Running head: The Future Vision of Education in the UAE

The Future Vision of Education in the United Arab Emirates Elisabeth Clapp Post University

THE FUTURE VISION OF EDUCATION IN THE UAE The Future Vision of Education in the United Arab Emirates For the past one hundred years, the UAE has sought to develop and sustain an educational system, for the people of the UAE. Economic trends have greatly hampered and enhanced this process. Since its discovery, oil has provided a consistent source of revenue to fund education. The priority placed on education has allowed the UAE to achieve current technological trends into all levels of education. Literature Review There is a substantial amount of research on the educational system in the United Arab Emirates. As noted in the introduction, oil revenue has traditionally been the only source of funding for education. Muysken and Nour (2006) caution against this trend. Though the authors analysis suggests a scenario of complete economic collapse if the economy does not expand, more recent studies confirm diversification is occurring. According to al-Suwaidi (2011), education currently is not solely reliant on the production of oil for financing and the economy is expanding into the fields of financial services, renewable energy, tourism and technology. The existing literature on the technological trends, by Cavanaugh, Hargis, Munns, and Kamali (2013) emphasizes how technology has been used to transform an oil-based economy to one based in technology. At the beginning of the 2012-2013 school year, higher education began a program to perform the instruction and application of iPads into the classroom. One goal of the iPad is to increase motivation among students. Vrazalic, MacGregor, Behl, and Fitzgerald (2009) also address the issue of student motivation and e-Learning and the barriers obstructing motivation. One barrier observed by the authors, is the lack of instruction by the teacher and for

THE FUTURE VISION OF EDUCATION IN THE UAE the teacher. This is in agreement with findings of Muysken and Nour (2006) and Al-Awidi and Alghazo (2012) that teachers are only as effective as their ability to teach. If a teacher does not possess the skills and experience needed to deliver a lesson to a student, the student will not learn the material and lose interest in their education. Consistent with Muysken and Nours (2006) reference to teachers and mentors as low quality (p. 976), Al-Awidi and Alghazo (2012), address this issue with an account of higher educations efforts to better prepare student teachers, for the classroom and the requirement by universities to complete coursework in technology. Coughlin, Mayers, and Woolridge (2009) note in their research, even in recent history, teachers were not required to possess teaching credentials. The authors, Al-Awidi and Alghazo (2012), also elaborate on the effort of the Abu Dhabi Education Council, to provide current educational staff with professional development and an explanation of its benefits in the classroom . The research by Al-Taneiji (2003),indicates the scenario of parental involvement being just as influential on a childs education, as the scenario of professional development affecting a teachers impact on the classroom. Al-Taneiji (2013) analyzed data provided by school leadership, which allowed the author to conclude, parental involvement was not being fully utilized in the schools and further implementation of parental involvement would have positive effects on the students and educational standards as a whole. Coughlin, Mayers, and Woolridge (2009) examine the Abu Dhabi Education Council, four years after its installation in 2005 and ADECs introduction of the New School Model in 2010 and the steps ADEC is taking to train new teachers and the continued hiring of international educators. The introduction of the New School Model is the result of futuring techniques,

THE FUTURE VISION OF EDUCATION IN THE UAE applied to the ambitious goal of reforming the educational system in the United Arab Emirates. Five scenarios and two trends are examined and applied to the educational system in the UAE, in anticipation of the final phase of the New School Model in 2016 and a future vision of education in the UAE, in the year 2019. Abu Dhabi Education Council The Abu Dhabi Education Council (ADEC) is a major organization that is responsible for the implementation of public school, private school and higher education services to all male and female students, in Abu Dhabi. Education for the countrys citizens is provided free at all levels, from kindergarten through higher education. The Abu Dhabi Education Council was established on September 10, 2005, in accordance with Law No. 24 enacted by His Highness Sheikh Khalifa bin Zayed Al Nahyan, UAE President, Supreme Commander of the Armed Forces and Ruler of Abu Dhabi. The chairman of ADEC is His Highness Sheikh Mohamed bin Zayed Al Nahyan, Crown Prince of Abu Dhabi, Deputy Supreme Commander of the UAE Armed Forces, and the Vice Chairman is HH Sheikh Mansour bin Zayed Al Nahyan, Minister of Presidential Affairs (Abu Dhabi Education Council, n.d.). Mission/Vision Its vision is to build an oasis for the pursuit of knowledge and discovery, strongly connected to the global society and economy, and yet deeply rooted in the culture and heritage of the Emirate (ADEC, n.d., About ADEC). Currently, ADEC is an ever-evolving educational organization responsible for two-hundred and sixty-seven schools, with plans to increase that number to accommodate the growing population. ADEC has developed an ambitious plan for school facilities development that includes the design and construction of new world-class school

