Who Benefits from Private Education in the UAE and Qatar?

2017 ◽  
Author(s):  
Natasha Ridge ◽  
Susan Kippels ◽  
Soha Shami ◽  
Samar Farah
Keyword(s):  
Private Education ◽  
United Arab Emirates ◽  
Private School ◽  
Government Regulations ◽  
Non Profit ◽  
For Profit ◽  
Policy Paper ◽  
Private Schooling ◽  
Access And Quality ◽  
K 12

Over the last three decades, continued expatriate population growth across the United Arab Emirates (UAE) and Qatar has created an unprecedented demand for private education. However, a combination of a lack of affordable private education options, monopolistic behaviors of private education providers, and a mix of government regulations have resulted in serious issues surrounding access and quality. This policy paper presents the nature and implications of private school provision for access and equity in K-12 education in the UAE and Qatar. We find that, across the populations of these countries, there are considerable socioeconomic differences that determine who has access to private schooling. As a result of increasing growth in the for-profit private education sector in both countries, poorer families are ultimately left less able to access quality education than are their wealthier counterparts. The potential of non-profit schools to create greater equity and accessibility is discussed, and recommendations for policymakers are offered.

Private Education in the United Arab Emirates and Qatar: Implications and Challenges

2015 ◽  
Author(s):  
Natasha Ridge ◽  
Susan Kippels ◽  
Soha Shami
Keyword(s):  
Private Education ◽  
United Arab Emirates ◽  
Comparative Approach ◽  
Non Profit ◽  
Social Challenges ◽  
For Profit ◽  
Private Schooling ◽  
The Face ◽  
Education Market ◽  
The Impact

Over the last three decades, continued expatriate population growth across the United Arab Emirates (UAE) and Qatar has contributed to the rise of a unique set of economic and social challenges. Among these are challenges relating to the provision of private education in the absence of a public option. In the face of rising demand for private schooling, a lack of affordable education options, the monopolistic behavior of private education providers, and varied government regulations have created a complex and unbalanced education sector. While researchers have studied the nature and implications of private education provision in the United Kingdom, United States, and other high-income states, no such research has been done in the UAE or Qatar. This research employs a mixed-methods comparative approach to understand the nature of the private education sectors in the UAE and Qatar, examine the ways in which private education providers navigate the regulatory schooling environments in the UAE and Qatar, and assess the impact on education stakeholders, in particular those at the lower ends of the socioeconomic spectrum. The study finds that there are considerable socioeconomic differences in terms of who has access to schooling and that a growing for-profit education market may be deepening segregation and inequities in both countries, leaving poorer families less able to access quality education. The promise of non-profit providers as a viable alternative is explored. تعليمي معقد و غير متوازن. بينما درس الباحثون طبيعة و تداعيات توفير التعليم الخاص في المملكة المتحدة و الولايات المتحدة، و غيرها من الدول ذات الدخل المرتفع، و لم يتم إجراء مثل هذه البحوث في دولة الإمارات العربية المتحدة و دولة قطر

Dubai’s Private School Fees Framework: A Critical Discussion

2017 ◽  
Vol 16 (2) ◽  
pp. 115-130
Author(s):  
Ziad Azzam
Keyword(s):  
Private School ◽  
Private Investment ◽  
Critical Discussion ◽  
Educational Standards ◽  
For Profit ◽  
Educational Provision ◽  
Private Schooling ◽  
Early Evidence ◽  
School Ratings ◽  
K 12

90% of the Dubai’s K-12 educational provision is in the hands of the private sector, with the majority of schools operating on a for-profit basis. Demand for private schooling is unabated. In its attempt to strike a balance between consumer protection and continuing to attract private investment to address the shortage of school places, Dubai’s newly appointed regulator, the Knowledge and Human Development Authority (KHDA), introduced the School Fees Framework (SFF) in 2012. This article explores the circumstances that led to the framework’s creation, and attempts to document its development. It also analyses the SFF’s objectives, how these relate to KHDA’s strategic aspirations, and the extent to which the SFF’s objectives are indeed achievable. Through linking fee increases with school ratings, the KHDA had hoped to achieve one of its main goals: raising educational standards. Early evidence suggests that this approach has in fact caused a widening of the achievement gap between ‘rich’ and ‘poor’ schools in an industry that is already highly stratified by pricing.

