Is education providing the skills of the future?

Sarah Palmer — Mon, 19 Feb 2018 11:39:24 +0000

19 Feb 2018

Is education providing the skills of the future?

The most significant challenge of the time is to improve the educational outcomes to prepare students for the skills of the future. As our lives and workplaces are becoming smarter and smart machines taking over the rote tasks, there will be an increase in demand for the skills that only humans can do.

What are those skills and is our educational system currently preparing students for jobs that don’t yet exist, using technologies that are not yet invented, to solve problems we don’t even know are problems yet?
To deal with this problem, the need to explore new approaches to education becomes the most obvious solution. While the industry continues to transform itself to remain abreast of a rapidly shifting technological landscape, accelerated by the Fourth Industrial Revolution, the education sector conspicuously lags.

In a recent study encompassing 2,846 education professionals across 89 countries, conducted by, a US-based learning management system, researchers found that teachers and administrators are in overwhelming agreement that the future of learning should cultivate creativity, curiosity, and resilience.

However, one of the top three findings indicates that static instructional resources are still the norm. In other words, the most used instructional resources are static – or provide a non-interactive, one-way flow of information.
These findings tend to suggest that schools are merely digitizing traditional learning rather than looking at the efficacy of education. This system creates mostly dependent learners, reliant on teachers, discipline, and schooling to acquire new skills. Such a system isn’t necessarily cultivating self-starters, thirsty for knowledge with the ability to master their learning.

Hence experts tend to agree that the rally for new education approaches needs to drive innovative practice, supported by relevant technology – required to operate at both an infrastructure, pedagogical, domain and learner level.
Finding the right balance between technology and education is crucial. Journals and hands-on-learning are still beneficial ways of learning. Devices, teaching assistants, gamification programs, etc. should be used to enhance learning as a secondary feature.
When the education is digitized, there is a general tendency to spend more time using technology and less time learning.

No one can deny the fact that technology and usage of devices and internet have transformed our lives beyond what we could have ever have imagined, and it is evolving at a fast pace. At the same time, it is essential to understand the effect of handing over the devices to children in the classroom, without re-imagining the learning environment. The learning content and the learning method should be carefully crafted to enhance the learning and cognitive abilities of the child.
Educators need to find effective ways of using technology in classrooms where the latest pedagogical thinking can be applied to unlock the skillsets of the future. The curriculum designers should focus on the technological pedagogical content knowledge that can build effective learning outcomes.

The workplaces of tomorrow will need collaborators who can creatively solve problems. Lifelong learning will not be an option. Cognitive and “soft” or social skills, such as complex problem-solving, interpersonal and communication abilities, are taking on an even more significant role because they enable individuals to absorb knowledge more quickly, a skill vital for adapting to new opportunities.

That said, it then becomes apparent that the conventional content knowledge-based, a traditional model needs a paradigm shift to a student-centered learning where problem-solving requires creative and strategic thinking with a focus on personalized and experiential learning. Students should be given more control over what and how they learn to develop the metacognitive skills. The system should continuously help children how to think better and eventually build a generation that can thrive in a world where complex problem solving, critical thinking, creativity, collaboration, emotional intelligence would be some of the top skills required.

Therefore, having access to educational solutions such as Alef (alefeducation.com), the world’s first artificial intelligence (AI)-powered transformational technology-enabled education solution, will be metamorphic. Since Alef, and solutions like it, enable teachers to personalize lessons to suit the student's learning needs, while also collecting detailed analytics on a students’ effort and progress.

Not only do such educational solutions free up teachers, giving them more time to focus on one-to-one and group sessions with students who are struggling; but they allow them the opportunity to track individual progress accurately.
Additionally, the personalization, gamification and micro-learning elements of the solutions like Alef enable students to absorb ideas and lessons into bite-sized information chunks, carefully interweaving skills, character, and knowledge across and within subjects.
It is such educational solutions that adopt AI to deliver a fundamentally reimagined learning journey for a yet unknowable future, which will continue to disrupt education, and stand a far higher chance of adequately equipping the next few generations with the necessary skills we already know are fundamental to the future.

