outstanding achievements made by the UAE in education, recorded in international reports and by specialized agencies, are not a matter of luck or coincidence. Rather, they are the result of decades of planning and serious efforts from public institutions invested in education. This publication includes several papers delivered at the conference ‘Education and Development: Investing in the Future,’ which was organized by the Emirates Center for Strategic Studies and Research (ECSSR) in November 2016. The papers provide intellectuals, those interested in education and decision makers with rich and diverse material on the educational system and its goals in the UAE, which will help identify its mechanisms, characteristics and outlook for the future.
The ECSSR’s 10th Annual Education Conference, titled ‘Education and Jobs of the Future: Developing Qualified Human Capital to Secure the UAE’s Progress,’ underscored the paramount importance of education as the cornerstone of progress for any society. Held from November 12 to 13, 2019, the conference brought together leading experts to explore some of the most pertinent issues facing contemporary education, with a particular focus on the role of technology. The future of employment, and the skills required in the decades to come, is one of the most significant issues poised to impact our societies and economies. As education and employment are intrinsically linked, the nature of educational provision and how we tailor it to coming developments, will have a profound effect on workforces. At the heart of the issue is the pressing need for dynamic educational systems where students can hone a variety of skills. The value of critical thinking, to complement core technological competencies, cannot be overstated as we strive to support adaptable life-long learners who are able to play a productive role in the workplace of tomorrow. Focused on these vital issues, this book presents the most significant papers presented at the conference by experts from a variety of educational and vocational disciplines, locally and internationally. The first chapter considers the impact of the Fourth Industrial Revolution on higher education, where new technologies precipitate a realignment of STEM disciplines. Chapter Two focuses on the connection between outcomes-based education and the fulfillment of UAE national objectives. In Chapter Three, the role of Technical and Vocational Education and Training (TVET) is highlighted, with a specific look at its development and promotion in the UAE, while opportunities for people of determination as partners in development in the UAE are discussed in Chapter Four. Chapter Five broadens the scope with a look at international experiences in education, exploring an Innovation and Design program at the National University of Singapore, and in Chapter Six, an institutions-based, strategic approach highlights the opportunities in international collaboration in education. The development of Singapore’s national education system is the focus in Chapter Seven, illustrating the challenges and opportunities in one of the world’s most successful educational experiences. Continuing with the focus on higher education, Chapter Eight considers the Canadian context, and the factors in the establishment of its university system, which boasts some of the most prestigious institutions in the world. Finally, in Chapter Nine, the analysis turns to comprehensive education, and early childhood education in particular, to show how Finland has created a world-class educational model, while exploring some important lessons learned during its development. This book serves not only as a way to collate the knowledge shared during the ECSSR’s 10th Annual Education Conference, but aims to underscore the importance of education as the UAE embarks on a new phase in its strategic planning for the next fifty years of the nation’s journey.
This edited volume contributes a novel understanding of the past, present and future of higher education across the six countries that make up the Gulf Cooperation Council (GCC). Against the backdrop of intense political, ideological and epistemological disruptions across the Arabian Gulf Region over the last two decades, this volume adopts critical comparative perspectives in order to chart the history, present-day and future realities of higher education in Saudi Arabia, the United Arab Emirates, Oman, Qatar, Bahrain and Kuwait. By focusing on dynamics relating to neoliberalism, and using the notions of ‘tensionality’ and ‘locality’ to situate topics such as curricula, policies, practices, the volume engages with current discourses, controversies and themes such as the internationalization and marketization of higher education in these countries. In doing so, the book offers a theoretical framework to enable greater understanding of the contemporary functioning of higher education in the Arabian Gulf Region. This text will benefit scholars, academics and students in the fields of higher education and international and comparative education more broadly. Those involved with educational policy and politics, and Middle Eastern studies in general, will also benefit from this volume.
This book aims to assess the experience of education during COVID-19 pandemic and explore the future of application of technologies and artificial intelligence in education. Education delivery requires the support of new technologies such as artificial intelligence (AI), the Internet of Things (IoT), big data, and machine learning to fight and aspire to new diseases. The academic community and those interested in education agree that education after the corona pandemic will not be the same as before. The book also questions the role of accreditation bodies (e.g., AACSB, etc.) to ensure the effectiveness and efficiency of technology tools in achieving distinguished education in times of crisis.