Under the directives of His Highness Sheikh Mohammed bin Zayed Al Nahyan, Crown Prince of Abu Dhabi and Deputy Supreme Commander of the UAE Armed Forces, the Crown Prince’s Court launches Moral Education as a school curriculum subject, to promote tolerance and instill universal principles and values shared by humanity; in line with the UAE’s broadened vision of building a sustainable society, grounded in the happiness, wellness and social well-being of its people.
Moral Education Coordinating Committee is created and the first meeting of the committee is held.
In the presence of His Highness Sheikh Mohamed bin Zayed Al Nahyan, Crown Prince of Abu Dhabi and Deputy Supreme Commander of the UAE Armed Forces, Moral Education Committee presents the provisional accreditation and implementation plan of the moral education curriculum. Pilot moral education schools are selected.
The Moral Education Pilot program is launched at 19 schools across the United Arab Emirates. Training of teachers commences.
• His Highness Sheikh Hazza bin Zayed Al Nahyan, Deputy Chairman of Abu Dhabi Executive Council, visits Khadija Intermediate School in Ajman - one of 19 schools currently piloting the UAE Moral Education. His Highness engages with school officials and teachers and plants a Ghaf tree on school grounds; a symbol of the UAE’s long-standing heritage and of the noble values that Moral Education aims to foster in children.
• In the presence of His Highness Sheikh Hazza bin Zayed Al Nahyan, Deputy Chairman of Abu Dhabi Executive Council, the inaugural Principals Symposium is held, bringing together principals and education leaders from across the nation’s 1,300 schools to collaborate on shaping the future of Moral Education. Principals of the 19 schools piloting Moral Education share key learnings and best practices.
• Publication in the UK’s Times Educational Supplement of an article on the UAE’s Moral Education program and the positive impact it is likely to have in the country’s schools and on the character development of their students. The article can be viewed at: https://www.tes.com/news/tes-magazine/tes-magazine/and-moral-story
• The second National Survey of schools was completed covering a range of key aspects of the implementation of the program, including its management, teaching, resourcing and student engagement; 653 schools responded to the survey.
• 49 schools participated in the Moral Education Standardised Assessment tests covering nearly 5000 students across grades 3,5,7 and 9.
• Completion of visits to 23 pilot schools to review the implementation of the Moral Education curriculum in Grades 10-12.
• Completion of visits to 23 pilot schools to review the implementation of the Moral Education curriculum in Grades 1-9.
• Completion of design and production of school resources (teacher guides and student work books) for the broadscale introduction of the Moral Education program in September 2018.
• Production of final report and recommendations from the ‘Grades 1-9 Pilot’.
• The Moral Education curriculum is now being taught across all private and public schools in the UAE from Grade 1 to Grade 12.
• Fifty schools, representative of their type and location, have been selected for school visits by representative of the Crown Prince Court to continue the implementation review process and the identification of school resource and support needs.
• This month saw the publication in the Oxford Review of Education of a paper on the UAE’s Moral Education program by Dr. Richard Pring of Oxford University. Dr. Pring had previously visited a selection of schools in the UAE to gain first-hand knowledge of the program. Dr. Pring’s paper can be viewed at:
Moral Education Pilot Schools
Abu Dhabi-based Al Khatem is a government school offering education from kindergarten to grade 12.
Darwish bin Karam
Established in 1940, Darwish bin Karam is one of Abu Dhabi’s oldest schools. The school offers education from grade 6 to grade 12.
The Philippine School
The Philippine School was established in 2015 and is located in Abu Dhabi’s Muroor Street area. The school offers education from kindergarten through to grade 12 and follows the school curriculum of the Philippines.
German International School
The German International School was established in 1976 and offers schooling from kindergarten to grade 12. The school is recognised as German foreign school and prepares students for the German International Abitur examination.
Cranleigh School of Abu Dhabi
A branch of Cranleigh UK, Cranleigh School of Abu Dhabi was established in 2014 and offers the British school curriculum from kindergarten through to grade 12.
ADNOC Madinat Zayed
ADNOC Schools’ Madinat Zayed campus was established in 2011 to provide education from kindergarten to grade five. The school follows an American curriculum.
GEMS Wellington International School
GEMS Wellington International School is a modern institution that aims to provide students with a learning environment that is equipped with state-of-the-art facilities. The school offers the National Curriculum of England from Foundation Stage to Year 11 as well as the International Baccalaureate Diploma Programme, courses, and careers program in Years 12 and 13.
Al Ittihad School (Jumeirah)
Al Ittihad Private School, Jumeirah was established in 1998 and offers education from pre-kindergarten to grade 12. The school follows the American curriculum in English, mathematics, science, civics, and information technology, while it follows the UAE Ministry of Education guidelines on the teaching of Arabic language and Islamic studies and social studies taught in Arabic.
GEMS Modern Academy
GEMS Modern Academy was established in 1986 and is affiliated with the Council for the Indian School Certificate Examinations in New Delhi. The school offers education from the kindergarten level through to high school.
Uptown School is a private institution that offers three programmes of the International Baccalaureate program including the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP). The school accepts students aged three to eighteen years old.
Al Maaref Private School
Al Maaref Private School is a Dubai-based American curriculum school that has been in operation for over two decades. The school offers education from kindergarten to grade 12.
Lycée Libanais Francophone Privé
Lycée Libanais Francophone Privé is a Dubai-based French curriculum international school that was established in 2003. As part of its curriculum, the school teaches French, Arabic and English and offers education from kindergarten through to high school.
