Tough new tests for prospective Arabic teachers in Dubai

Dubai, UAE: Teachers of Arabic and Islamic education face tough new tests before being employed in Dubai’s private schools.

Assessors from the education regulator, the Knowledge and Human Development Authority, will now directly supervise the recruitment of teachers in those subjects instead of leaving it to schools.

All prospective teachers will undergo a set of tests and interviews designed by the KHDA to analyse their subject knowledge, understanding of teaching methods and practical lesson planning skills.

The move is part of the authority’s effort to improve pupils’ consistently poor performance in these subjects. “We have informed the schools of our new selection process, explaining the rationale behind it,” said Jameela Al Muhairi, chief of the Dubai Schools Inspection Bureau.

The KHDA has always licensed teachers but schools will now have to submit candidates to a four-stage assessment process before offering them a job.

“In June 2013 we received applications from 92 new Arabic and Islamic Education teachers, 18 of whom were granted teaching appointment letters,” said Ms Al Muhairi.

The new assessments will take place three times a year in September, December, and May.

Ms Al Muhairi said other moves were being put in place to improve the standard of teaching in both Arabic and Islamic Education in private schools.

“We seek our stakeholders’ cooperation in providing better learning opportunities for students by ensuring the recruitment of effective teachers in these two key subjects,” she said.

Dr Samia Al Farra, chief education officer at Taaleem education group, said the move was a good one in principle.

“It a good step in the right direction but I wonder if the logistics of it will work. Does the KHDA have the capacity to assess a large number of teachers and what about the quality of assessment?” she said.

(C) TheNational

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ADU Fund-raising campaign to help 300 students during Ramadan

Abu Dhabi, UAE: The UAE is one of the world’s most generous countries in assisting those in need, according to the Organisation for Economic Cooperation and Development (OECD).

Abu Dhabi University announced on Monday that a fund-raising initiative to raise Dh15 million will run throughout Ramadan to help 300 gifted students in the UAE.

In collaboration with the Zakat Fund and Abu Dhabi Islamic Bank (Adib), the University is working to make world-class education more accessible for students in the country.

The drive carries the slogan, ‘Our youth our responsibility.’

“As an institution we are passionate about the youth and recognise that many are gifted with academics talents and ambition; however, there is one gift they do not have, the financial gift, which will be the remaining stepping stone on their way to greatness,” said Dr Nabeel Ibrahim, chancellor of Abu Dhabi University.

“Therefore, this fund-raising initiative came to remove financial obstacles for students, who wish to complete their education in a prestigious institution that offers high-quality standards.

“Any assistance could be of great value to students whether through scholarships or tuition discounts,” he added.

Donation channels have been made as accessible and convenient as possible.

“In order to encourage the Ramadan spirit of generosity, the Zakat Fund will help in collecting donations directly from donors. Otherwise, donors can use Zakat Online via the fund’s website http://www.zf.ae to contribute at any time,” said Abdullah Al Muhairi, Secretary-General of the Zakat Fund.

Additionally, contributions can also be made via ATMs throughout shopping malls and other public places in Abu Dhabi, Al Ain and the Western Region.

“These donations are a precious investment in our gifted young people as they are the backbone of our nation. We do believe in them and will go the extra mile to transform their aspirations and ambitions into reality,” he added.

(C) Gulfnews

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Advantages of studying at US universities

UAE students face an array of choices when determining where to pursue their undergraduate studies in a foreign country, with Canada, Britain, Australia, and the United States being the most popular global destinations for an international education.

While leaving the comforts of one’s home country and studying abroad is an educational experience in and of itself, not all options are created equally.

Students should take particular care in making what is surely the most important decision of their young adult lives, as the years spent in university are among the most formative.

For reasons of flexibility, variety of choice, culture, and resources, American education system continues to remain at the forefront of the undergraduate educational experience.

The main benefit of studying in the United States is the flexibility of the undergraduate curriculum offered by American universities. Students are encouraged and compelled to take a broad assortment of courses and are only required to declare their major at the end of their second year of studies.

