ورقة حقائق: رأس الخيمة

2017 ◽  
Author(s):  
Keyword(s):  
Public Schools ◽  
Public Education ◽  
United Arab Emirates ◽  
Formal Education ◽  
Education Sector ◽  
School Type ◽  
Fact Sheet ◽  
Regulatory Systems ◽  
Private And Public ◽  
History Of

This Fact Sheet provides on overview of the education sector in the United Arab Emirates, and in particular, Ras Al Khaimah. It outlines the history of the development of formal education in the country, the important regulatory systems and bodies of both the private and public education sectors, the operational and curricular difference between private and public schools, and the demographics of both the students and teachers by region and school type.

The Publishers and Their Books

2021 ◽  
pp. 17-30
Author(s):  
Kathleen Wellman
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Christian Education ◽  
Educational Institutions ◽  
Bob Jones University ◽  
The Supreme Court ◽  
Legal Challenges ◽  
History Of ◽  
The 1960S ◽  
Bible Reading

This chapter discusses the three publishers of the textbooks this book treats: Bob Jones University, Abeka Books, and Accelerated Christian Education. It addresses when and why they began to publish and the controversies and legal challenges they subsequently generated. It explores the history of their sponsoring educational institutions and their stated missions. It places them in the context of Christian opposition to public education as it developed in response to the teaching of evolution, the Supreme Court decisions of the 1960s prohibiting prayer and Bible reading in public schools, and, most importantly, desegregation. These three publishers have offered an alternative “Christian” education since the early 1970s.

The Vanishing Middle Class

2018 ◽  
Author(s):  
Peter Temin
Keyword(s):  
Public Schools ◽  
Public Education ◽  
First Century ◽  
Criminal Justice Education ◽  
Dual Economy ◽  
Policy Debates ◽  
American Tradition ◽  
History Of ◽  
History Of Race ◽  
American Economy

This book analyses the American economy in the twenty-first century as a dual economy in the spirit of W. Arthur Lewis. Adapting the subsistence and capitalist sectors characterized by Lewis, the American dual economy contains a low-wage sector and a FTE (Finance, Technology, and Electronics) sector. The transition from the low-wage to the FTE sector is through education, which is becoming increasingly difficult for members of the low-wage sector because the FTE sector largely abandoned the American tradition of quality public schools and universities. Policy debates about public education and other policies that serve the low-wage sector often characterize members of the low-wage sector as black even though the low-wage sector is largely white. The model of a modern dual economy and the American history of race relations explain difficulties in both current politics and governmental actions in criminal justice, education, infrastructure and household debts.

Getting Ruby a Quality Public Education: Forty-Two Years of Building the Demand for Quality Public Schools through Parental and Public Involvement

2006 ◽  
Vol 76 (4) ◽  
pp. 570-586 ◽  
Author(s):  
ARNOLD FEGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
School Improvement ◽  
Public Involvement ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
History Of ◽  
Education Act ◽  
Access To Data

In this article, Arnold Fege identifies parental and public engagement as critical to sustaining equity in public education. He traces the history of this engagement from the integration of schools after Brown v. Board of Education in 1954 and the implementation in 1965 of the Elementary and Secondary Education Act through the provisions of No Child Left Behind (NCLB). He finds that while NCLB gives parents access to data, it does not foster use of that information to mobilize the public to get involved in school improvement. Fege concludes with historical lessons applicable to the reauthorization of NCLB, emphasizing enforcement of provisions for both parental and community-based involvement in decisionmaking, resource allocation, and assurance of quality and equity.

scholarly journals A quem pertencem nossas escolas?

2017 ◽  
Vol 1 ◽  
pp. 257
Author(s):  
Rogério Cunha de Castro ◽  
Lia Ciomar Macedo de Faria
Keyword(s):  
Public Schools ◽  
Public Education ◽  
International Association ◽  
Educational Experiences ◽  
History Of Education ◽  
Sao Paulo ◽  
São Paulo ◽  
Educational Issues ◽  
History Of

