The Role of IT in higher Education in Abu Dhabi
©2015
Project Report
62 Pages
Summary
The IT education during the formative years has become a major priority for the UAE. This is underlined by the success of the Sheikh Mohammed bin Rashid IT Education Project (ITEP), which was launched in 2000. As well as installing computer labs in all participating schools, and creating a comprehensive cutting-edge curriculum, ITEP also provides an invaluable online educational resource at www.itep.ae. ITEP now provides courses in 40 high schools in the UAE (20 in Dubai, 20 in Abu Dhabi) and over 13,000 students pass through the programme every year. ITEP’s trainee pupils achieved 97 per cent success rate in courses in the 2005/06 academic year. [...]
Excerpt
Table Of Contents
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approximately 20 percent of the market share ,Although these figures were confirmed from
multiple sources the author does not believe they reflect the geographic distribution of
companies. Foreign firms probably comprise a much higher percentage of total businesses in
the Free Trade Zones while domestic firms are more prevalent everywhere else. Furthermore,
foreign investment in the lesser developed, non-oil producing Emirates of Ajman, Al Fujairah,
Umm al Qaywayn, and Ras Al Khaimah is probably minimal comparatively.
An exact estimate of the number of local IT professionals entering the market each year is
unknown; however, there is not a significant risk of "brain drain". Considering the UAE is the
hub of information technology in the Middle East the opposite is true. More college graduates
shun the private sector and prefer to join family businesses or seek work in the public
sector. Nationals make up almost 70 percent of the government labor force while expatriates
primarily populate the private sector.
This Project is intended to study the role of I.T in higher Education with reference to Abu Dhabi.
Objectives
1. To understand the role of the Government in imparting I.T in Higher Education
2. To examine the different Institutions in Abu Dhabi having I.T in Higher Education.
3. To analyze the demand for Higher Education in I.T in Abu Dhabi.
4. To Suggest the Policy implications of I.T in Higher Education in Abu Dhabi
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Study Methodology
The method of the Study was based on both the Primary and the Secondary Data, Primary
Data was collected through a well structured questionnaire served at a Random Basis to a
group of 50 Respondents, and The Data thus collected was interpreted by simple percentage
method and was represented in Pie charts and graphs through in which I had the major
findings, The Secondary Data was through the various websites and Magazines, Government
Reports etc.
Limitations
Sample Size -- the number of the units of analysis used in the study is dictated by the type of
research problem that are under investigation. if sample size is too small it will be difficult to
find significant relationships from the data, as statistical tests normally require a larger sample
size to ensure a representative distribution of the population and to be considered
representative of groups of people to whom results will be generalized or transferred.
Lack of available and/or reliable data -- a lack of data or of reliable data will likely require you to
limit the scope of your analysis, the size of your sample, or it can be a significant obstacle in
finding a trend and a meaningful relationship. You need to not only describe these limitations
but to offer reasons why you believe data is missing or is unreliable. However, don't just throw
up your hands in frustration; use this as an opportunity to describe the need for future research.
Lack of prior research studies on the topic -- citing prior research studies forms the basis of
your literature review and helps lay a foundation for understanding the research problem you
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are investigating. Depending on the currency or scope of your research topic, there may not be
any earlier scholarship on your topic. Before assuming this to be true, though, consult with a
librarian! However, in cases when a librarian has confirmed that there is a lack of prior
research, you may be forced to develop an entirely new research typology [for example, using
an exploratory rather than an explanatory research design]. Note that this limitation is another
opportunity to describe the need for further research.
Measure used to collect the data -- sometimes it is the case that, after completing your
interpretation of the findings, you discover that the way in which you gathered data inhibited
your ability to conduct a thorough analysis of the results. For example, you regret not including
a specific question in a survey that, in retrospect, could have helped address a particular issue
that emerged later in the study. Acknowledge the deficiency by stating a need in future
research to revise the specific method for gathering data.
Self-reported data -- whether you are relying on pre-existing self-reported data or you are
conducting a qualitative research study and gathering the data yourself, self-reported data is
limited by the fact that it rarely can be independently verified. In other words, you have to take
what people say, whether in interviews, focus groups, or on questionnaries, at face value.
However, self-reported data contain several potential sources of bias that should be noted as
limitations: (1) selective memory (remembering or not remembering experiences or events that
occurred at some point in the past); (2) telescoping (recalling events that occurred at one time
as if they occurred at another time); (3) attribution (the act of attributing positive events and
outcomes to one's own agency but attributing negative events and outcomes to external
forces); and, (4) exaggeration (the act of representing outcomes or embellishing events as
more significant than is actually suggested from other data).