scholarly journals Realising the Vision of Technology Integration: A Case Study of K-12 Private Schools in the United Arab Emirates

2020 ◽  
pp. 251-294
Author(s):  
Kheder Mahmoud ◽  
◽  
Catherine Arden ◽  
Jennifer Donovan ◽  
◽  
...  
Keyword(s):  
Technology Integration ◽  
School Leadership ◽  
United Arab Emirates ◽  
Private Schools ◽  
Education System ◽  
Private School ◽  
National Government ◽  
Public And Private ◽  
K 12

Heralded by the release of government policies such as Vision 2021, the United Arab Emirates (UAE) has joined the worldwide impetus for the integration of Information Communications Technologies (ICTs) into its K-12 education system as a central plank of reforms to its economy and education system. This presents challenges for schools in both public and private sectors in the UAE as they strive to adhere to national government and local education authority guidelines and standards for educational innovation. Whilst the UAE Government has invested heavily to support technology integration in public schools, private schools must fund their own technology integration initiatives. In a context of strong growth in the private K-12 sector and reported high teacher turnover rates, private school leadership faces particular challenges related to decision-making about investment in suitable technologies and support systems, including teachers‖ professional development. This chapter reports some preliminary findings from a qualitative case study investigating the teacher, school and system-wide factors impacting on technology integration in selected private schools located in four Emirates. The study combines policy analysis with semi-structured interviews of a purposive sample of private school K-12 educators to yield a detailed understanding of the challenges faced by private sector UAE schools in implementing technology integration in response to national government policy directives. The findings will inform the development of an implementation framework providing guidance regarding critical success factors for effective technology integration in private schools with particular implications for school leadership and teachers‖ professional learning.

scholarly journals Examining Teacher Migration in K-12 Schools in the United Arab Emirates: Perceptions of African American Educators

2021 ◽  
Author(s):  
Tiffany Lachelle Smith
Keyword(s):  
African American ◽  
United Arab Emirates ◽  
Personal Development ◽  
Teacher Turnover ◽  
The United States ◽  
Policy Paper ◽  
Educational Professionals ◽  
Teacher Migration ◽  
Nuanced Understanding ◽  
K 12

This policy paper discusses teacher migration through the professional and personal experiences of African American Expatriate Educational Professionals (EEPs) in the United Arab Emirates (UAE). Evidence suggests that teacher migration is a strategy employed by some African American EEPs to remain in K-12 schools in the UAE. Recruitment efforts and benefits attracting EEPs to the UAE appear to be effective, whereas retention efforts appear to be a concern. School leaders, thus, face high rates of teacher turnover each year. Few studies have examined why educators leave and where they go when they leave. The data and analysis presented are derived from a more extensive qualitative study conducted from September 2019 to May 2020. The study examines teacher turnover through the experiences of 13 African American EEPs who left K-12 schools in the United States (US) for schools in the UAE. A critical theme that has emerged from this study is a nuanced understanding of teacher migration, which forms a key part of this policy paper’s discussion. The paper concludes with recommendations for implementing professional and personal development related to intercultural competencies and further studies to examine teacher turnover in the UAE.