O fechamento arbitrário de escolas pela Rede Estadual de Educação de São Paulo, exatamente no momento em que celebramos o sesquicentenário do Congresso de Genebra (1866), momento em que os internacionalistas congregados em torno da Associação Internacional dos Trabalhadores elegeram a educação como uma das suas principais bandeiras, reconduz as questões educacionais ao centro das discussões, consagrando-as como uma das nossas mais pungentes demandas. Nesse sentido, observamos que, no campo da história da educação, revisar experiências pedagógicas do passado nos auxilia a encontrar pistas e indícios de permanências que podem ancorar nossas lutas pela educação pública deste século XXI.To whom do our schools belong? The arbitrary closure of public schools in São Paulo, at exactly the time when we celebrate the 160th Geneva Congress (1866), a time when the internationalists gathered around the Workers' International Association elected education as one of its main flags, reappoints educational issues to the center of discussions, consecrating them as one of our urgent demands. In this sense, the field of History of Education, is important to review educational experiences of our past because they helps us to find evidences and clues of continuities that can anchoring our struggles for public education in this XXI century. Keywords: International Workers Association; Modern Schools; Ocupated Schools; São Paulo.

scholarly journals Prevalence and determinants of overweight/obesity among school-aged adolescents in the United Arab Emirates: a cross-sectional study of private and public schools

BMJ Open ◽  
2020 ◽  
Vol 10 (12) ◽  
pp. e038667
Author(s):  
Wegdan Baniissa ◽  
Hadia Radwan ◽  
Rachel Rossiter ◽  
Randa Fakhry ◽  
Nabeel Al-Yateem ◽  
...  
Keyword(s):  
Public Schools ◽  
United Arab Emirates ◽  
Private Schools ◽  
Cross Sectional Study ◽  
Self Report ◽  
Sectional Study ◽  
Fat Percentage ◽  
Cross Sectional ◽  
Private And Public ◽  
Physically Inactive

ObjectivesTo estimate the prevalence and predictors of obesity among adolescents in the United Arab Emirates.DesignCross-sectional study.SettingPrivate and public secondary schools.ParticipantsAdolescents aged 13–19 years; 434 (46.6%) from private schools and 498 (53.4%) from public schools.MeasuresSelf-report questionnaires were used to assess adolescents’ sociodemographic factors, fruit/vegetable (F/V) intake and physical activity. Participants’ weight, height, waist circumference (WC), hip circumference and body fat percentage (%BF) were measured, and waist-to-height ratio (WHtR), waist-to-hip ratio (WHR) and body mass index (BMI) were calculated. Overweight/obesity was determined by BMI ≥85th percentile for age, abdominal obesity (AO) (WC, WHtR and WHR) and %BF.ResultsA total of 34.7% of participants were overweight/obese (BMI ≥85th percentile) and 378 (40.6%) had high %BF. AO was noted in 47.3%, 22.7% and 27.1% of participants, based on WC, WHR and WHtR, respectively. Significantly more participants from public schools were overweight/obese (37.8% vs 31.1%) and had greater AO (based on WC, WHR, WHtR) compared with those from private schools. Predictors of obesity based on BMI were: consuming less than five servings of F/V (adjusted OR (AOR) 2.41, 95% CI: 1.73 to 3.36), being physically inactive (AOR 2.09, CI: 1.36 to 3.22) and being men (AOR 3.35, 95% CI: 2.20 to 5.10). Predictors of AO were being men (WC: AOR 1.42, 95% CI: 1.01 to 2.00; WHtR: AOR 2.72, 95% CI: 1.81 to 4.08); studying at public school (WHR: AOR 1.67, 95% CI: 1.06 to 2.66); being Emirati (WHR: AOR 0.62, 95% CI: 0.43 to 0.90); consuming less than five servings of F/V (WC: AOR 1.71, 95% CI: 1.27 to 2.30; WHtR: AOR 1.46, 95% CI: 1.05 to 2.03), and being physically inactive (WC: AOR 1.63; 95% CI: 1.13 to 2.35).ConclusionsFocused interventions are needed to combat obesity while considering AO indicators and BMI to diagnose obesity in adolescents.

scholarly journals 'Much exertion of the voice and great application of the mind': Teacher Education within the Congregation of the Sisters of St. Joseph of Toronto, Canada, 1851-1920

1994 ◽  
Author(s):  
Elizabeth Smyth
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Historical Context ◽  
Ongoing Research ◽  
Documentary Analysis ◽  
Working Lives ◽  
Private And Public ◽  
History Of ◽  
Recent Collection ◽  
The Mind