THE FUTURE VISION OF EDUCATION IN THE UAE buildings and the renovation of existing facilities to the same high standards (ADEC, n.d., Facilities and Infrastructure). Serving the Population ADEC is committed to serving the community and maintains three customer service centers in Abu Dhabi. Unfortunately, ADEC is a relatively new organization and must overcome the challenge to advance a third world culture into a first world education. Students are not progressing at the rate ADEC anticipated. The performance of school graduates is unsatisfactory. About 35% are not able to join universities. Over 95% need bridge programs (Abu Dhabi education, 2012). Educators understand that there is a failure to progress due to lack of student motivation and parental involvement. Parents do not value education and believe their wealth will buy what they need to maintain their lifestyle. Futuring Futuring is a way to build on the past, integrate the present and create the future. Futuring is needed, to meet the challenges of emerging issues in education and realize the consequences of them. The rapid growth of the United Arab Emirates (UAE) has encouraged a focus on the future. Emiratis are building the future as fast as possible. It is an ongoing challenge, in the UAE, to motivate students to embrace the value of their education. Futurist Houle (2008) warns, I am here to say, you have to start thinking about the future; otherwise it will happen unto you and to your company (2:10). Five possible scenarios are explored, to foresee the future of education in 2019. Scenarios should provide strategists with various possible futures and not forecast the future (Mietzner & Reger, 2005, p. 220). No one could have predicted the transformation the UAE has undergone over the last forty years. It is necessary the UAE engage in futuring techniques to continue reforming education and the development of the country.

THE FUTURE VISION OF EDUCATION IN THE UAE Scenarios Technology In 2012, The UAE National Higher Education system introduced Apple iPads into the classroom. The implementation of this initiative was mandated by the start of the 2012-2013 school year, in an effort to transform the higher education learning experience. One goal for the iPad is Increased student participation and motivation (Cavanaugh, Hargis, Munns, & Kamali, 2012, p. 1). One other goal of the project is the use of iPads leading to the further utilization and development of e-Learning. In an effort to prepare students in the UAE for a technology driven world, higher education is increasingly using E-Learning, as part of the curriculum. Online learning is relatively new in the UAE and is not well received by students attempting to use it (Cavanaugh et al., 2012). An E-learning barrier is that students are not motivated to use Moodle, Blackboard, or WebCT (Vrazalic, MacGregor, Behl, & Fitzgerald, 2009). If the students do not find the software useful, it is unlikely they will be motivated to use it, unless the instructor provides further direction. Parental Involvement One possible scenario to motivate students in the UAE is parental involvement. Parents with limited education find it difficult to be involved in their child's education. "Some schools see involving parents as a waste of time and an extra burden" (Al-Taneiji, 2013, p.154). School leadership must look for opportunities to increase parental involvement. "Involving parents in the education of children at all levels (elementary to secondary) is a crucial factor in student achievement, as recent studies have demonstrated" (Al-Taneiji, 2013, p. 163). Oil

THE FUTURE VISION OF EDUCATION IN THE UAE In the past forty years, the UAE has experienced unprecedented economic growth. To sustain and continue economic growth, dependency on oil revenue must be lessened due to the instability of the world market (Muysken & Nour, 2006). The scenario of depleted oil revenue should encourage the diversification of the UAE economy, to include other industries for revenue. The labor force is mostly from Pakistan and the Philippines. Educators are typically ex-patriots from western countries. If the economy of the UAE fails to thrive, over eighty percent of the population will leave, and education in the UAE will falter. New School Model ADEC introduced the New School Model in the fall 2010, with full implementation in 2016. Under this model, an ideal learning environment will be student centered and allow students to learn at their own pace with the utilization of e-Learning. Teachers, through professional development, will acquire the skills necessary to engage students at their individual level and to implement technology into the classroom. Outcomes based curriculum with replace traditional teaching methods, such as rote-based, and subjects will be taught in both Arabic and English. Parents will be given opportunities to experience their childs education through, visits, meetings and workshops (ADEC, n.d.). Professional Development All student teachers are required to complete a course in educational technology in order to obtain the skills needed to implement technology in the classrooms. At the United Arab Emirates University, all classes are listed on the Universitys Blackboard site, and all the classrooms are equipped with the most advanced technology like smart boards, data shows, and wireless internet connection (Al-Awidi & Alghazo, 2012, p. 924). To reduce dependency on