Technology Integration in UAE Schools

2013 ◽  
pp. 23-38
Author(s):  
Rana Tamim
Keyword(s):  
Technology Integration ◽  
Student Performance ◽  
United Arab Emirates ◽  
Private School ◽  
Net Generation ◽  
Teachers Perceptions ◽  
Knowing That ◽  
Key Stakeholders ◽  
The Government ◽  
K 12

Research has supported the assumption that computer technology is beneficial for students’ performance. Nevertheless, knowing that technology is beneficial is not sufficient on its own where teachers remain the key stakeholders in the success of the process. Teachers need to be aware of various issues, challenges, and ethical aspects when using technology for teaching, with such aspects being alleviated further in a young country with a conservative society such as the UAE. The chapter offers an overview of the Net Generation and computer technologies’ impact on student performance. It provides a briefing about the United Arab Emirates (UAE) and its educational system while highlighting formal initiatives launched by the government to support the educational reform and introduction of technology into the K-12 classroom. Finally, the chapter presents preliminary findings from a research study that investigates teachers’ perceptions about technology integration and their current practices in a UAE private school.

Technology Integration in UAE Schools

2013 ◽  
pp. 41-57
Author(s):  
Rana Tamim
Keyword(s):  
Technology Integration ◽  
Student Performance ◽  
United Arab Emirates ◽  
Private School ◽  
Net Generation ◽  
Teachers Perceptions ◽  
Knowing That ◽  
Key Stakeholders ◽  
The Government ◽  
K 12

Research has supported the assumption that computer technology is beneficial for students’ performance. Nevertheless, knowing that technology is beneficial is not sufficient on its own where teachers remain the key stakeholders in the success of the process. Teachers need to be aware of various issues, challenges, and ethical aspects when using technology for teaching, with such aspects being alleviated further in a young country with a conservative society such as the UAE. The chapter offers an overview of the Net Generation and computer technologies’ impact on student performance. It provides a briefing about the United Arab Emirates (UAE) and its educational system while highlighting formal initiatives launched by the government to support the educational reform and introduction of technology into the K-12 classroom. Finally, the chapter presents preliminary findings from a research study that investigates teachers’ perceptions about technology integration and their current practices in a UAE private school.

Educating Ms. Fatima

1970 ◽  
pp. 56-63
Author(s):  
Tim Walters ◽  
Susan Swan ◽  
Ron Wolfe ◽  
John Whiteoak ◽  
Jack Barwind
Keyword(s):  
Federal Government ◽  
Free Trade ◽  
United Arab Emirates ◽  
Arabian Peninsula ◽  
High Technology ◽  
Emerging Technology ◽  
Abu Dhabi ◽  
Free Trade Zones ◽  
Knowledge Based ◽  
K 12

The United Arab Emirates is a smallish Arabic/Islamic country about the size of Maine located at the tip of the Arabian Peninsula. Though currently oil dependent, the country is moving rapidly from a petrocarbon to a people-based economy. As that economy modernizes and diversifies, the country’s underlying social ecology is being buffeted. The most significant of the winds of change that are blowing include a compulsory, free K-12 education system; an economy shifting from extractive to knowledge-based resources; and movement from the almost mythic Bedouin-inspired lifestyle to that of a sedentary highly urbanized society. Led by resource-rich Abu Dhabi and Dubai, the federal government has invested heavily in tourism, aviation, re-export commerce, free trade zones, and telecommunications. The Emirate of Dubai, in particular, also has invested billions of dirhams in high technology. The great dream is that educated and trained Emiratis will replace the thousands of foreign professionals now running the newly emerging technology and knowledge-driven economy.

Private Education

1986 ◽  
Keyword(s):  
Public Education ◽  
Division Of Labor ◽  
Private Education ◽  
Point Of View ◽  
The Other ◽  
Public And Private ◽  
Non Profit ◽  
Or Groups ◽  
Private And Public ◽  
The Relationship

This book focuses on the relationship between private and public education in a comparative context. The contributors emphasize the relationship between private choices and public policy as they affect the division of labor between public and private non-profit schools, colleges, and universities. Their essays examine the kinds of choices offered by each sector, as well as the effects of present and proposed public policies on the intersectoral division of labor. Written from neither a pro-private nor a pro-public point of view, the contributors point to the ways in which they believe one sector or the other may be preferable for certain goals or groups.

Sign in / Sign up

Export Citation Format

Share Document