In the introduction to their recent collection of essays on the experience of women teachers in North America, Britain, and Australia, Prentice and Theobald comment on the complexities involved in documenting and analyzing the histori cal experience of women who taught in both private and public schools. The research reported in their collection substantiates the opening statement: the history of women who taught is indeed a complex one. The editors' candid observations about what is known and what remains unknown about the working lives of women who taught and their call for ongoing research likewise validate the opening quotation. This article concerns a doubly marginalized group of teachers: women religious who taught in both the private and public schools of Ontario. It begins to address Prentice and Theobald's challenge that these teachers need to be 'rescued from the hagiographic historical tradition in which they are customarily presented' by providing a case study of the evolution of teacher education within one community of teaching sisters in English Canada: the Congregation of the Sisters of St. Joseph in the Archdiocese of Toronto. Utilizing a framework of documentary analysis, the article sets both a theoretical and historical context against which to examine communities of teaching sisters. It concludes by suggesting further avenues for research which, in themselves, indicate the com plexity of analyzing the historical experience of women who taught in the nineteenth and twentieth centuries.

scholarly journals Textual Erasures of Religion: The Power of Books to Redefine Yoga and Mindfulness Meditation as Secular Wellness Practices in North American Public Schools

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Candy Gunther Brown
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Stress Reduction ◽  
North American ◽  
Mindfulness Meditation ◽  
First Century ◽  
Religious Practices ◽  
Health And Wellness ◽  
Religious Traditions ◽  
History Of

This essay argues that books, broadly defined to include print and internet publications, played a crucial role in the cultural mainstreaming, including adoption by public schools, of non-Christian religious practices such as yoga and meditation. Promotional books, tactically and ironically, played on the textual bias of Christianity, and especially Protestantism, to re-brand practices borrowed from religious traditions such as Hinduism and Buddhism, as scientific techniques for exercise and stress-reduction, thereby reintegrating religion into public education. The essay begins with a brief history of religion in U.S. and Canadian public education, explains the textual bias of North American assumptions about religion, and analyzes how twentieth-century promoters of practice-centered religions tactically wielded books to increase public acceptance of non-Christian religious practices. The essay focuses on two twenty-first-century examples of religion-based, textually mediated public-school curricula: the Sonima Foundation’s Health and Wellness program of Ashtanga yoga and The Hawn Foundation’s MindUP program of mindfulness meditation.

The Bible in American Public Schools

2017 ◽  
Author(s):  
Suzanne Rosenblith ◽  
Patrick Womac
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Scientific Reasoning ◽  
Colonial Period ◽  
Court Cases ◽  
The Bible ◽  
Common School ◽  
History Of ◽  
The Common ◽  
School Movement

This chapter traces the Bible’s path through the history of American public education beginning in the colonial period, where it was central to the project of education, through the Common School movement, where its relevance was challenged as Enlightenment and scientific reasoning took hold. By the turn of the twentieth century, the Bible had lost its stronghold on public schools and the contentious relationship was cemented through a series of court cases that continue to impact policy and curriculum to the present time. The chapter concludes by highlighting several contemporary policies implemented to try to return the Bible, in some fashion, to public schools.

scholarly journals The PISA performance gap between national and expatriate students in the United Arab Emirates

2020 ◽  
Author(s):  
Jose Marquez ◽  
Louise Lambert ◽  
Natasha Ridge ◽  
Stuart Walker
Keyword(s):  
Public Schools ◽  
United Arab Emirates ◽  
Private Schools ◽  
International Student ◽  
Linear Regression Analysis ◽  
Student Assessment ◽  
School Type ◽  
International Student Assessment ◽  
Immigrant Background ◽  
Using Data

In most education systems, students with an immigrant background perform worse academically compared to native students. However, in the United Arab Emirates (UAE), differences emerge in the opposite direction and the national-expatriate gap in academic competence is equivalent to almost three years of schooling. This gap is a concern in the UAE, where national students mainly attend public schools and expatriates, mostly private schools. To investigate the competence gap between national and expatriate students, we estimate group differences and conduct linear regression analysis using data from the 2018 Programme for International Student Assessment. Results show that the gap varies by emirate and country of origin and is greater among boys, better-off students and in private schools. Between 33% and 47% of this gap is explained by school type, whether public or private. We offer recommendations; however, in a country characterized by 85% expatriates and a maturing education policy, challenges remain, but may serve to pave the way for other high expatriate nations in development.

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