“Our students are not fluent in formal Arabic,” said Dr Leo Chavez, director of Dubai Men’s College, part of the Higher Colleges of Technology, since September.

“The business community is correctly trying to emphasise written Arabic, and I’m not sure our students are equipped to do that. Right now we’re not doing much Arabic, so that will have to change.”

Dr Chavez said that in the United States and elsewhere there was more teaching of national history and culture than in the UAE – a “profound difference” reported TheNational.

“I’d like to see us move in the direction of providing a greater understanding of the history, culture and language, so students can make good decisions about what they want to preserve and change.”

Dr Ken Wilson, head of Zayed University’s Dubai campus, aims to improve the remedial English courses most new students need before they can start their degrees proper, but is also looking at other degree courses to offer – with more of them in Arabic.

“Until now there’s been a dominant focus on English, but we need to expand this to Arabic and other subjects too,” said Dr Wilson, who also took up his post in September.

HCT, the network of 17 local colleges, stopped teaching Arabic several years ago. “It was mainly for budgetary reasons and the realisation that it was one of the deficiencies from high school we couldn’t make up for,” said Howard Reed, head of Dubai Women’s College, part of HCT, for more than 20 years.

“We were already spending a third of our budget on remedial education and Arabic was something we simply couldn’t do.”

The onus should fall on schools, he said. “We emphasise the fact the schools don’t prepare students in maths, English and study habits, but Arabic is a big problem.

“It should be more of a priority at school level because if students are not equipped in their native language they’ll find it a lot harder to learn another.”

In 2010, 40,000 pupils at 285 public schools in Dubai and the Northern Emirates took national assessment tests that found they were learning neither English nor Arabic to an acceptable standard.

Most struggled to meet the writing and spelling requirements of the national curriculum. Boys scored significantly lower than girls.

Iba Masood, founder of Gradberry, the graduate recruitment website, said Arabic was vital.

“Businesses want fluency in both languages. Seventy-five per cent of our jobs require Arabic, especially for fresh graduates.

“The experienced staff come from abroad, the UK, US and other western countries and they don’t speak Arabic – so they expect the junior staff to speak Arabic, translate documents, write press releases, engage with the community in Arabic.”

Dr Chavez says his students are generally unprepared for higher education when they leave school. The answer, he believes, is a better school curriculum.

“There’s a lot of discussion about the quality of the secondary system and whether they are producing college ready students.”

Dr Chavez says that because university teaching is in English, mainly by expatriates, the system has become westernised, with individualised education for students who are more group-orientated.

“They don’t like taking tests but they will do group projects together. There’s a tension between the western style of education most of us are used to and the culture here.”

(C) TheNational

“I was so happy when they gave it to me and taught me how to use it … since then, I’ve taken it everywhere with me … it helps me connect with the world by allowing me to connect to computers so I can use the internet, send emails, read and write documents and even record discussions and reminders,” Al Murri, a high school graduate, said.

He was among several special needs participants at an exhibition and training seminar organised by the Adec entitled: New Devices for Special Needs. The event was held at the Mubarak Bin Mohammad School in Abu Dhabi.

The pupils demonstrated some of the 689 new pieces of equipment and accompanying software that have been distributed to public schools in the emirate at the start of the 2011-12 academic year, such as electronic Braille writers, Boardmaker with Speaking Dynamically Pro for pupils with speech and language impairments.

A training session was also organised for 20 pupils and their teachers on how to use the FM Personal Systems, which allows those with hearing impairments to tune into their surroundings more easily.

Additionally, 17 autistic pupils were provided with laptops equipped with specialised software.

“There are currently 5,869 pupils in public schools … each [pupil] is accompanied by specialised teachers who help create a successful learning and educational environment for [them],” said Dr Mugheer Khamis Al Khaili, Director General of Adec.

Plan

“Integrating our special need students into Abu Dhabi schools is an essential component of Adec’s 10-year strategic plan for developing the educational system in the emirate of Abu Dhabi … [in addition to the devices] a number of workshops will be organised to familiarise special education teachers, parents and pupils with the devices and teach them how to run audio, video devices and modern computers,” Al Khaili added.

(C) Gulfnews

Deans of CMU-Q and WCMC-Q, Dr. Ilker Baybars and Dr. Javaid Sheikh participated in the press conference alongside President of QF, Dr. Fathy Saoud. Dr. Kenneth Hovis, assistant teaching professor of biology at CMU-Q provided specifics about both the biological sciences and the computational biology joint degrees.