They are not required to pursue the intended major they have declared on their application, which most students subsequently change their minds about at least once.

For example, recently at Penn State, according to the New York Times, 80 per cent of freshmen were undecided about their major and over half changed their minds even after they declared. American universities view this as part of the normal exploration and development processes inherent in pursuing an undergraduate education. Students at American universities are allowed to choose a minor, double major, or triple major, as long as they fulfill the prerequisite course requirements.

America is a large country, teeming with educational options and courses of study. There are over 4,000 degree-granting institutions of higher learning in the US. Arizona State University, America’s largest with over 72,000 students, offers over 250 academic programs from which to choose.

Harvard offers over 40 undergraduate fields of study, called “concentrations”, which include Folklore and Mythology, Slavic Languages and Literature, and Organismic and Evolutionary Biology, among its more curious offerings. Can’t identify a major that interests you at your university? Most will allow you to create your own.

Want to take all your classes pass/fail, have no core curriculum requirements, and receive a world-class education? Brown University, a member of the Ivy League, will allow you to do just that. In the US, you will find multiple universities that cater to every geographic, academic, and cultural preference that are almost as unique as their applicants.

There are large public universities, such as the University of Texas-Austin and the Ohio State University, which have in excess of 50,000 students, as well as elite Liberal Arts colleges, such as Harvey Mudd, whose graduates complete PhD’s in Science and Engineering at the highest rate in the country – outpacing even graduates from MIT and CalTech.

Described as a “nation of immigrants” by John F Kennedy, the United States is one of the most culturally diverse and inclusive societies in the world, welcoming visitors and students from foreign countries since before its foundation.

The student bodies of Harvard, Columbia, Penn, Yale, Princeton, Brown, MIT, NYU, Cal Tech, Boston University, and Northeastern University are comprised of at least 10 per cent international students, a number that continues to increase annually.

This diversity is further enhanced by American students, whose many religions, ethnicities, and socio-economic backgrounds add a cultural richness to college campuses which is seldom replicated in those of other countries.

No matter where you are from or what your beliefs are, you will find a similar group of people with whom you can share your values, traditions, and customs with at university. While American universities are not completely devoid of prejudices and challenges, they are much more subdued than in other nations that do not possess such a rich cultural tapestry.

Well-funded university student clubs, centered on shared interests, promote an inclusive and welcoming atmosphere open to all and the universities themselves strive to promote an environment of tolerance and understanding among its student body.

Almost all universities in the US have Islamic Student Associations and organize Friday prayers and religious celebrations for Muslim students. Religious holidays are recognized, as well as respected by administrators and professors alike, and all students are welcome to participate in all student groups.

One does not have to be of African descent to join the Kuumba Singers group at Harvard University or trace their roots to the subcontinent to participate in the university’s South Asian Dance Company. Cross-cultural participation is not only welcome, it is highly encouraged.

American universities are present in all fifty states in the US, catering to every geographic and climate preference imaginable, and emphasize the real world application of studies. If you fancy majoring in Marine Biology, you can do so at Eckerd College in Florida, where you can study dolphins and manatees firsthand through the university’s Marine Science Laboratory, located directly on Florida’s Gulf Coast. Emerson College in Boston has a very popular radio station, which is 100 per cent student-run and produced, for aspiring disc jockeys and presenters.

Some universities, such as Northeastern and Drexel, help and require students to complete paid internships in their intended field of study as a requirement for graduating through their popular Co-Op programs. Cornell University, an Ivy league School, has the finest Hospitality school in the country, helping place its graduates in top hospitality management trainee programs throughout the world.

Unlike their foreign counterparts, US universities largely fund their operations through their endowments – not through government contributions. American alumni have a tradition of giving to their alma maters that typically spans multiple generations and, in some instances, centuries.

