UAE School Learning System Essay Example for Free

UAE School Learning placement EssayThe education organise of UAE was formalized in 1953, with establishment of government funded public school system. Since then, this structure has been implemented across all(prenominal) the seven Emirates. Today, there are 780 public schools with approximate strength of 3 hundred thousand students across the entire UAE. The pattern of school system is formulated on hackneyed western approach that consists of particular and secondary schools (Samaha and Shishakly, 2008). Students start their educational journey by enrolling in primary schools, which lodge ins five years complete.The second stage spans over four years followed by the secondary schools that wreak an new(prenominal) three years to complete. During the same phase, the emphasis of education has also shifted underwent a profound flip to reflect the advances made in recent years in fields of info technology, share learn, collaborative participation and drawing cardship deve lopment among students. This paper focuses on these changes experienced by UAE education system that start helped to keep it robust and synchronized with evolving judgment of education and pedagogy world wide (Felner et al.1997). Reasons for Change in UAE School System With the advent of information technology, the designer isolated model of education faced challenges that mystify stimulated it to transform side by side with events of rapid globalization, information technology, companionship-driven economy, international change towards sustainable social and society developments, increased level of international interaction, competition and collaboration (Samaha and Shishakly, 2008)..Under the immense repair of these changes the UAE educational system also felt the need to incorporate numerous educational reforms and to keep it up to date and upgrade. The efforts of UAE policy-makers and educators to reform education and prepare next generations for meeting challenges of the future must be seen and unsounded in this context. (Cheng, 2003a, b Hirsch Weber, 1999 Kogan Hanney, 2000 Mingle, 2000).Consistent with this approach in change is also the understanding that in a fast hanging era that educational reforms can not limit themselves to mere incorporation of information technology in its static form, but that they must absorb the philosophy of continuous action culture, creativeness enhancement, and multiple intelligence development as the key elements for continued development of entire student community in view of information technology and evolution of a knowledge-based economy ((Samaha and Shishakly, 2008).Therefore, the plans of organizational learnedness, collaborative partnership, shared experience, knowledge management and institutional intelligence are being inculcated the institutional level to oversee their effectual transformation from confines of board populate to class room(Langer, Colton, Goff, 2003). Another important facet of latest educational reforms is emphasis on creativity and lateral thinking, which are believed to be instrumental in setting up platform for lifelong accumulation of larn, action learning and continued development of intelligence.It is believed that through assimilation of these fresh approaches, students could be better equipped to meet with the challenges of globalization and technological changes. As a matter of fact, the study thrust of educators, both in policy and implementation, is towards action learning which is construed as fundamental in change magnitude the learners capacity to take a higher learning curve, both from intelligence and knowledge point of view (Felner et al. 1997). Schools as Learning CommunitiesThe concept of schools as learning communities has gained ground internationally where educators stimulate come forward with idea of creating a system that would include a focus on academic achievements along with wholesome development of children, covering their emotional, analytical and personality development to help them attain a robust role in the society (Felner et al. 1997). These ideas have come forward from learning form former educational system, whose curriculum, educators felt, created a gap between intellectual, emotional and interpersonal needs of students and academic education.Thus, it impeded their learning and preparatory abilities for expectanthood, along introducing a degree of vulnerability against rapid pace of global technical changes. collaborative Learning From the experience gained from various models of teachings practiced around the world, educators have versed that collaborative learning is among the to the highest degree useful tool for imparting effective and lasting teaching to children. The premises behind collaborative learning is that students learn best when they learn together through active collaboration and participation (Felner et al.1997). Class room research has shown that collaborative learnin g, which inspires students to learn in small groups is much more effective than any other form of instruction in helping them understand and retain the content. It also imparts greater degree of felicity to students. Adult Learning Theory Understanding the encompassing role of education, educators have also focused on evolving new models of adult learning, in recognition of the fact that maturity and understanding level of adults sits in a completely different zone as compared to children.According to the rules set by Malcom Knowles, adult learning approaches takes in cognizance of that fact that adults are autonomous and self directed and hence the teachers need to create an loquacious environment where adults are able to appreciate their own independent role in directing their course of study of study. Thus participation, leadership and delegation of responsibilities become effective strategies in course of adult learning models, all which aiming to provide maximum degree of se lf control and reliance (Langer, Colton, Goff, 2003).Meanwhile, educators have also learned to take in the life experience and knowledge factor of adults to further the goals of learning. One of the great benefit with adult teaching is that each adult has, at one point or other, something relevant to share with others, pinched out by his/her own experience pool and knowledge. Thus, the learning gets more effective and comprehensive. Also, adults are in truth goal oriented and practical (Samaha and Shishakly, 2008).. The time they are investing in education is either their productive time or time away from their family and hence they want maximum utilization and returns for their efforts.Educators, who have learned to appreciate these facts, have truly provided a very meaningful angel to concept of adult learning philosophy (Felner et al. 1997). Community The present educational model lays a heavy emphasis on concept of community and shared learning. Information technology and inter net has played fundamental role in furthering the concept of community where people with similar interest areas, like thinking and shared concepts get together to compliment each others learning in a collaborative approach.Community is a comprehensive approach in educational field where one to one instructional approach is replaced by learning through group interaction and active participation and sharing of knowledge among the members of the community. Even the role of educator, at times is not more than a member of the community. Community is an extremely useful concept in field of adult learning, specially for young adults who have high degree of familiarity with informational technology tools.Leadership innovative educators have shed the ideas of passive education and pedantic teaching. The dynamics of global change have move them with creating leadership potential in every student. While reliablely, there are no definite copy-book rules to invention a leader (Langer, Colt on, Goff, 2003). The difficulties, complexities, and challenges associated with a situation give impetus to leadership qualities in otherwise routine people who believe in themselves that they are capable of rising up to the difficulties as well as helping others out of it.Therefore although it might be difficult to teach a person calibre of good leader, yet one can expect to inculcate leadership qualities by observing styles and principles of roaring leaders. Leadership is then about inspiration, motivation, encouragement and direction that pulls people to accomplishments that they would not had managed if left alone (Felner et al. 1997). However, effective leadership is a very challenging domain as it requires some impeccable personal and organizational traits that can be developed and realized through considerable experience, knowledge and self- discipline.There are no fixed guidelines, set of rules and laws that exactly prescribe the traits, qualities and attributes of a succe ssful leader. Quite often the leadership is situational and the leader is required to act purely through intuition and circumstantial requirements. However there are certain essential skills and characteristics that are rather mandatory for effective leadership are (Day and Halpin, 2004)