“Carnegie Mellon is excited to partner with Weill Cornell Medical College. Graduates of these programs will have the scientific and analytic ability to meet the demands of the future workplace and be able to contribute to cutting-edge research in fields such as biomedicine, biotechnology and bioengineering – putting them squarely in place to explore the unsolved questions of science,” said Dr. Baybars.

The two new joint bachelor of sciences draw on the unparalleled expertise of two world-class institutions. CMU was the first university in the United States to offer an undergraduate degree in computational biology. WCMC in New York is among the top ranked medical research centers in the United States. Both the biological sciences and computational biology degrees are offered in collaboration with their associated departments at CMU in Pittsburgh – the Department of Biological Sciences and the Lane Center for Computational Biology.

“A unique aspect, which we witness today is the co-existence of two leading universities in one home. It is exciting that a student can study at two internationally renowned institutions to earn their degree,” said Dr. Saoud. He added that “These programs, either in biological sciences or computational biology, will not only place our students at the forefront of pioneering research, but make them leaders in the fields of science and medicine. We constantly strive to give our students only the best academically and there is no doubt that today signals a true breakthrough as we train talented students to become highly qualified job applicants for the future of Qatar’s knowledge-based economy.”

CMU-Q enrolled six students this past year into the biological sciences program. They will undertake a rigorous, quantitative course of study that requires substantial laboratory experience. Once fully established, the programs in biological sciences and computational biology are expected to annually enroll between 20 and 25 students. The core curriculum includes biology, physics, biochemistry, math; and both organic and experimental organic chemistry – some of which are taught at WCMC.

Dr. Sheikh said that he is “looking forward to welcoming new students from this joint program into our premedical courses. He believes that the “future of science lies in cross-disciplinary efforts and that this interaction between…will enhance the educational experience for all.”

Dr. Sheikh went on to praise the collaboration’s embodiment of the Qatar National Vision 2030 stating, “This is a great example of how Education City institutions can create new opportunities for Qatar and the region by bringing together their unique strengths and expertise.” Students attending universities at QF are able to cross-register for courses in the biological sciences. Those who are currently enrolled in CMU-Q’s existing undergraduate degrees will be able to participate in the new programs.

Students completing the degree in computational biology will apply computer science techniques to complex biological problems. The program will position enrollees to meet needs already present within biological research, combining WCMC’s biological tradition with CMU’s pioneering computer science work. As in Pittsburgh, the degree in Qatar will only be offered to students who complete their first year in the biology program, whereupon they will be able to assess if complementing their biological studies with the methodological and analytical tools to model biological data sets is intellectually of interest. Students who study computational biology will be able to harness technology and innovation to solve complex biological questions that 10 years ago were unimaginable.

Elaborating further on the program itself and the collaboration in general, Dr. Kenneth Hovis added, “Biology and medicine are undergoing incredible advances in the areas of biotechnology, bioinformatics, and genomics. Our two new majors are designed to provide students with an interdisciplinary education to enable them to become leaders in research, innovation, and technology in the sciences in Qatar, throughout the region and around the world. We see CMU-Q along with WCMC-Q, as partners in the Qatar National Vision 2030 to bring world-class education and van guarding research in the sciences to this region. We want to do this by strengthening the pipeline of students who are trained to tackle some of today’s most important biological problems, with the application of theories and computational tools at the forefront.”

Each year, CMU-Q continues to provide new and relevant course work for its students. Collaborative programs like these are one way in which the university prepares its undergraduates for the marketplace of the future.

“I will definitely download the application once he enters a higher grade because it provides teachers and parents with a better way to communicate instead of taking appointments,” Amal, 29, an Omani expatriate who is an IT analyst, said.

“Also, it will help me know what’s going on with my son in real time mode, which is a more developed means of communication compared to other means, such as the telephone,” she added.

According to officials, the i-ADEC application provides users with exclusive access to additional information, including a pupil’s grades and homework assignments.

“Parents and members of the public can communicate with school authorities and the Council in a more efficient manner that will provide increased transparency and credibility among all parties,” Dr Mugheer Khamis Al Khaili, ADEC’s director general, said.

Getting access

The application is currently available for iPhone and iPad users at the Apple iTunes store for free. Details on how other smartphone users will be given access to it will be announced by the Council at a later date.

Over 1,600 people from the UAE, the region and beyond have downloaded the app since it became available three days ago.

(C) Gulfnews

“If Saudization is to succeed, then the only way forward to benefit from the ambitious development programs is through education geared to national needs,” said a report released by the ministry.