Alumni participation in giving – whether it be through regular contributions of a hundred dollars to in excess of $1 million USD – are not only commonplace in the US, they provide the lifeblood of the university system,as larger endowments translate into increased funds available for housing, learning, athletic, and research facilities.

The endowment of Harvard University, the wealthiest in the world, is over $32 billion. There are over 70 American universities with an endowment of at least $1 billion. Johns Hopkins, my alma mater, recently raised $3.74 Billion USD over an eight year period in their “Knowledge for the World” campaign, which allowed the university to endow 550 scholarships and fellowships, 92 faculty chairs, and construct or renovate 4.2 million square feet of building space around the world.

Michael Bloomberg, the Mayor of New York, has personally contributed over $1.1 Billion USD to Johns Hopkins (also his alma mater) – a sum that exceed the endowments of any individual university in Australia or Canada, with the exception of the University of Toronto. The ability of American universities to raise funds is beyond impressive and it is evident that this financial model is not only succeeding, but sustainable.

While there has been a large influx of Indian and Chinese students into US universities over the past ten years, students from the GCC have become increasingly more attracted to the US for the previously aforementioned reasons.

Saudi students now constitute the fourth largest international student body in the US, according to the International Institute for Education, with over 70,000 choosing to study in America.

While GCC citizens receive incredible government support in their endeavors to study at American universities, there is aid available to all highly qualified students – even non-Americans. Students are attracted not only by the flexibility of the American curriculum, but by generous academic scholarships offered by wealthy American universities that often make studying in the US more economical than in their home countries.

While there is limited need-based aid for the international student, there is almost limitless merit-based aid for the world’s best and brightest. If you are fortunate enough to be accepted to one of America’s fifteen richest universities, they will provide the funds to make your education possible. Because of their curriculum flexibility, financial resources, and history of welcoming foreigners, American universities continue to be the destination of choice for international applicants.

The United States’ designation as the leader in global education and destination of choice for international students will continue into the foreseeable future and should be seriously considered by every applicant intent on studying abroad.

(Peter Davos is the Founder and Managing Director of Carian College Advisors, a Dubai-based educational consultancy focused on helping students secure admission to American universities. He holds degrees from Johns Hopkins, Oxford, and Harvard Universities, as well as a post-graduate Certificate in College Counseling from UCLA. More information can be found at http://www.carianet.com.)

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UAE students: exploit summer chances to the US

School is out and a long, hot summer awaits most high school students in the UAE. The lucky ones will escape the heat and head to cooler climes for a few weeks of family holidays, but how should they spend the rest of their summer vacation?

For UAE students looking to enroll in US universities, summer is the perfect time to participate in meaningful academic, extracurricular, and professional work that will have a significant impact on their applications.

Particularly for students applying to elite US universities, summers are a critical time and how they are utilized can mean the difference between an acceptance and rejection letter senior year. While most high school students will have already made their summer plans, there is still time for those that have not.

US college admissions committees pay close attention to how applicants spend their time when they are not in the classroom and closely assess as to whether they use this time productively.

While the strength of an applicant’s academic record and standardised test scores remain the two most important criteria for admission, demonstrated leadership and participation in extracurricular activities are often the deciding factor in admission between two candidates with similar academic backgrounds.

US universities want to admit a diverse class of students that will be active in campus athletics, clubs, volunteer efforts, community outreach, independent research, and performing arts.

Unlike other national education systems which emphasize only academics or a single score on a national exam as a criterion for entry, American university applicants are evaluated holistically and expected to have an established track record of participation in extracurricular activities.

So what is considered a productive summer? Fundamentally, it’s about pursuing one of your passions and showing a strong commitment to it. Summer is the perfect time for student athletes to enroll in a recognised sports summer camp in the US, where they can make contact with coaches at universities from which they are interested in applying.

It’s when a high school student interested in majoring in a hard science can pursue research in a lab, a precocious academic overachiever can enroll in university courses for credit at Ivy League institutions, or when a student interested in pursuing business studies can intern at a major multinational corporation located here in Dubai. Anything productive is better than having a gaping hole on your application, where one of these experiences should be.

