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This policy brief builds on a larger father involvement study that encompasses 10 countries in the Middle East North Africa (MENA) region to identify some of the key challenges of father involvement in the Gulf Cooperation Council (GCC) countries. Using mixed methods with a modified Fatherhood Scale survey and life history interviews, the study found notable differences in father involvement in education across geographic, gender, and generational factors.
Education and employment are key pillars to the United Arab Emirate’s Vision 2021 and National Agenda, in part based on a competitive knowledge economy. To better support policymakers regarding the complexities surrounding education and career related topics, this study explores the roles of parents, and in particular, fathers, in their children’s education and career aspirations.
The aim of this paper is to raise awareness among the community, especially the youth, about the importance of cultural heritage in Ras Al Khaimah through engaging academic institutions. One way to preserve this cultural heritage is through documentation of the current physical conditions for select historic houses in the Old Town area of Ras Al Khaimah using architectural drawings, images, and photos.
Drawing on original data on father involvement from a study of 1,684 respondents in 10 Middle Eastern countries, this article explores the intersection of father involvement with gender, geography (Gulf Cooperation Council [GCC] vs. non-GCC), and generations, with educational attainment. To examine these relationships, we conducted a series of ANOVAs and regressions, supplemented with qualitative interview data.
This policy paper discusses the importance of critical reflection in short-term international teacher exchange programs. It draws from the findings of a larger research project investigating teachers' use of comparison as a framework for pedagogical transfer. The paper defines intercultural pedagogical transfer as an educators' engagement with culture through an exchange experience, which forms the context for policy and pedagogical sense making. Here, culture refers to the norms, values, and expectations that inform teaching practice and policy discourses.
This paper provides the background, findings, and recommendations resulting from a pilot that was implemented across four primary schools in the Emirate of Ras Al Khaimah, United Arab Emirates, during the 2018-2019 academic year. Encouraging findings suggest that implementing the Iqra curriculum may significantly boost reading speed and accuracy of early grade students, with a potential positive ripple effect on student performance overall.
This paper highlights the importance of preserving the mangrove wetlands as a vital ecosystem with a multitude of services. It also presents the findings of a study of visitors and residents in Ras Al Khaimah aimed at assessing public environmental awareness and obtaining insights into how people believe the potential conflicts between the economic development of Ras Al Khaimah and the preservation of the mangroves can be resolved.
The closure of schools in 191 countries around the world in the same window of time in response to the COVD-19 pandemic is unprecedented. It has left school systems and governments scrambling to find approaches and solutions to ensure that education continues uninterrupted and that the most vulnerable children are not left further behind. This report seeks to provide guidance based on data collected and analyzed by the Al Qasimi Foundation in April 2020.