“An initiative promoted by the Ministry of Education envisages the Kingdom being at the forefront of science, technology and innovation in Asia and by the end of the fourth plan period, it will be transformed into a knowledge-based economy joining the league of the industrialized countries,” said the annual report, which gives an overview of higher education in the Kingdom.

The report also gives a range of statistical and factual information about the growth of higher education in the Kingdom.

The report said the Kingdom should be, as far as the plan is concerned, an advanced and industrialized country with R&D funding at that stage constituting a minimum 2 percent of its GDP (gross domestic product) by 2025. The growth of higher education in the Kingdom is following a dual track approach by adding value to the numbers and this is in line with the goal set by Custodian of the Two Holy Mosques King Abdullah, who recently announced to establish seven new colleges, including two medical colleges, in different provinces.

The report said projects would be set up in Tabuk and Hail (college of business administration in each), Baha (college of computer science and information technology), Hafr Al-Baten (college of business administration) and Asyah in Qassim (college of arts and science). The medical colleges in Shaqra and Dawadmi will have departments for basic medical sciences, ophthalmic surgery, maternity and children, dermatology and bone surgery, while another for medical education will be set up at Umm Al-Qura University as well as at Taif University.

Referring to the online teaching and learning programs, the report said that they will also become major delivery tools for providing quality education to students. To this end, the KSU has already set up a long-distance learning center enabling students to interact with tutors through video chat and other platforms. At another level, efforts are under way to align the educational system with the cultural traditions of the Kingdom.

On the engineering side, there is a growing partnership between industry and the academia to mobilize their resources for upgrading professional standards, said the report.

Explaining the scope and depth of this partnership, a university official told Arab News: “We need to continue to increase the engineering capability that exists within the home market of Saudi Arabia.” BAE Systems Saudi Arabia, he pointed out, was currently in partnership with Prince Sultan Advanced Technological Research Institute, the Royal Saudi Air Force and with local industry representatives to identify areas for the initial R&D projects to focus on.

© Arab News

Following naturally from the institute’s bachelor degree programmes in Film and Audio production, the certification courses are designed for both professionals and students who prefer hands-on and interactive instruction to best explore the software functionality.

“There are numerous benefits to the working professional including internationally recognised credentials, listing in the Apple Certified Professionals registry and the ability to use the Apple logo on both resumes and signature,” commented Predrag Toncev, Campus Manager at SAE Institute Dubai. “Basically these certificates help boost your credibility and visibility in an extremely competitive marketplace.”

The intensive classes are coupled with end user exams that provide Apple Certified Pro Level One status in the software course chosen. Logic 101, an introduction to Logic Express 9 and Logic Pro 9 introduces students to the primary features and basic user interface of Logic Pro where they learn how to generate a customised audio and MIDI configuration that will seamlessly integrate with their own personal production studio. Students will also create their own song using Logic Pro’s comprehensive array of software instruments, Apple Loops and DSP effects.

This will be coupled with in-depth lessons that will cover MIDI and audio recording, streamlined editing and arrangement techniques, user defined key commands, automation, scoring to picture and surround mixing.

FCP 101, an introduction to Final Cut Pro X meanwhile will start with basic video editing techniques and work all the way through Final Cut Pro’s powerful advanced features. Those taking the course will learn to mark and edit clips, mix sound, add titles, create transitions, apply filters, and more. Topics will include basic setup, customising preferences and settings, capturing video and audio, various editing and trimming techniques, Ripple, Roll, Slip, and Slide tools, audio editing and audio creation, finishing and final output. FCP 200 takes the concept of the 101 course further and broadens the scope from 3 days to 5 days allowing for even more comprehensive insights into the software.

As an AATC (Apple Authorised Training Center) and AATCe (Apple Authorised Training Center for Education), SAE Institute Dubai have scheduled to host certification and training programmes that will include not only more Apple related courses but those dedicated to Adobe and other professional software as well.

Courses range from two to five days and start at AED 2,800.

The School Evaluation Office at SEC’s Evaluation Institute conducted a training workshop for private schools on how to prepare self-evaluation studies for the National School Accreditation.

The workshop at La Cigale hotel was attended by representatives of 61 private schools.

School Accreditation Programme was designed to verify private schools performance and ensure sustainable work to improve the level of private schools from Kindergarten to Grade 12.

Besides, the programme is meant to provide high-quality educational services that preserve the students’ rights to access to better education and maintain the rights of their families seeking private schools for their children.

External revision, however, is achieved through school visits by the evaluation team in order to confirm school self-evaluation quality.

The areas of the National School Accreditation are: School leadership and management, learning performance and environment, management resources, learners development and community contribution.