THE FUTURE VISION OF EDUCATION IN THE UAE foreign technology and to diversify the economy, technological development has been imperative (Muysken & Nour, 2006). Scanning Scanning the environment and turning data into usable information gives the organization true data-driven intelligence that can inform scenarios, forecasts, and issue briefs (Sobrero, 2004, para. 8). Bouchard (2012) uses the PESTLE (Politics, Economics, Social, Technological, Legal, and Environment); framework to demonstrate how the researcher can organize the data collected, during scanning. Scanning is about recognizing and understanding trends, which indicate a change that could affect the future. Challenges researchers face are, in dealing with the amount of information collected, being open-minded to the possibilities of what the information is indicating and providing the time needed to make these observations. Scanning would be a useful tool when applied to any one of the three scenarios described in this paper. Scanning would provide foresight, as to how best adapt to the future changes and not meet the possible negative outcomes of the scenarios. Economic Trends Prior to the Discovery of Oil In 1900, the first informal education offered in the UAE was by local Islamic scholars, who taught from their homes or in Mosques, funded by wealthy members of the community (Coughlin, Mayers, & Wooldridge, 2009). World War II caused a financial crisis in the region and formal education was not available until the local leadership allocated funds to reopen the schools (Coughlin et al., 2009). WWII also interrupted oil exploration. The first oil exploration began in 1939, but oil was not found for another fourteen years (Al-Fahim, 1995). Prior to 1960, oil revenues had a marginal impact on education.

THE FUTURE VISION OF EDUCATION IN THE UAE Oil Exports Throughout history, few nations have experienced the amount of radical changes prompted by visionary leaders who saw to use oil revenues to improve the quality of life of their people (United Arab Emirates National Qualifications Authority, 2013, p. 5). In 1961, Sheikh Zayed bin Sultan Al Nahayan had a vision to transform the UAE. Oil exports from Abu Dhabi began in 1962, turning the poorest of the emirates into the richest (Al-Fahim, 1995, p. 117). At that time, the UAE had approximately twenty schools and four-thousand male students (UAE National Qualifications Authority, 2013). The Founding of the UAE When Great Britain left the Gulf region, the six Trucial States formed the UAE and became independent on December 2, 1971, with the seventh Emirate joining in 1972, with Sheikh Zayed as President of the United Arab Emirates (Al-Fahim, 1995). Education was second only to defense in the federal budget the first seven years of the UAEs existence (Metz, 1993). As stated in section seventeen of the constitution, all levels of education, related materials and transportation will be free to the citizens of the UAE (Metz, 1993). Oil revenues continued to increase during the oil crisis of the early 1970s. This allowed the UAE to continue to advance education and finance infrastructure, which ignited a surge in population growth (UAE National Qualifications Authority, 2013). Trends in Technology The UAE is described as one of the most-wired countries on earth (Vrazalic, MacGregor, Behl, & Fitzgerald, 2009, p. 1). In 2011, ADEC contracted Cisco Borderless Networks solution to advance technology across all ADEC schools. The decision is a key milestone in the development of the education council's technology infrastructure, whereby

THE FUTURE VISION OF EDUCATION IN THE UAE nearly 270 schools will now be connected across the Emirate of Abu Dhabi (Abu Dhabi education, 2011, para. 2). This technological advancement has allowed ADEC to implement other technologies. Tablets have gained traction in education because users can seamlessly load sets of apps and content of their choosing, making the tablet itself a portable personalized learning environment (Johnson, Adams Becker, Cummins, Estrada, Freeman, & Ludgate, 2013, p. 15). i-ADEC is an application that runs on tablets and smart phones, connecting the community with ADEC and the schools. iClass: Utilizes the technology of interactive multitouch electronic whiteboards, for use in the classroom and is accessible at home. eSIS learning analytics was put in place in 2008. Advancements in big data and learning analytics are furthering the development of visually explicit streams of information about any group of students or individuals, in real-time (Johnson et al., 2013, p. 25). With eSIS in place, ADEC hopes to increase parental involvement, by providing access to their students records. It also hopes to improve how the needs of the student are met, by the school being able to access the data collected. Future Vision 2019 In the year 2019, the New School Model will have been fully implemented for three years. The UAE will continue transforming its economy from one based on oil, to a knowledgebased economy by 2030 (Abu Dhabi education, 2012). The diversification of the economy will enable the UAE to ensure education is continually provided to its citizens. In turn, the citizens will be highly skilled and competent to assume roles in the workforce and minimize reliance on foreign labor. Failure to reform education in the UAE is an option ADEC cannot afford. If the Emirati students are not equipped to join the workforce, the results will be devastating to the economy.