Why does summer offer such a great opportunity?

Summer offers students the flexibility to be independent in their pursuits and focus on their core interests. By having a productive summer, students will be able to develop valuable leadership skills, demonstrate personal growth and maturity, and potentially develop an excellent topic for their personal statement.

Enrolling in academic enrichment programs, particularly for college credit, is an excellent summer option. Non-credit options are more appropriate for students that are not academic all-stars.

During the school year, students have limited time to explore academic subjects outside of those offered through their respective high schools. Improving English language skills, taking supplementary classes in which the student was struggling with, or exploring new subjects, such as Archaeology, Economics, Robotics, Photography, Sculpture, or Theater are just a few of the available choices. Students can enroll in academic courses offered online or on campus, or participate in travel/study programs offered around the globe.

A taste of summer programmes offered by US universities

Most US universities offer summer programs specifically designed for high school students that develop their analytical and critical thinking skills, while immersing them in a specific discipline for three to eight weeks at a time.

The Johns Hopkins Center for Talented Youth’s Academic Exploration program offers enrichment courses that provide younger students an introduction to topics not standard to a high school curriculum such as Philosophy, Economic Game Theory, and Astronomy.

Students that have finished their sophomore or junior years of high school are eligible to take up to two summer classes for credit at Johns Hopkins as well. These classes are great, because students are able to experience the full spectrum of campus life before actually enrolling.

They live in the dormitories, use the university’s facilities, take classes with university professors, and get a very good feel for what it would be like to be a student there. Also, if they are able to show that they can successfully complete college level work as a high school student and possibly secure an academic recommendation from one of the professors, this will definitely improve their chances for admission.

Yale University hosts EXPLO, a three-week program for students in the 10th to 12th grades, on their campus. Students have access to Yale’s classrooms, libraries, museums, athletic facilities, and laboratories; they have all of the benefits accorded to full-time students.

Harvard University also runs a popular Summer School program where students can take college level courses and earn credit toward a college degree. I enrolled in Harvard’s Summer School program when I was 16 and it was one of the best experiences I had in high school. There are two sessions offering 300 courses in over 60 subjects and students can choose to enroll in either session or both. Admission to these programs is highly competitive and students must meet admissions deadlines in the spring in order to enroll.

Boston University: In addition to taking undergraduate level courses at Boston University, high school students enrolled in their summer program can participate in independent research internships in Science and Engineering led by a Boston University professor.

Each student customises and designs the internship in advance with their professor and spends forty hours a week for six weeks on their chosen project on Astronomy, Biology, Biomedical Engineering, Chemistry, Electrical and Computer Engineering, Mechanical Engineering, Medical Laboratory Research, Physics, or Psychology.

Stanford: In California, the Stanford University Summer Institute High School Program is designed to give students age 13 to 17 an intensive session in specific areas of study such as Artificial Intelligence, Biotechnology, and Business and Entrepreneurship. These are but a few of the options available to the academically motivated student.

Universities are not the only option; how about WWF or Habitat for Humanity?

Academic options are not the only ones available to UAE students. International organizations, such as the World Wildlife Foundation and Habitat for Humanity Global Village, organize special volunteer trips for high school students that allow them to travel, make new friends from around the globe, and also help a worthy cause.

It’s not necessary that UAE students travel abroad to make an impact, however. While it’s common for US high school students to spend the summer volunteering at their local hospital, serving as camp counselors for younger students, or working with well-recognized charity organisations, UAE students are less aware of these opportunities, but they do exist.

Dubai and Abu Dhabi students should look into ways to volunteer and create an impact on their local communities, such as with social and religious groups, or with the numerous established charities that exist in Dubai. Students should pick up the phone, be proactive, and reach out.

Internships or summer jobs

Another excellent summer option is for UAE students to complete unpaid internships or perform some type of paid work. While both experiences show tremendous responsibility and maturity on behalf of the student, the latter demonstrates that he has a better understanding of the considerable financial sacrifice required to attend a US university.