Private schools, prior to the National Accreditation, must carry out self-evaluation studies by focusing on four main pillars, namely: School identification and description, evaluation of its learning outputs, accurate analysis of the National School Accreditation standards in its five aspects, and the existence of a school performance enhancement action plan.

Schools must be committed to four steps prior to the entitlement of the National School Accreditation: The first step is to submit a candidacy for the accreditation, then to prepare a school self-evaluation study covering 18 months of performance.

The third step is a visit carried out by a team of the national School Accreditation to the candidate school for three or four days.

The procedure, finally, is completed by a recommendation of the inspecting team to grant accreditation to the school for the next three or five years, based on the recommendation.

The School Evaluation Office also held a training workshop for its staff on National School Accreditation mechanisms and procedures in private schools, in the Evaluation Institute’s auditorium.

© The Peninsula

The female students make up 24 per cent of the new intake, the highest ever since its opening in 2007, and among them are two female students from Kuwait and one from Qatar. The trend reveals the increasing popularity of the Executive MBA (Dubai) programme not only amongst women, but also nationals of the GCC with 15 per cent of students coming from Saudi Arabia, Oman, Kuwait and the United Arab Emirates.

The intensive 18-month programme of study will see the students balancing full-time jobs at the same time as studying, giving them the opportunity to apply their learnings in the workplace so that the impact on their careers is immediate.

New student Mona Salam, who is Head of Marketing and Promotions for Universal Music MENA, recently completed Orientation Week:

“I’ve enjoyed the numerous opportunities given to network with fellow students from both the Dubai and London streams.  I enrolled this year because London Business School paves the way to not only adding individual value through education, but to developing valuable lifelong relationships that render beyond the classroom.”

And for the first time students from Australia and South Africa have joined, making the commute from Perth and Johannesburg to Dubai and bringing up-to-the-minute insights on business in their countries with them.

Ruth Martel, London Business School’s Executive MBA Programme Director, said:

“Around 35 per cent of the class are based outside of the UK or UAE, which shows the global appeal of this programme.

“The class brings a variety of personal and professional achievements and the fact we are now attracting students from as far afield as Australia indicates to us just how diverse this program has become and the way in which the world is doing business.”

The average length of professional experience for the new class is just over 10 years management experience each, which amounts to a combined 1,378 years worth of experience and insight they contribute as a class to the global business community. There are 14 industries represented, including IT, telecom, legal, finance, education, media and oil and gas, with a number of students once again coming from finance and banking.

London Business School students will take modules every three to four weeks at the Dubai International Financial Centre, before going on to take electives in both Dubai and London in year two.  The students’ second year of study will also see them complete an international assignment before finishing the course with two modules alongside their London-based colleagues.

“Combining the two streams at the beginning, middle and end of their programme builds their global perspectives, providing them with a rich and diverse network beyond their own stream experience,” added Ruth.

At least half of the students in the 2013 class were referred to the School by current students or alumni.

The Executive MBA programme in  is taught exclusively by London Business School’s own faculty.

The programme gives students, who have a strong, proven ability in business management, a thorough grounding in all key areas of business.  EMBAs can also specialise in their chosen fields through the School’s diverse elective portfolio.

The education company, which employs over 10,000 staff around the globe, intends to open six fee-paying day schools for boys and girls aged three to 18 in towns and cities across England over the next two years, the UK’s Guardian reported.

It said GEMS aims to charge parents between £8,000 and £12,000 a year – about half or a third of the price of some of the country’s leading public schools.

Mark Labovitch, chief executive officer of GEMS for the UK, Europe and Africa, said it was targeting “huge swaths” of the British middle classes who could not afford private school fees.

Fees for non-boarding pupils shot up by 27 percent in UK private schools between 2007 and 2011, according to data from the Independent Schools Council (ISC).

The location of the GEMS schools has not yet been finalised, but Labovitch told the paper there were parts of the country that were under-served by the number of private schools they had.

Labovitch said his company, which runs 100 schools worldwide, was still considering how it might devise entrance requirements for the new schools.

Last year, GEMS Education said it plans to spend around $300m on expanding its network of schools across Kenya and could list in the future.

GEMS, which is the biggest private-schools operator in the UAE, said it aims to cater to five million students by 2024 and may offer its shares to the public to fund further expansion.

This first Conference on Giftedness set in the Arabian Gulf will cement the region’s commitment to and contribution in consolidating the development of world class standards and best practices for the gifted and talented students’ community.

The event will be placed under the sign of human potential development and youth empowerment and will enhance the importance and significance of the gifted and talented education for the region.
Start Date: 2012-07-14
End Date: 2012-07-18