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Statement of problem
Higher education in United Arab Emirates got wide scope because of enormous demand from
various sectors private as well as government sector. This study designed especially to find the
role of information Technology should be in Higher education sector. Comparison between the
responses and major ,year ,sex, age have shown that is the most part students strongly agree
computer lab, personal computer, internet and instructor taking advantages IT tools in lectures
are necessary components of effective education. Some of the attitudes and believes that
found that students are keeping get varied different demographic groups.
Review of Literature
HIGHER EDUCATION in UAE: A Review
Labor Market
The Government of the UAE is concerned about the lack of Emirians in the work force and has
such made emiratization a national objective. In regards to IT consulting and internetworking
services, Emirian companies compose about 50 percent of the market, or $5 million. U.S.
companies hold approximately 30 percent of the market and third party countries have
approximately 20 percent of the market share , Although these figures were confirmed from
multiple sources the author does not believe they reflect the geographic distribution of
companies. Foreign firms probably comprise a much higher percentage of total businesses in
the Free Trade Zones while domestic firms are more prevalent everywhere else. Furthermore,
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foreign investment in the lesser developed, non-oil producing Emirates of Ajman, Al Fujayrah,
Umm al Qaywayn, and Ras Al Khaimah is probably minimal comparatively.
An exact estimate of the number of local IT professionals entering the market each year is
unknown; however, there is not a significant risk of "brain drain". Considering the UAE is the
hub of information technology in the Middle East the opposite is true. More college graduates
shun the private sector and prefer to join family businesses or seek work in the public
sector. Nationals make up almost 70 percent of the government labor force while expatriates
primarily populate the private sector (5).
A rapid rise in population has necessitated a considerable investment in education. Today, the
UAE offers a comprehensive education to all male and female students from kindergarten to
university, with education for the country's citizens being provided free at all levels. There is
also an extensive private education sector, while several thousand students, of both sexes,
pursue courses of higher education abroad at Government expense.
Much has been achieved since the early 1970s but efforts are now being made to improve the
educational environment for all pupils, in line with a re-evaluation of the role of government. In
particular, Abu Dhabi Education Council (ADEC), is spearheading privatization of the education
sector in Abu Dhabi.
Ninety-five per cent of all females and 80 per cent of all males who are enrolled in the final year
of secondary school apply for admission to a higher education institution in the UAE or study
abroad. Nationals can attend government tertiary-level institutions free of charge, and a wide
and rapidly increasing range of private institutions, many with international accreditation,
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supplement the public sector. The Al Ain-based United Arab Emirates University (UAEU)
continues to be the country's flagship national institution of higher education, whilst newer
institutions such as Zayed University (ZU), which has campuses in Abu Dhabi and Dubai, were
established in 1998 by the Federal Government to educate national women and prepare them
to actively participate in society. The Higher Colleges of Technology (HCT), on the other hand,
offer a more technically oriented education in 12 well-equipped colleges spread throughout the
United Arab Emirates. HCT, in conjunction with its commercial arm, the Centre of Excellence
for Applied Research and Training (CERT), prides itself on responding quickly and effectively to
current needs in the regional and international workplace.
Notable private institutions include the American Universities of Sharjah and Dubai, Sharjah
University and the Ajman University of Science and Technology. Recent entrants to the
educational marketplace include Abu Dhabi University, Al Hosn University in Abu Dhabi and an
Abu Dhabi chapter of the Sorbonne. Dubai is also setting-up a 2.33-million-square-metre, multi-
university complex, Dubai Knowledge Universities (DKU), in the heart of its `Academic City'.
The UAE also has several vocational and technical educational centres for those seeking
practical training in their chosen careers.
Indeed, now that the educational infrastructure is in place, the focus is on ensuring that the
youth of the country are ready to meet the challenges of the twenty-first century workplace. In
addition, to ensure that there are enough jobs for these emerging graduates, emiratisation of
the workforce is being encouraged by the Government, especially in the private sector, where
UAE nationals account for a very small percentage of the total workforce. Some progress has
already been made in banking, insurance and human resources.
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BREAKDOWN OF THE EDUCATIONAL SYSTEM
Primary and secondary education is provided for all UAE citizens. The existing educational
structure, which was established in the early 1970s, is a four-tier system covering 14 years of
education.
Primary school education is compulsory for all UAE citizens. Government policy is to provide
staff/student ratios of 1:20 at kindergarten and primary levels; and 1:15 at intermediate and
secondary levels. The existing staff/student ratios are well within this proposed range.
Educational opportunities in the UAE have blossomed since the establishment of the
Federation when only a tiny minority of the urban population had access to formal education.