Many admissions officers can view students from wealthy countries like the UAE as entitled, and these types of experiences help to break down any negative preconceived notions that may be there. Dubai and Abu Dhabi are hubs of global industry and students here, particularly Emiratis, have the ability to immerse themselves in internships offered by banks, airlines, hospitality companies, retailers, and real estate developers.

UAE students should view summers as an opportunity for immense personal growth and improvement. Summers spent simply travelling or dune bashing with friends may be enjoyable, but will not contribute to self development or help improve chances for admission.

Ultimately, students should achieve a balance of leisure and productivity over their summers. Even if you enroll in the most demanding summer classes or have a full-time job, there will be plenty of time to head to JBR Beach or travel on the weekends. The best advice I can give is to do what you love and have a great time doing it…..but do it now.

Peter Davos is the Founder and Managing Director of Carian College Advisors, a Dubai-based educational consultancy focused on helping students secure admission to American universities. He holds degrees from Johns Hopkins, Oxford, and Harvard Universities, as well as a post-graduate Certificate in College Counseling from UCLA. More information can be found at http://www.carianet.com.

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3 New private schools to open in Abu Dhabi

Abu Dhabi, UAE: Three school operators have been chosen from 27 applicants to offer a total of 2,340 new private school seats in the capital, the Abu Dhabi Education Council (ADEC) announced in a statement on Sunday.

The operators will run three different institutions that will be housed in former public school buildings in Abu Dhabi Island.

“The process of choosing the selected operators was comprehensive and paid careful attention to their reputation in providing high standards of education, their experience in operating a school and their financial capability,” said Hamad Al Daheri, executive director at the ADEC’s Private Schools and Quality Assurance Sector.

As reported by Gulf News, the initiative to offer vacant public buildings to private school operators was first introduced by the ADEC in April to cater to the growing demand for private school seats in the emirate. The availability of four buildings, which could create 3,090 school seats between them, was announced and investors were encouraged to submit proposals to lease the buildings for school operations.

Among the three new schools is a branch of the International Community School, which will offer the British curriculum to 720 prospective pupils. The new school will be based in the former Ajnadeen School building. Another branch of the International Community School is already open in Abu Dhabi city’s Electra Street.

The British curriculum will also be offered by Gems Winchester School, to be housed in the former Al Mutanabi School building. This will provide 900 new school seats to pupils from Foundation Stage up to Year 9. Although this will be the first branch of Gems Winchester School in Abu Dhabi, the new institution will be one among a series of schools run by education company Gems in Abu Dhabi.

Summit International School will also open in the former Abdulla Bin Otaiba School building, and offer the American Curriculum to 720 pupils.

As Gulf News reported on Tuesday, the three schools will also offer priority registration and a limited number of school seats at discounted rates for pupils of recently closed villa schools.

“This process will speed up the achievement of our long term priorities, which include increasing availability of school seats and managing the influx of the growing number of school pupils in private schools,” Al Daheri said.

The statement also added that Adec expects the chosen operators to quickly set up at the new promises and be ready in time for the new academic year beginning in September.

The last of the vacant school buildings is located in Bani Yas area on the outskirts of the capital city, and the ADEC had announced in April that it should house a school offering the UAE Ministry of Education curriculum.

(C) Gulfnews

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Dubai Cares Ramadan Campaign 2013 focuses on Education

Dubai, UAE: Dubai Cares has announced its 2013 Ramadan Campaign ‘End Poverty. Educate Now” which will focus on raising funds for education in developing countries and raising awareness about the importance of education in fighting poverty.

According to Unesco, out of 2.2 billion children around the world, one billion live in poverty and if all the children in these poor countries could read, global poverty would fall by 12 per cent.

For this reason Dubai Cares launched the campaign in the hope of raising awareness of the key role education plays in eradicating poverty and to raise funds for improving children’s access to quality primary education.

