The quality of education has significantly improved throughout Dubai with many schools adjudged as good or better. Nevertheless, Dubai still aims even higher and targets to become among the best countries in the world for education by 2021. Therefore, a number of national priorities have been emphasized to achieve this goal.
|UAE Vision 2021: First Rate Education Indicator|
|Average PISA score|
|An indicator that measures the country's ranking and scored in the PISA exam, which evaluated the reading, mathematics and science skills of 15 year old students|
|Average TIMSS score|
|An indicator that reflects that nation's ranking and score int he TIMSS test, which evaluates the math and science skills of students in grades 4 and 8|
|Completion of high school education|
|High skills in Arabic language|
|Highly Effective school leadership|
|University foundation programmes|
|National Agenda Objectives|
|To be among the 20 highest performing countries in PISA|
|To be among the 15 highest performing countries in TIMSS|
|To ensure 90% of Emirati students complete their high school education|
|To ensure that 90% of grade 9 students develop high skills in Arabic language in the UAE NAP assessment|
|To ensure that 100% of schools have high-quality teachers|
|To ensure that 100% of public schools have highly effective leadership|
|To ensure that no students need to join a university foundation programme|
The Moral Education Curriculum (MEC) covers four pillars of teaching and learning: character and morality, the individual and the community, civic studies and cultural studies. The four pillars complement one another, using the lens of moral thinking and learning and building character. Underpinning the curriculum are thinking, learning and communication skills, which support development and progression through primary and secondary school up to Year 9.
In line with UAE national priorities and the Dubai strategic plan 2021, schools in Dubai are required to incorporate the Ministry of Education UAE social studies curriculum standards into their curricula. The rationale for this is to provide students with in-depth knowledge, skills and understanding in history, geography and civics, which emphasise the links and relationships between diverse groups, people, science and society. Students will contribute, as responsible citizens and residents of the UAE, to the building of a cohesive society that is inclusive of all, while preserving the UAE culture, heritage and traditions.
Innovation@DIA is "Creativity Implemented". The UAE vision 2021 includes innovation as part of the National Agenda. The UAE National Innovation Strategy aims to promote innovation in the education sector by introducing creative teaching methods and techniques, as well as designing and developing innovative curricula that equip students with the 21st century skills and knowledge. Schools are required to promote innovation through meaningful learning opportunities with elements of enterprise, enquiry research, critical thinking and the use of learning technologies.
The theme of PISA 2018 will be Reading Literacy. PISA defines Reading Literacy as, “… understanding, using, and reflecting on written texts, in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate in society.” The recent PISA and TIMSS results highlight the importance of reading literacy on student performance in international assessments, including science and mathematics, in which there is a clear link to the National Agenda.
During 2017 – 2018 there will be a specific focus on the aspirations and achievements of Emirati students in schools. As per the UAE Vision for 2021 states that at least 90% of Emirati students will complete their high school education, with an increasing proportion of students going on to university. At DIA our Emirati students are well integrated into the school community.
The vision of Dubai is to become a fully inclusive city by 2020. Schools are required to demonstrate a commitment to the values and standards of inclusive education. At DIA we ensure that students who experience SEND are provided with the support, accommodations and curricular modifications required to enable equitable access to educational opportunities. Appropriate priority is given to the development of each student’s potential, including meaningful participation in the learning process, with peers in the common learning environment.