Geoffrey Alphonso, is the Acting CEO at Alef, the world’s first transformational education system powered by AI.
Follow @AlefEducation on Twitter Why is disruption of education imminent? See them at GESS Dubai 27 Feb - 1 March Stand H10

International schools in Gulf countries continue impressive growth

siteadmin — Mon, 25 Jul 2016 11:44:20 +0000

26 Aug 2014

International schools in Gulf countries continue impressive growth

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The expansion of international schools in the Gulf region continues, registering the second fastest growth rate in the world and now has 982 international schools in the region with a million students collectively paying $6 billion in fees.

The data was released as part of the latest research conducted by the International School Consultancy Group (ISC), a leader in delivering market intelligence on the global international schools market, with the full report to be presented at the forthcoming International Private Schools Education Forum (IPSEF) in Dubai.

IPSEF, the only international business conference for private and international schools, addresses a wide range of issues concerning the private education market in the Middle East. Scheduled on September 23-25, 2014 at the Dubai Knowledge Village Auditorium, this year’s conference theme is Delivering Best Practice in the Middle East. “This event aims to provide educators, investors and governments from across the region with a comprehensive appraisal of best practices in the region’s thriving private education market, including Dubai’s growing appetite for international schools. We’re delighted to be working with Dubai’s Knowledge and Human Development Authority on this event to provide education stakeholders in the region the insights they would need to address the challenges and take advantage of opportunities in the emirate’s, as well as the region’s private education and international schools market,” said Mark Roelofsen, Co-Founder, IPSEF.

ISC defines international schools as those that deliver a curriculum to any combination of infant, primary or secondary students, wholly or partly in English outside an English-speaking country; what are known as English-medium international schools. Many of these schools offer an international curriculum. A number of international schools also offer bilingual provision (with English as one of the languages of learning), and some deliver a combination of international and local curriculum.

ISC”s data show the UAE ranked first as the country with the highest number of international schools, dominating the region with 439, up from 433 in the first quarter of this year. Saudi Arabia has 195 international schools and Qatar 130, although this is bound to increase as the country’s Supreme Education Council (SEC) has just approved 26 new private schools out of the 90 applications it received.

Elsewhere in the region, Kuwait now hosts 80 international schools, teaching close to 90,000 students; while Oman has 58 operational international schools, with a population of nearly 60,000 students.

According to ISC’s report, the fastest growing international school market is currently Asia. The ISC says East Asia, the Gulf and South America will all be the source of new demand in future, as appetite increases for access to world-class quality education.
Richard Gaskell, International Director, ISC Research Ltd, will present the other significant findings of the report at IPSEF. His presentation, entitled The Changing Face of International Schools: historical growth, current overview and future prospects, will provide an analysis of the global international school market with a special focus on the Middle East (Western Asia).

In addition to tracking the growth of the international schools market in the region, IPSEF has also gathered regional and international experts who will shed light on how education regulators work in the region, curriculum trends and quality standards, staff recruitment to address the expected boom in education population in the next five years, as well as other important challenges and opportunities confronting the private education sector in the region.

IPSEF is being held in partnership with Dubai International Academic City (DIAC) and The Knowledge and Human Development Authority (KHDA); it is also supported by Oxford University Press, The Parthenon Group, GL Education, the Cambridge University Press, Meritorius Schools and D³ Consultants; in association with ISC and UK Trade & Investment. Programme highlights and registration information are available at www.ipsef.net/dubai.

Book your place now: http://www.ipsef.net/files/8014/0704/7966/IPSEF_ME_and_Asia_Booking_Form...

About IPSEF
Now in its sixth year, IPSEF has provided a unique international forum for private sector school owners and educators, govern¬ments, investors and education service providers to share best practice, identify innovative education models, and address the key strategic issues related to the delivery of non-state education. Since its launch IPSEF has been delivered in Dubai, Hong Kong, Kuala Lumpur and London.

For conference inquiries, please contact:
Rhona Greenhill
Co-Founder, ISPEF
E: rhona@ipsef.net
T: +44 203 371 7883

For sponsorship inquiries, please contact:
Mark Roelofen
Director, IPSEF
E: mark@ipsef.net

For media assistance:
Anthon Garcia
MEA Communications
E: anthon@meacommunications.com
M: +97150 139 8661

Paying for UAE higher education takes smart planning

Barney Atkins — Mon, 08 Aug 2016 08:33:13 +0000

08 Aug 2016

Paying for UAE higher education takes smart planning

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While UAE citizens can attend government institutions free of charge – including UAE University, Zayed University and Higher Colleges of Technology – international students often shoulder a substantial cost.

The first thing many prospective students – and parents – consider when it comes to higher education is the cost.