Sharjah Model School was established in 2003 and offers Arabic curriculum education from grade 1 to grade 12.
Mohamed Al Fateh School
Mohamed Al Fateh School is a Sharjah-based middle school offering education in languages, arts, sciences and moral leadership as part of the standards of Madares Al Ghad curriculum.
Khadija Intermediate School is one of the first girls school to be established in the emirate of Ajman in 1967, before the inception of the United Arab Emirates’ union. The school’s 397 student population comprises 200 national students and 197 expatriates of different nationalities enrolled in the school.
Musharraf School is a Ajman-based institution offering cycle one education in line with the UAE Ministry of Education curriculum.
GEMS Westminster School
GEMSWestminster School teaches the National Curriculum for England, and prepares students to take the International General Certificate of Secondary Education (IGCSE) course and A Level Examinations of the Universities of Cambridge and London (UK). The school offers education from the foundation years through to grade 9.
Ali Bin Abi Talib
Ali Bin Abi Talib School is a government institution based in Al Ain. The school offers education covering cycles two and three.
Established in Al Ain in 2013, Brighton College Al Ain is a sister school of Brighton College UK. The school follows the British curriculum and offers education leading to GCSE and A-level examination. Brighton College accepts students aged three to 18 years old.
”Teachers liked the structure of the teacher guides and they have been using them heavily to direct their learning outcomes.”
“The beauty of this program is that it allows students to learn different topics in the classroom and then apply them in their daily activities. This makes it easy for the students to embed moral values into their learning process.”
“I love this subject because I feel good about helping other people and understanding where people come from. My teacher also makes it fun for me to learn.”
“We are really enjoying the pilot for the Moral Education. Our students and staff know the value of this as we already have a Values subject in our curriculum, but this very much complements it. Our students are keen to show us how they are applying their knowledge at break and lunch time.“
“I think the Moral Education is really important for our students. I want to share our experiences with others and I am already networking with other schools nearby to come visit us and see what we are doing.”
“The teacher guides provide a useful set of learning outcomes and a clear structure for the program, which is easy to follow. In the upper grades the video resources were deemed to be very helpful and saved teacher research time.”
“Teacher must be aware of the sensitive content and nature linked to the Moral Education and effective teacher professional development will ensure consistency and improve discussions within classrooms.”
“Parents are integral to this whole program. We must get them onside and backing the work of the Moral Education Program at home as well, this will take some time and the demographics of our school are important to consider.”
“Teachers are responding positively to the MEP because they are encouraged by the fact that it reflects what they are already doing in an integrated and cross-curricular way.”
”The learning outcomes match student capabilities well, but they require teacher expertise to deliver effectively and support successful learning.”
”There really is a lot of value in this. It directly complements what we already do in the IB system and the material supports the key themes within our curriculum. My concern would be where we get the time in our school day if we had to run it as a standalone subject.”
“Assessment within the MEP should be balanced between written and what students show and how they conduct themselves.”
“My students love this class and I can see how they are learning, changing and flourishing.”
“This is the right time to plant the right set of values in our children; it is so great to see such an organized and well prepared program that specifically targets the most urgent needs of this generation.”
“We can clearly see improvements in students’ behaviour, not just in general terms, but also in those students who have been challenging and had behavioural issues in the past.”
“The level of enthusiasm for, and attachment to, the new subject among students is unprecedented, they keep asking us to extend the time allocated for MEP”
“The primary students are excited to learn things that they do not learn at home and can relate to their own experiences. The links to role playing and audio visuals are engaging. Opportunities to debate topics have been useful to understand different viewpoints.”
The schools below have been actively trailling the Moral Education program within their own schools. The schools engaged in the pilot represent a varied range encompassing public/private, different curricula, geography, size and level, and their range enables meaningful lessons to be learned. These schools have been working in collaboration with the evaluation team to share their experiences and provide feedback about implementation of the program. Future pilot work will be conducted with schools regarding the assessment framework and the implementation of Moral Education within grades 10-12 from September 2017 onwards.
UAE Principals Symposium
Supported by the Moral Education Committee, the Principals Symposium is a collaborative platform designed to engage leaders in education from the UAE and abroad. The symposium, to be held annually, will establish a dialogue between education experts and top administrators of schools in the UAE to enable the exchange of information, experiences, innovations and tools for educational development. The event will feature talks, panel discussions and networking opportunities and aims to empower principals in realising the vision of Moral Education as a vehicle that will shape the future of UAE.
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Titled “Moral Education: A Pathway to a More Inclusive and Equitable Society”, the inaugural UAE Principals Symposium 2017, brought together top administrators from the UAE’s 1,300 schools for the first time. Participants focused on the Moral Education as a curriculum designed to equip youth with the skills they need to compete in a rapidly changing global environment while making meaningful contributions to the broader society.
The symposium featured experts in education from within the UAE and abroad. Additionally, principals of the 19 schools currently piloting Moral Education worked together at the Innovation Lab to share key learnings and best practices. The principals reported a series of recommendations to help ensure the successful national rollout of the initiative to all UAE schools in September 2017.
“This initiative comes as part of ADEK’s and the UAE’s aim to nurture world-class students, who adhere to our national culture and heritage and who are ready to face world challenges. It also aims at developing an open and perceptive generation who uphold their morals, values and are proud of their identity”