Department of Education and Knowledge

The Department of Education and Knowledge (ADEK), previously known as Abu Dhabi Education Council (ADEC), is the educational authority in the emirate of Abu Dhabi, which includes Al Ain City and the Western Region. It was established in September, 2005, by His Highness (H.H.) Sheikh Khalifa Bin Zayed Al Nahyan, UAE President. Three years after its establishment, ADEK took over the role from the MOE when it became the supervising body of the Abu Dhabi educational zones. The educational zones in Abu Dhabi include the Abu Dhabi Educational Zone (ADEZ), Al Ain Educational Zone (AAEZ), and the Western Region Educational Zone (WEZ). ADEK and the educational zones work together, with the former responsible for planning and decisions and the latter responsible for implementation and action. ADEK covers three educational sectors: the public, private, and higher education sectors. The core learning years in the public and the private schools range from grade 1 to 12 and are divided into three cycles: cycle 1 (grades 1-5), cycle 2 (grades 6-9), and cycle 3 (grades 10-12). The higher education institutions are established in coordination with the Ministry of Higher Education and Scientific Research (MOHESR) and with approval from the Executive Council. They are classified as federal, public non-federal, and private institutions. The MOE and MOHE were merged in February, 2016.

ADEK’s vision and mission put education and the learners first. Its vision states in the English cycle 2 teachers’ guidebook that UAE education is “recognized as a world-class education system that supports all learners in teaching their full potential to compete in the global market” (ADEK 2015a, p. 3). ADEK’s mission is

“to produce world-class learners who embody a strong sense of culture and heritage and are prepared to meet global challenges” (ADEK 2015a, p. 3). ADEK has a set of values that are considered the driving force behind the ongoing performance improvements. These values include teamwork, integrity, transparency, respect, accountability, and compassion.

ADEK has three main goals:

•! Develop education and educational institutions in the Emirate of Abu Dhabi

•! Implement innovative educational policies, plans, and programs that aim to improve education

•! Support educational institutions and staff (ADEK, 2013).

In 2009, ADEK developed a strategic plan that is based on extensive research and aims to address challenges facing the P-12 grades. The key challenges that are addressed include ensuring students are performing at or above grade level, and ensuring P-12 graduates are adequately prepared for higher education and future careers. On research conducted before establishing the strategic plan, ADEK noted that 95 per cent of students graduating from public schools needed two years of remedial courses in order to be prepared for further education, especially in information technology (IT) and English language skills (ADEK, 2009a; ADEK, 2009b). In addition, Gaad, Arif, and Scott (2006) highlight a misalignment in the Emirati education system. They mention that teachers do not consider the context, the quality of delivery, and the national goals in their teaching. The strategic plan seeks to develop the skills required for higher education and future careers (ADEK, 2010). It

emphasizes the quality of education to meet international standards while preserving national identity and culture. In order to facilitate the strategic plan, ADEK initiated the ‘Public-Private Partnerships,’ a group of partners responsible for mentoring teachers in the public schools. Considering quality of teaching as important as quality of education, teacher training was made a top priority for ADEK. Teachers are provided with resources and continuous professional development sessions and training that enhance their capabilities. The country has invested AED 200 million to train 10,000 teachers in the latest techniques in teaching and pedagogy (Al Ateeqi, 2009). Further, in 2018, the UAE Cabinet allocated 59 per cent of the national budget over the next three years for investment in education and space research.

ADEK puts the student first and works for a modern, innovative, and world- class educational system. It now offers a number of applications to enhance parental involvement in student education. These include: eSIS, iClass, and iADEK. Each application is designed to serve a specific purpose. For instance, while the eSIS enables parents to access information, including records of academic progress, the iADEK allows them to check school locations, receive news updates and contact ADEK with enquiries. The iClass is a set of digital eLearning tools to support the Abu Dhabi School Model’s student-centered approach to teaching. ADEK is also responsible for developing curriculum and educational policies, overseeing educational reform, and providing licensing and accreditation to private schools.

4.3.1 New School Model

The education system currently used in all public schools is the New School Model (NSM). The model introduces a new curriculum and new teaching methods that

aim to enhance student performance by developing the student as a communicator, thinker, and problem solver. The NSM was launched in September 2010 and has been implemented sequentially in phases, starting with KG-G3 in 2010–2011, and subsequently moving up to the following grades. It was extended to grade 4 in 2011 and grade 5 in 2012. It was first implemented in cycle 2 in September 2013 with grade 6. A year later, in September 2014, it was applied to grade 7, followed by grade 8 in September 2015, grade 9 in September 2016, grade 10 in September 2017, and grade 11 in September 2018.

The aim of the NSM approach is to develop student learning experiences and raise the learning outcomes to the internationally competitive level needed to achieve the Abu Dhabi Economic Vision 2030. The student is actively involved in the learning process and put at the center of the learning environment, supported by school, family, and the community. Developing students’ learning experiences involves improving literacy, numeracy, critical thinking, problem solving, creativity, collaboration, and communication skills, while protecting the national and cultural identity of the students (ADEK, 2015a). Unlike the old model that emphasized rote learning and where the book was the main source of learning, the NSM focuses on the learner. It is based on a student-centered learning approach and organized around a set of learning standards and student learning outcomes. It also provides students with technology-rich learning environments with various types of activities and which cater for individual learning styles and needs (ADEK, 2013a).

4.3.2 Assessment System

In regard to assessment, ADEK uses an assessment system that does not merely inform about student learning progress based on the educational outcomes, but also provides feedback about how ADEK as a whole educational authority (including schools, teachers, students, curriculum, policy, etc.) continually advances. This system is referred to as the Assessment for Learning (AfL) system. Its nature and function incorporate all the information from an individual student’s mastering of a single learning outcome through the performance of the overall in the entire Emirate. It aims to inform three main aspects in the development: (1) impacts of students’ development; (2) whether support is provided to students as needed or not; and (3) efficiency of educational methods. The AfL includes school-based assessment and standardized assessment, which comprises both national and international assessment. While the former is conducted by the teacher’s observation, and feedback on whether the students master the learning outcomes or not, the latter is administered at a national or international level. National assessment measures student achievement within Abu Dhabi annually. International assessments are developed by international agencies and research institutions. Further, school-based assessment aims to identify gaps and modify the instruction methods used (ADEK, 2013).

AfL is described as “the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (Teacher guidebook, p. 19). It has 10 principles identified by ADEK, which state that AfL:

•! Is based on classroom practice

•! Helps in developing commitment to learning •! Is part of effective planning

•! Identifies gaps in student learning •! Focuses on how students learn •! Has an emotional effect •! Has a motivational impact •! Enhances self-assessment •! Recognizes all achievements.

In addition, AfL involves ‘effective feedback’ from the teachers to students on their development. Effective feedback enables students to identify their strengths, weaknesses, and make, in cooperation with teachers, further plans for improvement. The Teacher Guide, provided by ADEK to teachers, says effective feedback should focus on the assessment criteria of the tasks, provides meaningful information to students regarding what they have understood, what needs to be improved, and how to achieve this. It avoids comparing students’ progress with others, but reinforces the students’ strengths.

Students within AfL are provided with regular opportunities for reflection on their learning in relation to the learning outcomes. Their self– and peer-evaluation is also essential for their development.