From tuition fees and accommodation to insurance, books and equipment, the financial requirements of any UAE university student can run into hundreds of thousands of dirhams. While UAE citizens can attend government institutions free of charge – including UAE University, Zayed University and Higher Colleges of Technology (HCT) – international students often shoulder a substantial cost.

For undergraduates at the University of Wollongong, for example, tuition fees vary between Dh217,600 and Dh257,000, while for postgraduates, tuition fees can reach up to Dh17,000 per term (it costs Dh8,370 per subject and the recommended subjects for the term are two). So the full course can cost between Dh80,000 and Dh150,000; this is without factoring in foundation courses, books, transportation, certificate and graduation fees. It’s a similar story at American University of Dubai. With tuition around Dh41,000 per term, a four-year course could cost more than Dh400,000.

Then there’s accommodation. While some students are able to stay in the family home, others require student accommodation. At AUD, fees start from Dh8,500 for shared accommodation per term, and Dh12,500 for single occupancy.

How to pay

Before applying for any financial support, work out how much you need. Most UAE university websites list their fee structure online and there are ways to save.

At the University of Wollongong, for example, you receive a discount for paying in cash. Some universities even offer additional incentives, like a free iPad for paying fees in full at the beginning of the term. If paying in full isn’t an option, you can pay by cheque in instalments. Usually it’s one cheque per month for three months, but this usually comes with an extra Dh200 charge for post-dated cheques, and a Dh500 fine if the cheque bounces.

For those without ready funds, education loans are an option. Many UAE banks, including ADCB, ADIB and SimplyLife offer education loans with competitive rate options. Amounts vary depending on the bank. One may offer a minimum amount of Dh10,000 and a maximum of Dh150,000. The sanctioned loan amount will depend on the parents or students’ eligibility and the rate depends on the salary of the customer and whether or not it’s transferred to the lender. While ADCB, for example, requires no salary transfer, it does require a minimum salary of Dh8,000 and charges a flat rate starting from 5.51 per cent and a reducing rate from 10 per cent.

Get a part-time job

Ease the burden by part-funding your studies with a weekend job. As a student, you are allowed to work weekends or weekdays as long as it doesn’t clash with your class schedule. The university can provide a letter to the organisation/company stating that you would like to join as an intern and your sponsor will also be required to provide a NOC letter.

Most universities have their own career centre and career advisers. This department can help the students find part-time jobs and internships as well as provide career advice for them.

Access to finance

A student bank account is a natural first step. Accounts worth noting include National Bank of Abu Dhabi’s Student Savings Account, which requires no minimum balance to maintain, an overdraft facility subject to approval, various dining offers in the UAE and complimentary lounge access across the Middle East. ADCB’s Banking on Education solution offers a range of savings, investment and insurance products. Beware of any charges on an overdraft facility though, and remember that the number of instalments and interest rates on loans will vary, so compare the market.

Financial grants

A number of UAE institutions have funds designated for undergraduate students with limited financial resources. Providing applicants meet the requirements set by the university, students can receive support for tuition fees and residential hall fees. Some universities, such as the American University of Sharjah, extend the benefit of the grant to a student’s family. AUS offers families with more than one child enrolled simultaneously as full-time undergraduates, a tuition discount of 25 per cent to each sibling.

Remember, grants and application deadlines vary between universities, so check each institution’s website.

Teachers research on best learning practices

Barney Atkins — Mon, 11 Jun 2018 08:42:47 +0000

11 Jun 2018

Teachers research on best learning practices

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A number of educators, teachers, principals were left inspired at an event that saw 85 teachers presenting their extensive research on innovative resources and adapted strategies to improve teaching and learning across the school.

The event held at The Kindergarten Starters (KGS), Garhoud, aimed to identify day to day issues teachers face while dealing with students and to enhance their teaching skills by finding innovative, evidence-based solutions. The top three best innovative action researchers were awarded gold coins.

Talking about her research that bagged the first position, Princy Soosepper, said: "I researched on the impact of using Cognitive Analysist Test (CAT 4) data in daily lessons. This test that we conduct on students from Grade 3 and Grade 4 helps us differentiate students based on their learning abilities and their potential. This helps us create different strategies for them to help them achieve the common target."

KGS principal Asha Alexander said: "In a world where the future of education is uncertain, the only certainty is teachers who can embrace and adapt to change. Action research allows teachers to explore and embrace change while reflecting deeply on how their own knowledge can be used to make the experiences unique for children in our classrooms.