Today, the UAE offers a comprehensive education to all male and female students from
kindergarten to university, with education for the country's citizens being provided free at all
levels. There is also an extensive private education sector, while several thousand students, of
both sexes, pursue courses of higher education abroad at Government expense.
Now that the infrastructure is in place, the educational focus is on devising and implementing a
strategy that will ensure the youth of the country are ready to meet the challenges of the
twenty-first century workplace.
A major practical shift in timetabling took place in 2006 following the Federal Government's
announcement that from 1 September 2006 the weekend schedule would be changed to make
Friday and Saturday the official weekend for all public sector establishments as well as
government schools and universities.
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PRIMARY AND SECONDARY EDUCATION
Education at primary and secondary level is universal and compulsory up to ninth grade. This
takes place in a four-tier process over 14 years: 4 to 5 year-olds attend kindergarten, 6 to 11
year-olds attend primary schools, the preparatory stage caters for children aged between 12 to
14 years, and 15 to 17 year-olds attend secondary schools. The emiratisation of teaching staff
in government schools is scheduled to reach 90 per cent by 2020, in order to ensure that the
Islamic principles and traditions of the UAE are maintained.
Over 40 per cent of pupils attend private schools. Some of these offer foreign language
education geared towards expatriate communities, usually preserving the culture and following
the curriculum of the students' countries of origin.
A Cabinet decision issued in 2001 excluding expatriate students from government schools, was
rescinded in mid-2006. Commencing in the academic year 2006/07, admission for expatriate
students will be based on merit and fees will be levied.
Abu Dhabi Education Council (ADEC), an independent Abu Dhabi-based corporate body which
was established by Sheikh Khalifa in 2005, has been entrusted with the task of developing
education and educational institutions in the emirate. The council will work closely with the
Ministry of Education in formulating the emirate's education plan within the framework of the
UAE's general education policy.
ADEC has already announced a new initiative to improve the quality of public education. The
project entitled `Public-Private Partnership for Public School Management' enables leading
local and regional private education providers to manage selected public schools in the Emirate
of Abu Dhabi in conjunction with ADEC. Launched as a three-year pilot programme
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commencing in September 2006, selected Abu Dhabi schools, including kindergarten and
primary schools for boys and girls in the three educational zones of Abu Dhabi, Al Ain and the
Western Region, will be involved in the project. It is hoped that participating schools and their
students will enjoy a richer educational environment, including better school facilities, efficient
and less bureaucratic school administration systems, modern teaching and assessment
methods, up-to-date curricula, more intensive use of information technology and additional
extra-curricular activities. Principals and teachers, including national staff, will experience
improved working conditions and professional development opportunities.
ADEC issued a decree in 2006 abolishing fees at model schools in Abu Dhabi. ADEC will be
responsible for all costs at the model schools, which will be directly involved in the development
and evaluation of the educational process. ADEC and the Model Schools Committee are
setting new standards for admission of students.
ADEC has also entered into an agreement in which Zayed University will assist in developing
the English language skills of elementary level students at four model schools. Thirty faculty
members from ZU will work with the first and fourth grade students at these schools, observing
and evaluating English language teaching methods, and designing modern academic
programmes. The initiative will be extended to all schools at a later stage.
IT EDUCATION
The Ministry of Education is constantly honing its educational strategy to ensure that the
programmes developed in its schools comply with international standards, with particular focus
on introducing the latest IT resources at all levels. For example, one of the goals is to provide a
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computer for every ten children in kindergarten, every five pupils in primary schools, every two
students in preparatory schools and one computer per student in universities.
That IT education in the formative years has become a major priority for the UAE is underlined
by the success of the Sheikh Mohammed bin Rashid IT Education Project (ITEP), which was
launched in 2000. As well as installing computer labs in all participating schools, and creating a
comprehensive cutting-edge curriculum, ITEP also provides an invaluable online educational
resource at www.itep.ae. ITEP now provides courses in 40 high schools in the UAE (20 in
Dubai, 20 in Abu Dhabi) and over 13,000 students pass through the programme every year.
ITEP's trainee pupils achieved 97 per cent success rate in courses in the 2005/06 academic
year.
Industrial Overview
The UAE has established an excellent and diversified system of higher education in a very
short period of time. Nationals can attend government institutions free of charge, and a wide
range of private institutions, many with international accreditation, supplement the public
sector. The country now has one of the highest application participation rates in the world.
Ninety-five per cent of all females and 80 per cent of all males who are enrolled in the final year
of secondary school apply for admission to a higher education institution or to study abroad.