During the press conference where Dubai Cares announced the launch of the campaign, Tareq Al Gurg, Chief Executive Officer at Dubai Cares, said that the annual Ramadan campaign contributes a big chunk to the organisation’s funding: “Dubai Cares Ramadan Campaign plays a major role in supporting Dubai Cares activities because Ramadan has always been a month where people donate either for ‘zakat’ or ‘sadaka,” he said.

The campaign plans to raise funds with the help of the UAE community, individuals and corporates through donating via SMS, making online donations at http://www.dubaicares.ae, conducting personal fund-raising activities in support of Dubai Cares, making a direct financial donation through bank deposit to the organisation’s account or dropping their contribution at donation boxes.

Most popular donation box in Dubai

Yasemin Saib, Director of Fundraising at Dubai Cares, stated that the period needed to collect the money inside the donation boxes varies depending on location: “It depends on location. Some donation boxes need to be collected every two weeks while others need to be collected every six months. The donation box that gets filled the fastest is the one located in the Dubai airport departure section.”

Most popular donation method

“Donating via SMS is the most popular method because of its outreach and convenience,” Amal Al Redha, Fundraising Specialist, said. “The second most common method is the mall activation in The Dubai Mall and its participating retailers who account for 50 per cent of retail shops in the mall.

The Dubai Mall plays a big role in the campaign as mall shoppers can add five dirhams or more to their purchases at participating retailers in The Dubai Mall. They can also visit the interactive stand at the Star Atrium and donate through special Ramadan promotions at the mall.

Unesco found that education can reduce poverty in a number of ways as one extra year of schooling increases individuals’ earnings up to ten per cent and a child whose mother can read is 50 per cent more likely to live past the age of five.

Dubai Cares which was launched by His Highness Shaikh Mohammad Bin Rashid Al Maktoum, Vice-President and Prime Minister of the UAE and Ruler of Dubai, in 2006,currently reaches more than eight million children in 31 developing countries.

Some of the Dubai Cares philanthropic activities include training over 23,000 teachers, providing nutritious food every day to more than 500,000 children in schools, distributing over 2.1 million books and establishing 6,750 parent-teacher associations.

(C) Gulfnews

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British University in Dubai reduces tuition fees

Dubai, UAE: The British University in Dubai announced on Monday a 25 per cent reduction in tuition fees for the 2013-2014 academic year on the occasion of the university’s 10th anniversary.

The decrease will also apply to additional fees for the University’s Masters programme.

The announcement was made during the university board of trustees meeting chaired by Shaikh Ahmad Bin Saeed Al Maktoum, President of Dubai Civil Aviation and Chairman and Chief Executive of Emirates Airline and Group, and Chairman of the university board.

(C) Gulfnews

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Call to train UAE teachers in new UK curriculum

Dubai, UAE: Parents of children at British schools are calling for proper training of teachers ahead of the sweeping changes to the UK curriculum.

The UK government said yesterday that it would introduce a new curriculum for primary and secondary schools by September next year.

It will place greater emphasis on skills such as essay writing, problem-solving, mathematical modelling and computer programming.

The curriculum, described by the British prime minister David Cameron as a “revolution in education”, will require children aged 5 to learn basic fractions while nine-year-olds will be expected to know their 12-times tables.

British education secretary Michael Gove told the BBC the changes were needed for pupils to keep pace with those in other countries.

“No national curriculum can be modernised without paying close attention to what’s been happening in education internationally,” said Mr Gove.

But the ATL teachers’ union in the UK has said the timetable for implementing the changes is “completely unrealistic”.

And parents in the UAE say they are worried there is not enough time to retrain teachers to ensure the quality of education is maintained.

“Keeping up with the times is important for advancing,” said Samar Adlouni, whose daughter will start her first year at the Jumeirah English Speaking School in September.

“But any change has to continue to benefit everybody involved, including students and teachers.