Michael Guzdar, vice-president for education at six largest Gems schools, said: "Today I saw passionate educators and great research because not very often we see teachers learning for themselves. Usually, teachers are just focused on the syllabus and get very little time on researching on new techniques to making learning more fun and easier and teaching children how to learn. As educators, our job is to teach children how to learn. It was so much fun to see teachers take up topics and initiatives to improve learning, introduce new styles of learning to make the process of learning fun."

First runners-up at the event were Sithi Jamal, Sakina Ummeabiha, Rafath Sultana, Warda Ellahi and Jisha Sebastian, who won 2gm gold coin each for their research on the impact of an articulated curriculum of generosity on personal, social and emotional skills of students aged 5-6 years.

"Ours was a hard task as we wanted to investigate the impact of an articulated curriculum of generosity on four and five-year-old kids. We took some time to make the kids understand the real meaning of being generous by doing activities, motivating them to give away the things they loved the most, and by showing them a video of poor kids. The impact was amazing and we noticed a considerable difference in their generosity levels. They were willing to share and give."

Source: http://menafn.com/1096981391/UAE-Teachers-research-on-best-learning-practices

Forest bathing corridor to help de-stress students

Natasha Shetty — Tue, 21 Nov 2017 07:07:45 +0000

21 Nov 2017

Forest bathing corridor to help de-stress students

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Constantly surrounded by concrete, gadgets and pressure, urban life is transforming at a staggering pace. But despite this apparent progress we have erected barriers between ourselves and nature, which often has the healing power to rejuvenate and refresh us.

To reduce carbon footprint and revitalize the environment and students, the Indian High School today hosted the first course of exploration of the Urban Forest developed in its premises. Known as the Forest Bathing corridor that spans an area of 30,000 sq ft, the 1km long green sanctuary is divided in 6 zones - Ghaf Avenue, Madhuban, Green Heart (h), Enchanted Forest, Pluck, and the Sophrology SenTer.

Forest bathing or Shinrin-yoku is the practice of taking a short, leisurely visit to a forest for health benefits. The school has planted 2,000 saplings - horizontally and vertically on its premises. These consist mainly of ghaf tand banyan trees that were picked for their benefits as well as cultural significance in the UAE and India.

Each zone has a meaning and significance especially created to soothe senses and relieve stress. A large variety of trees and plants have been planted to engage students, including learning about the species of trees, learning how to care for them, with scope for research. There is also a patch for students to grow their own vegetables. Pet therapy is also an integral part of the project. A meditation and Yoga Centre (called the Sophrology SenTer), a Mindfulness Centre and a Chinese Tea Area have also been embedded in the green arcade.

"We gather here to mark two occasions, the Year of Giving and second to mark India@70 that marks celebrations of India's 70th anniversary this year. Whenever we do something for the humanity and the world, we benefit too from it. UAE and India are both committed to the Paris Agreement on climate change that lays out commmitments for nations to limit their greenhouse-gas emissions and contain the impact of global warming. And today's event marks our baby steps towards to achieve the target set at the Paris Agreement - to save our planet and make it greener. This green corridor serves as IHS' contribution in giving back to nature," said Sunil Umrao Singh, chairman of IHS.

The event saw a troupe of Indian dancers and musicians from the school welcome the chief guests Dr Thani Ahmed Al Zeyoudi, UAE's Minister for Climate Change and Environment, UAE; Dr Abdulla al Karam, chairman of the Board of Directors and Director General, KHDA and Vipul, Consul General of India to UAE, with traditional Indian dances. The minister and CG of India also then planted a couple of saplings on the school premises.

"The idea of reducing the carbon footprint and turning towards sustainable development and renewable energy is the need of the hour. IHS' Urban Forest is a step ahead in the direction," said CGI Vipul.

The Forest Bathing Corridor will continue to see addition of more plants and trees, and aims to grow into a little wild sanctuary eventually resembling a miniature forest.

Calling it a walkway to relieve stress, boost mindfulness and introducing wellness in students, Ashok , CEO, said : "The move aims at enhancing growth, good health, studies, of our future citizens, our children. Children are mostly indoors, sitting in AC rooms, or travelling in buses or stressing about studies, and we wanted to do something beneficial for them and for the environment and that's why the whole idea of forest bathing came along so they can relax, de-stress and connect with nature which heals you. This green sanctuary for the IHS family and the community - is our ode to the Year of Giving initiative and the Indian consulate's India@70 programmes, Dr. Ashok Kumar, CEO, HIS told Khaleej Times.