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UAEU
The Al Ain-based United Arab Emirates University (UAEU), which opened in the academic year
1977/78, continues to be the country's flagship national institution of higher education and is
committed to its role as the leading teaching and research institution in the UAE. UAEU offers
over 70 undergraduate bachelor degrees and a number of graduate programmes in a wide
range of disciplines. International accreditation has been awarded to the professional academic
programmes and the non-professional programmes undergo periodic external evaluation by
international experts to ensure that they meet international standards. Collaboration with
international institutions also opens up new opportunities for UAEU's students.
UAEU is focusing on research and graduate studies and is moving from an open enrolment to
a more restricted policy. The number of students enrolled at UAEU has increased from 502 in
1977/78 to 14,741 in the first semester of the academic year 2006/07. Enrolled male students
represent 21 per cent of the total, while female students constitute 79 per cent. The total
number of faculty members in the University was 700. This growth has necessitated the
building of a new campus at Al Maqam, Al Ain that will provide 280,000 square metres of
additional educational and residential facilities. In line with the UAE's focus on constructive
public-private partnerships in education, UAEU and Mubadala Development Company (see
Economic Development) executed a 30-year concession agreement in 2004 that will enable the
development of the new facilities on a BOOT basis (Build Own Operate and Transfer).
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ZAYED UNIVERSITY
Zayed University (ZU) was established in 1998 by the Federal Government to educate UAE
national women. Both ZU campuses in Abu Dhabi and Dubai are governed by a single
administration and offer similar programmes. ZU's Dubai campus relocated to the Academic
City complex in the Al Ruwayyah area in 2006. This Dh370 million facility encompasses a total
area of 711,000 square metres comprising six colleges, departments and laboratories.
ZU is organised academically into five colleges: Arts and Sciences, Business Sciences,
Communication and Media Sciences, Education, and Information Systems. The primary
language of instruction is English, but the University expects its graduates to be fully bilingual in
English and Arabic, proficient in the use of information technology, and strong in quantitative
and research skills. ZU is currently engaged in cooperative relationships with a number of
leading institutions throughout the world.
The reason for ZU's success lies partly in innovativeness. Smart Square, located in Dubai
Internet City (DIC), is an example of the ZU approach. This cooperative venture between ZU
and IBM, which was inaugurated in early 2003, established a new business partner in the UAE
for private and public institutions to create and enhance their e-business and communication
activities. Tanmia sponsors a section of the graduate on-the-job training for projects undertaken
by Smart Square as part of its policy of equipping nationals with the necessary skills for today's
demanding work environment.
The `Women as Global Leaders' conference organised by ZU at Emirates Palace Hotel in Abu
Dhabi in 2006 (see section on Women) is but one of a number of programmes run by the
University to ensure that their students are well-prepared to actively participate in society.
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HIGHER COLLEGES OF TECHNOLOGY
A system of UAE colleges offering a more technically oriented education was devised in 1988.
The four founding Higher Colleges of Technology (HCTs) began the new experiment with an
enrolment of 239 students. Today, 12 men's and women's colleges in Abu Dhabi, Al Ain,
Madinat Zayed, Dubai, Ra's al-Khaimah, Sharjah and Fujairah provide a diversity of
programmes to over 15,000 students in modern, technologically equipped campuses. New
colleges and facilities are being added to the list on a regular basis. Built on a total area of
43,000 square metres and costing around Dh200 million, the new campus of the Dubai Men's
College at Academic City in Al Ruwayyah, which was inaugurated in 2005, provides a truly
digital environment. Everything from assignments and mark sheets to missed classes and the
library is online and can be accessed by each of the 2000 students and 300 faculty members at
any point in time.
The new HCT Madinat Zayed campus, serving the needs of students in Abu Dhabi's Western
Region, welcomed its first class of students in September 2006.
The HCT and its commercial arm, The Centre of Excellence for Applied Research and Training
(CERT), through a number of strategic alliances with multinational business organisations and
prestigious international training institutions, pride themselves on responding quickly and
effectively to current needs in the regional and international work place, providing professional
development and lifelong learning opportunities for the UAE, the Gulf region, and through
online training courses to many other parts of the business world.
CERT, which was founded in 1997 and is now the largest private education provider in the
region, has also been at the forefront of providing specialised customised training, promoting
Details
- Pages
- Type of Edition
- Originalausgabe
- Year
- 2015
- ISBN (PDF)
- 9783954899999
- File size
- 1.2 MB
- Language
- English
- Institution / College
- Syscoms College
- Publication date
- 2015 (October)
- Grade
- 2.0
- Keywords
- Higher Education Abu Dhabi IT education IT Education Project ITEP online education
