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Although most students in Dubai can read and write Arabic fluently and even pass exams with flying colors, very few can actually converse in Arabic outside of the classroom.
This is confirmed by a recent report from the Dubai Schools Inspection Bureau (DSIB).
Even though students are learning Arabic as a second language, they are unable to understand the nuances of the language.
While experts agree that innovative changes are needed to the curriculum, they believe the onus lies with schools.
Jameela Al Muhairi, head of DSIB, said: “Arabic is good as a first language, given the curriculum set by the Ministry of Education, but much needs to be done in the second language curriculum.” “Yes,” he added when he recently visited an Indian student. At school, one student could read Arabic fluently, but blanked out when asked to explain its meaning.
“We want to change this mindset and enable students to use it. It’s not enough to just read and pass exams,” she added.
Dr. Abdullah Al Kalam, Chairman of the KHDA Board of Directors and Secretary General, acknowledged that despite the challenges, schools need to devise ways to overcome this shortcoming.
“Yes, the challenges are many. Where can I get an Arabic teacher?” But many schools (such as those rated ‘excellent’) are showing creative ways to overcome them. Masu. These schools did not bow down to the challenges and added innovation. ”
[Click here to read the latest ratings of Dubai schools]
Jameela explained how “high-performing” schools have developed interesting strategies to make Arabic interesting for children.
“You don’t want to be bored when teaching Arabic, right? And this is what we allow schools to do. They can set the standards and this is what we measure.
“If Arabic is your first language, you must follow the standards set by the Ministry of Education,” she elaborated.
She believes that progress is gradual and can take several years, adding that the challenges are similar for Arabic students learning English as a second language.
The DSIB report observed that student progress was slower in Islamic education and Arabic compared to other core subjects, and that ‘outstanding’ schools were not aware of what measures they were taking to improve the quality of teaching and learning. It introduces whether students are taking the necessary steps and checking their timetables every year to ensure that they are achieving results. Complies with the regulations of the Ministry of Education, Culture, Sports, Science and Technology.
Most schools, even ‘best’ schools, report increased challenges when teaching children of different nationalities, but many schools limit their curriculum to overcome this. I am devising a method.
“We have completely eliminated practices such as videotaping (Arabic) lessons and developed the curriculum and provided resources in-house.
“It will then be shared with the ministry and other schools.
“We have enrichment programs and reading clubs, and parents are kept informed of progress,” explains Wellington International School Head of Secondary Education, Emma Lee Bennett.
“And we are giving Arabic teachers additional time to plan their work and share resources.
“We are also considering reducing class sizes to improve concentration.”
However, most parents told DSIB of their dissatisfaction with the way their children were learning Arabic (as a second language).
Students interviewed also argued that progress in Arabic has not been as rapid as in other subjects.
“I feel that the Arabic language is not developed enough. It is not taught in the right way. Even my friends are complaining about it,” the student told DSIB.
Some of the key findings of the DSIB report
- Students’ progress in Arabic over the four-year examination period continues to be significantly lower than in other core subjects.
- A significant number of private schools still do not meet the Ministry of Education’s requirements for Islamic education and Arabic language.
- Some schools are failing to ensure that students whose first language is Arabic follow the correct program. Since these students are taught as additional language learners, they often have difficulty reaching the required level in their native language.
- Most schools in England have improved their progress in Arabic both as a first language and as an additional language for pupils this year. However, overall, students’ performance in Arabic is not as good as in other subjects.
- Although there was some improvement in student achievement in Arabic as a first or additional language, in the majority of U.S. schools, achievement in most core subjects remained stable from 2011 to 2012.
- In the Indian curriculum, students’ attainment of Arabic as an additional language is much lower than all other major subjects. The majority of students studying Arabic as an additional language achieve only an acceptable level of achievement despite several years of study.
- Most IB curriculum schools have improved Islamic education and Arabic language instruction, and the resulting attainment and progress.
- In schools offering a French curriculum, the relatively high performance of students in the core subjects of French, English, science and mathematics is not matched by equivalent performance in Arabic.
- All schools in Iran offer an acceptable curriculum based on the National Curriculum of Iran. However, the UAE Ministry of Environment’s requirements regarding Islamic education and Arabic language are not met.
These schools have narrow curricula, especially for high-achieving students who don’t have a choice of subjects. The curriculum lacks fulfillment, cross-curricular opportunities, and connections to real life.
Dubai allows private schools to increase tuition fees by 3-6%
Dubai schools rated “outstanding” will be allowed to increase their tuition fees by 6% this year, according to education regulator Knowledge and Human Development Authority (KHDA).
The new tuition fee framework for private schools in Dubai is based on a new framework based on the quality of education (as per the Dubai Schools Inspection results) and the Education Cost Index (ECI) calculated by the Dubai Statistics Center. The framework was developed in collaboration with the Ministry of Economic Development, Ministry of Finance, Dubai Chamber of Commerce and Industry, Dubai Real Estate Authority, Dubai Statistics Centre, Dubai Executive Council and KHDA, the statement said.
KHDA said in a statement that schools that earned a “good” ranking in the 2012-2013 academic year will be allowed a 4.5 percent tuition increase, while schools rated “acceptable” and “unsatisfactory” will be allowed a 3 percent tuition increase. .
Mohammed Darwish, chairman of the Regulation and Compliance Committee, said: “This framework prioritizes the interests of students and parents, enables schools to develop long-term growth plans, and provides existing schools with the ability to provide quality education. “It will encourage investment in the education sector by providing incentives to improve education.” they suggest. The framework is an evidence-based work and is based on data about the educational environment in Dubai. This is in line with KHDA’s mission to help schools provide quality education. ”
The framework also regulates registration and admission fees and refund policies for new and current students.
“All private schools in Dubai fall under the general criteria of this framework, but not-for-profit schools and those that plan to invest in infrastructure that will lead to improved quality and directly benefit students’ academic outcomes. shall be considered as an exception.” The specific conditions for this are specified in the framework. “Individual applications from schools will be reviewed by KHDA, as would any special needs student,” he said in a statement today.
Schools that are allowed to raise tuition fees will not be allowed to raise them further for the next three years. However, schools that opened after 2008 are also not allowed to raise tuition fees.
(Homepage image courtesy of Shutterstock)
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