New vision for Mohammad Bin Rashid Centre launched

Natasha Shetty — Thu, 07 Sep 2017 05:38:32 +0000

07 Sep 2017

New vision for Mohammad Bin Rashid Centre launched

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Dubai: His Highness Shaikh Mohammad Bin Rashid Al Maktoum, Vice-President and Prime Minister of the UAE and Ruler of Dubai, launched a new vision for the Mohammad Bin Rashid Centre for Leadership Development (MBRCLD) during the graduation ceremony for a new batch of executive, government and youth leaders.

“Today we witness the graduation of a new batch of our nation’s leaders. We are proud of what they have learned, and of the new leadership skills they have acquired. We are also honoured that UAE leaders are role models to be emulated. The UAE is a hub for creating future leaders in the world,” Shaikh Mohammad said.

The new vision involves the application of international standards in training and equipping leaders with global skills and experiences and developing new applied methodologies.
“This is the starting point for creating leading minds that will shape the future. The centre works on developing a generation of Emirati leaders in a way that is in accordance with UAE Centennial 2071,” Shaikh Mohammad said.
The centre’s new vision reflects the UAE’s vision for designing the future and enhancing the human dimension in creating innovative leaders and creative leaders able to deal with the challenges of the Fourth Industrial Revolution. It also aims to enable the UAE to realise its Centennial Vision 2071 through the development of leading global leaders in all sectors and rolling out development programmes in cooperation with the best global partners.

“Officials should work hard to create leaders that contribute to shaping the future for the region and the world through the centre. We have to put all our capabilities and ideas to provide direct support for the centre, which draws up a clear roadmap for future leaders in the country. This is why I directly follow-up and supervise and the mission of creating leaders through the centre,” Shaikh Mohammad added.
“We are investing in developing people, and leaders are the focus of our attention. A capable leader is a successful and profitable investment for building the nation and governments of the future. That is why we have launched the new vision for the centre.

The graduation ceremony was attended by Shaikh Ahmad Bin Mohammad Bin Rashid Al Maktoum, Chairman of the Mohammad Bin Rashid Al Maktoum Knowledge Foundation; Mohammad Abdullah Al Gergawi, Minister for Cabinet Affairs and the Future; Jameela Salem Al Muhairi, Minister of State for Public Education, and other senior officials.
Since its inception, the centre, which embraces a long-term strategy for preparing a generation of leaders who are capable of coping with the rapid international changes, has contributed to the graduation of more than 600 leaders in several vital sectors.

Affordable Dubai schools find creative ways to open amid Covid-19

Barney Atkins — Mon, 14 Sep 2020 08:54:15 +0000

14 Sep 2020

Affordable Dubai schools find creative ways to open amid Covid-19

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Clear guidelines from Dubai regulators helped smooth the process despite limited budgets.

Limited budgets, building in-house clinics and hiring nurses were among the requirements affordable schools in Dubai had to contend with when preparing for the next school year.

Some schools closed sections of their buildings to cut utility costs, while others made in-house signage and posters with the help of teachers and pupils to reduce costs.

Thousands of pupils returned to school in August and the Knowledge and Human Development Authority – Dubai's private schools regulator – released a raft of safety measures to limit the spread of Covid-19.

For many schools, implementing these rules meant significant financial commitments, even with limited resources.

Support and clear guidelines from health and education authorities has helped schools prepare.

"We had to set up a small isolation room, a consultation room and all of this is a big expense for an affordable school," said Shiny Davison, director of learning at Gulf Model School in Dubai, which charges Dh356 a month for kindergarten to Dh647 for grade 12.

Of 2,300 pupils enrolled at the school, 300 pupils are back for in-person classes and Ms Davison said the school went over its budget to equip a clinic and recruit healthcare professionals.

"Earlier for 1,000 children, we needed to have a permanent doctor but according to the requirements we now have one doctor and three nurses," she said.

"We had to include an extra nurse and setting up an isolation room was a challenge for an affordable school... It was a necessity and we did it.

"It was difficult for us to get nurses as the majority of these were employed at hospitals during the pandemic."

Ms Davison said the school spent between Dh10,000 and Dh20,000 to prepare the clinic.