10

THE FUTURE VISION OF EDUCATION IN THE UAE Unemployment rates will rise among the Emiratis and the foreign workforce will continue to overshadow that of the Emirati people. The population will subscribe to the false security that they can provide for their needs with what they currently have. It is impossible to sustain a nation under that assumption (Abu Dhabi education, 2012). Call to Action A suggested first step is to continue and increase the number of international educators ADEC hires. It will be several years and a gradual process before the Emirati people are introduced back into the educational system as cluster managers, principals, and teachers. The second step is to continue and increase Professional Development. This will utilize and implement technology in the classroom and allow ADEC to continue to reform education with the New School Model already set forth. A shift from teacher-centered instruction to a studentcentered environment, will enhance and improve the collaboration among the teacher and child and lead to the realization of the goals set forth by ADEC and the country of the United Arab Emirates. As history has repeatedly proven, a productive, inspiring teacher-child collaboration can lead to many defining moments in discovery and glory for a country (UAE initiative, 2013, para. 3).

11

THE FUTURE VISION OF EDUCATION IN THE UAE References Abu Dhabi education council set to transform education with Cisco borderless networks technology. (2011, October 11). Retrieved from http://newsroom.cisco.com/press-releasecontent?articleId=514433 Abu Dhabi Education Council. (n.d.). Retrieved from http://www.adec.ac.ae/en/Pages/default.aspx Abu Dhabi Education Council. (2012). Abu Dhabi Education Reform: The Road to 2030. Retrieved from http://www.insead.edu/facultyresearch/centres/innovation_policy_initiative/breakfasts/pa st/documents/ad_edu_ref_pres.pdf Al-Awidi, H., & Alghazo, I. (2012). The effect of student teaching experience on preservice elementary teachers' self-efficacy beliefs for technology integration in the UAE. Educational Technology Research & Development, 60(5), 923-941. http://dx.doi.org/10.1007/s11423-012-9239-4 Al-Fahim, M. (1995). From rags to riches: a story of Abu Dhabi. London: London Centre of Arab Studies. Al-Taneiji, S. (2013). The role of leadership in engaging parents in United Arab Emirate schools. International Education Studies, 6(1), 153-165. http://dx.doi.org/10.5539/ies.v6n1p153 Bouchard, J. (2012). EDU505 unit 4. [Video file]. Retrieved from http://www.youtube.com/watch?v=ZOXigjg1BwQ&feature=youtu.be Cavanaugh, C., Hargis, J., Munns S., & Kamali, T. (2012). icelebrate teaching and learning: sharing the ipad experience. Journal of Teaching and Learning with Technology, 1(2), 112. Retrieved from http://jotlt.indiana.edu/article/view/2163

12

THE FUTURE VISION OF EDUCATION IN THE UAE Coughlin, C., Mayers, G., & Wooldridge, D. (2009). History of Public Kindergarten in the United Arab Emirates: Past, Present, Future. Delta Kappa Gamma Bulletin, 76(1), 14-19. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN= 45035764&site=eds-live Houle, D. (2008, May 10). What is a Futurist? [Video file]. Retrieved from https://www.youtube.com/watch?v=jQyysb8nqMQ Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition. Retrieved from https://post.blackboard.com/bbcswebdav/pid-1820399-dt-content-rid 18826738_1/courses/EDU505.911147014831/Documents/HorizonReport 2013.pdf Metz, H. (1993). Persian Gulf states: a country study. GPO for the Library of Congress. Retrieved from http://countrystudies.us/persian-gulf-states/82.htm Mietzner, D. & Reger G. (2005). Advantages and Disadvantages of Scenario Approaches for Strategic Foresight. Int. J. Technology Intelligence and Planning, 1(2), 220-239. Retrieved from http://www.lampsacus.com/documents/stragegicforesight.pdf Muysken, J., & Nour, S. (2006). Deficiencies in education and poor prospects for economic growth in the gulf countries: the case of the UAE. Journal of Development Studies, 42(6) 957980. http://dx.doi.org/10.1080/00220380600774756 Sobrero, P. (2004). The steps for furturing. Journal of Extension, 42, 3. Retrieved from http://www.joe.org/joe/2004june/comm2.php Vrazalic, L., MacGregor, R., Behl, D., & Fitzgerald, J., (2009). E-learning barriers in the United Arab Emirates: preliminary results from an empirical investigation. IBIMA Business

13

THE FUTURE VISION OF EDUCATION IN THE UAE Review, 4, 1-7. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN =4bc186a8da3bc6440ac7fcd5ede47033&site=eds-live UAE initiative a boost for education . (2013, May 17). Retrieved from http://m.gulfnews.com/opinion/uae-initiative-a-boost-for-education-1.1184745 United Arab Emirates National Qualifications Authority. (2013). The UAE Education System Overview of Performance in Education. Retrieved from http://www.nqa.gov.ae/En/MediaCenter/Publications/The%20UAE%20Education%20Sy stem%20Report.pdf

14