The school’s pupils and staff designed their signage and posters for social distancing and handwashing, and printed these in-house.

Indian High School, a non-profit facility, has more than 17,000 pupils, making it the UAE’s largest school. To meet safety measures, the school is operating at 50 per cent capacity for in-person classes. Pupils attend the school on certain days of the week.

"We are one of the most economic schools in the region with an average fee point of Dh550 per month," said the chief executive of Indian High School, Punit Vasu.

"The safety measures [announced by authorities] were not very cost prohibitive. The guidelines were such that all schools could follow."

"Our biggest challenge was that just before schools reopened the number of Covid-19 cases spiked. This was demotivating for us and for parents," he said.

The school created awareness videos and informed parents through online groups.

Affordable schools are cutting costs by using resources wisely, said Rashmi Nandkeolyar, principal of Delhi Private School in Dubai which has more than 3,800 pupils. The school charges Dh10,298 per year for kindergarten and Dh14,416 for grade 12.

"We closed one block, which meant we saved on electricity and water bills," said Ms Nandkeolyar.

She said a key task for affordable schools was following social distancing restrictions.

"We cannot have 4,000 pupils on the campus at the same time as we do not have space," said Ms Nandkeolyar.

At present, pupils are at the school for-person classes twice a week while many join online.

At The Winchester School in Jebel Ali, where annual fees ranged from Dh13,800 for foundation stage one to Dh30,800 for year 13, around 900 of 4,200 pupils were at the school for in-person classes daily.

Bringing all pupils back was a priority for the school where pupils have been divided in two groups and attend in-person classes two-three days a week.

"We cannot have all pupils in every day of the week so we have made groups," said Meenakshi Dahiya, principal at the school.

Though parents had committed to in-person classes, some went back on the decision due the recent rise in cases, she said.

Source: https://www.thenational.ae/uae/education/coronavirus-affordable-dubai-schools-find-creative-ways-to-open-amid-covid-19-1.1076387

Dubai rallies world’s most innovative companies to reach future vision

Barney Atkins — Mon, 19 Sep 2016 08:55:47 +0000

19 Sep 2016

Dubai rallies world’s most innovative companies to reach future vision

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Some of the most innovative companies in the world have been selected to participate in the Dubai Future Accelerator Programme. 2,274 applicants from 72 countries from all seven continents applied for the 12-week programme, but only 30 companies – less than two per cent of applicants – have been chosen.

“Through this initiative, the UAE is seeking to redefine the international role of business accelerators,” said His Excellency Mohammed Al Gergawi, vice-chairman and managing director of Dubai Future Foundation.

“These accelerators will now adhere to the government’s agenda and strategies, and serve as a catalyst for research and development within the most strategic sectors, such as education, health, infrastructure, transportation and energy. They will provide a global platform to develop new and innovative solutions to the most pressing challenges facing society,” HE Al Gergawi added.

He reiterated that the success Dubai has had in pioneering a new generation of business accelerator programmes and the key role the emirate is playing in shaping the future can be attributed to the directives of His Highness Sheikh Mohammed bin Rashid Al Maktoum, Vice-President and Prime Minister of the UAE and Ruler of Dubai, and the close involvement of HH Sheikh Hamdan bin Mohammed bin Rashid Al Maktoum, Crown Prince of Dubai and Chairman of the Board of Trustees at Dubai Future Foundation.

HE Al Gergawi further stressed that the initiative seeks to achieve the targets of Dubai Future Agenda by ensuring sustainability and innovation within the strategic sectors of the UAE. Moreover, it will explore new sectors based on the technologies of the fourth industrial revolution, which will create a market worth billions of dollars and revolutionise the business models that we know today.

“Now that we have concluded the selection phase of the Dubai Future Accelerators programme, we can go ahead with the actual testing stage for the innovative solutions in cooperation with the relevant authorities,” explained HE Saif Al Aleeli, CEO of the Dubai Museum of The Future Foundation.

“Following an in-depth study – undertaken with our partners and a group of leading experts – to test the feasibility and effectiveness of each entry’s proposed solutions for the challenges facing the relevant key sectors, we can confidently say that we have selected the most innovative and promising applicants,” HE Al Gergawi added.

Throughout the programme, the companies will work with seven government authorities participating in Dubai Future Accelerators, to develop and test products and solutions for challenges facing key economic and strategic sectors in the cities of the 21st century in the UAE. Solutions can also be applied to other countries in the region and around the globe.

Some of the key sectors involved include healthcare, education, energy, water, transport, infrastructure, security, safety and technology.

Finalists will also develop solutions in sustainable sectors, such as Hyperloop transport, 3D printing and digital finance.

Some of the most prominent names on the list of finalists include: Hyperloop One, which is developing a high-speed transportation systems; Next Future Transportation, specialising in mass-transit solutions and self-driving vehicles; Concensys, the world’s largest software provider for app developers and Blockchain companies; Construction Robotics, specialising in construction solutions that increase productivity five-fold; and Honeywell, the Fortune 100 company working on developing advanced digital systems for the healthcare sector.

The Dubai Future Accelerators programme comprises three rounds annually, with each round lasting for three months.

Throughout this timeframe, the programme works to attract the world’s best emerging companies to find solutions for challenges – as well as ways to capitalise on economic opportunities – it identifies within strategic economic sectors by creating new technologies.

The programme also provides training sessions for participants to learn about business development and prototyping, and to create pilot projects for the City of Dubai.

Dubai Future Accelerators is an initiative of the Dubai Future Foundation and part of the Waqf’s US$275-million “Future Fund”.

UAE- Part-time schooling to give parents more control over kids' learning

Barney Atkins — Mon, 16 Apr 2018 08:39:43 +0000

16 Apr 2018

UAE- Part-time schooling to give parents more control over kids' learning

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Parents must be ready for the personal responsibilities that will come following the implementation of a project that allows part-time schooling, a Dubai school principal has warned.

The Knowledge and Human Development Authority (KHDA) will be carrying out a pilot project - likely in September - across a number of schools, where students can attend school part-time and spend the rest of their time honing their main skill set. The project is called Rahhal and was introduced under Dubai's mission to get 10 years ahead of time. Part-time schooling is just one project among many others under the Rahhal programme.

Parents will have more control over what their children are studying every day after their part-time schooling hours are over.

However, Christopher Bromham, the principal at Uptown School in Dubai, said that parents need to be aware of the responsibilities that the project will bring. "The central premise of Rahhal is the transference of the responsibility for educating an individual from the school to the parent," he said.

"Currently, parents pay schools to provide them with a professional educational service. If their children are underperforming, parents have the right to complain to the school, to hold the school accountable for following their own policies and, ultimately, exercise their right to remove their child from the school.

"Parents who enroll their children in the Rahhal programme will have far more personal responsibility for their child's academic progress. If their son or daughter is not completing assignments for their online courses, there will be little that schools will be able to do to put that right.

"If a student is underperforming on a Mathematics course at a school but not taking advantage of the schools' pastoral programme, the school's ability to remove any barriers to learning would be limited. It is vital that parents choosing to follow the Rahhal programme understand the level of responsibility that they are accepting. This is, of course, also true for the many parents in Dubai who currently homeschool their children."

Broham believes that Rahhal may not suit every student, however, it can be of great benefit for most students.

The programme will allow students to utilise the remainder of the school hours to practice a skill they are passionate about. For instance, if a student is skilled in painting, he or she can work with experts to hone that skill during school hours, all as part of Rahhal.

"For some students, the flexibility offered by Rahhal will be invaluable. It will allow them to pursue their passions and build on their talents while continuing to benefit from the services and expertise of schools. For others, it will allow them to carefully craft a bespoke set of courses that maximises their chances of achieving their ambitions."

Latha Narasimhan, a teacher in the UAE, said Rahhal can also benefit teachers, enabling them to develop effective curriculums that suit education requirements in today's technologically advanced era.

"For the teachers, it would be a great time saver and leave room for self-development and adoption of various methods of reaching out to the students when they are away from school. Out of the box thinking can be developed and the monotony of long hours of teaching can be reduced. More time can be devoted to the teachers for curriculum development and a detailed analysis of student performance. The dependence on teacher reduces with part-time schooling thereby shifting the sole responsibility from the teacher. Therefore it removes the pressure from the teacher. A well-organised part-time schooling is worth the trial in this fast-changing world of education," she said.

We will get more time to do things we love: Students Part-time schooling and more time to work on relevant skill sets will teach students a sense of responsibility and leadership more effectively than regular school, UAE pupils believe.

Students who have spoken to Khaleej Times have welcomed the Rahhal programme and believe that it will bring only positive outcomes to the education industry.

Khushi Raina, a student at the ASPAM Indian International School, said that students and teachers will experience many benefits from Rahhal. "The KHDA's project to introduce part-time schools in Dubai is a welcoming and innovative step for the student and teacher communities. Students studying at such schools will be able to pursue a job while studying which will, in turn, induce in them the sense of responsibility, maturity and powerful skills like leadership, networking and communication," she said.

"Part-time teaching will equally be helpful to the teachers. Those teachers who wish to work for fewer hours, like lady teachers returning into the career from maternity leave, teachers concerned about the upbringing of their children, or teachers who take up a study course or work in any other sector may find such schools suitable. Teachers who attain maturity and get retired from full-time schools can also be benefited from such schools."

Hritika Tripathi, a student at the Delhi Private School, Sharjah, said that part-time schooling will enable students to focus on their main skills. "Part-time course can be module-based and flexible, allowing pupils to fit study around current career - without compromising personal commitments. Part-time studying can also improve career prospects by helping you gain the qualifications, skills and experience needed to flourish and progress in the modern workplace. This may be one of the reasons why the KHDA is working on this project," she said.

"It can provide educational opportunities throughout student's lives, increase social mobility, as well as help create a more diverse and responsive higher education sector while giving students greater choice and enhancing their higher education experience."

Dhanvi Sayani, a student at the Gems Our Own English High School, Dubai, said: "The KHDA's part-time school plan can be very helpful to the students in many ways. Students can have a very relaxed and stress-free schedule because of less schooling hours. The decrease in school hours also can allow students to join classes for extra-curricular activities and sports which can imbibe various good values like teamwork and hardworking in them and also help them to develop a hobby or skill."

Teach kids value of money with 'Kids' Finance Initiative' in UAE

Barney Atkins — Wed, 25 Jan 2017 15:15:47 +0000

25 Jan 2017

Teach kids value of money with 'Kids' Finance Initiative' in UAE

|Read later

Teaching your children how to manage money equips them with a life skill you can't put a price on. The Kids' Finance Initiative makes learning about finance fun - and it's backed by some of the country's leading educators.

How many times have you heard people say kids don't understand the value of money these days, with their smart phones, tablets, designer trainers - all paid for by the Bank of Mum and Dad? How do you teach your children 'money doesn't grow on trees'?

This is where the newly launched Kids' Finance Initiative steps in. Geared towards making sure youngsters are clued-up about their future finances, it offers extra-curricular classes delivered by fully qualified educators with extensive experience in the world of finance.

Eight-week courses focus on teaching financial literacy through fun, activity-based learning, with topics including budgeting, investing, debt and entrepreneurship. There'll also be sessions on giving back, to ensure students develop an understanding and appreciation of social responsibility.

"Educating children on the importance of managing finances is a cause I strongly believe in," said Kids' Finance Initiative founder Marilyn Pinto. "I've seen my own two kids blissfully unaware, and have seen a positive change in their values and habits since I began talking to them about money in a meaningful way. The world they grow up into could well be very different to the world many of us know with far more challenges to face. We've had some tough times recently with the global economic crisis, and it's vital the young people of today are well-prepared for what life throws at them in terms of finance."

The initiative is already endorsed by leading local education figures. "With limited opportunities to gain school-age part-time employment in the UAE, students are at risk of not understanding the value of money," said Alun Yorath, headmaster of Abu Dhabi's Brighton College. "This is a wonderful initiative that fills a gap in our school extra-curricular activities provision, as participants will develop a perspective on the value of money and will be better placed to handle future personal finances responsibly."

Ros Marshall, CEO of education provider Taaleem, agreed; "This after-school activity will serve to improve the knowledge and understanding of responsible financial management for our students and we look forward to supporting this educational initiative."

Some schools are buying the programme to offer it directly to their pupils. Deira Private School is among the first to be running Kids' Finance Initiative and Clemy Fernandes, vice principal, said, "We are excited about this programme as it will help students get a head start on developing good money habits and dealing with the financial challenges of adulthood."

Classes are in two age groups; 9-11 and 12-14. The first eight-week course, costing Dh640, begins on February 4 with classes on Saturdays at Uptown School, Jumeira Baccalaureate School and Dubai British School.

For more information and to book, call 055 108 4499 or email info@kidsfinanceinitiative.com.

www.kidsfinanceinitiative.com