“Teachers must receive training, especially in the UAE where they will be receiving second-hand information.

“Maybe a team of trainers should be flown in to educate teachers of the changes so the quality of education does not suffer.”

Mrs Adlouni said she had chosen the British curriculum for her daughter because she felt it had the right balance of education and activities.

“The British Curriculum is very strong academically but they also have plenty of extracurricular activities,” she said.

Manal Abu Eisa, a mother of three children at Ansar International school in Sharjah, said she was afraid the new changes would make her children’s education more difficult.

“The British Curriculum is already very difficult and precise and I feel that these changes might make it ever more complicated,” Mrs Abu Eisa said.

She was worried the changes would increase the number of unqualified teachers in the UAE.

“There is already a disaster happening as many middle-range fee schools in the country employ unqualified teachers who do not have experience in teaching the British curriculum,” Mrs Abu Eisa said.

“Now with the introduction of this new curriculum it could mean that teachers would know even less about teaching.”

Gems education group, which operates 16 British Curriculum schools in the UAE, has said it will ensure its schools are ready to cope with any changes.

“International schools have always adapted to the changing demands of any alterations to a home country’s national curriculum,” said Margaret Atack, group senior director of Education at Gems.

Ms Atack said the group had yet to be given any official notice, but “Gems English National Curriculum schools have been actively examining what changes will need to be made to meet those expectations”.

Not all parents are worried about the change. Neveen Al Gharbaly, a mother of four pupils at West Green School in Sharjah, said she appreciated that the new curriculum gave more freedom to teachers.

“Giving teachers and schools the freedom to draft their own policies on how they want to teach the curriculum will have a good effect as they can tailor their programmes to fit the needs of their children,” Mrs Al Gharbaly said.

She said she was confident the British government had studied the changes carefully before deciding to introduce them.

“They must be sure that it is for the better and that they will be successful and if they are to work in the UK, I do not see why they should not work in the UAE,” Mrs Al Gharbaly said.

(C) TheNational

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Dubai graduates develop apps for special needs children

Dubai, UAE: Two graduates from the University of Wollongong in Dubai  have designed apps to help children with special needs learn vital skills, such as brushing their teeth or matching related items.

Ronak Dave, 23, and Shawn Frank, 22, developed the apps for Al Noor Training Centre for Special Needs in Dubai after Samsung donated 100 tablets to the centre and ran a competition for app developers.

“It was challenging because it’s not the same as creating them for children without learning difficulties. For example, someone with Down syndrome would have an overwhelming sensory response so we had to take that into account so that we don’t overwhelm them,” Mr Frank said.

“They are also children who really need to be given more praise so instead of just having a ‘well done’ flash up on screen, the staff wanted us to make it feel even more impressive for the children when they completed a task, so we included things like clapping to really make them feel it had been a big achievement because even a small step is a huge deal for these children.”

The duo developed Groomar to teach children essentials such as combing their hair, while Matchalon teaches how to match items such as shoes and socks.

“I was worried they wouldn’t know how to use it but the matching game is really simple and they had fun using it,” said Mr Frank, who was able to trial the app with some of the children at the centre. “It was the best part of the project.”

An adult must assist the child with Groomar as he or she learns the grooming action through a cartoon character they choose on screen. “It is a little more complicated as it requires the children to take more actions in getting the characters to actually do the activity such as combing their hair,” said Mr Frank.

From the experience of the trial and with the feedback the centre gave them, the pair were able to make extra modifications.

“Children with special needs need extra stimulation to keep them interested, so we added features like being able to change the backgrounds and personalise things so the children find it more fun and interactive,” Mr Frank said.

The teachers at Al Noor will be able to adapt the app as the children’s familiarity with it grows.

The app goes live soon and will only be available on Samsung, but the plan is to make it available in all formats. Under the company name MindHyve, the pair said their apps would not be marketed just for special needs children.

They are passionate about making use of their skills for social good.

While at university they created an app for another competition – the Imagine Cup, organised by Microsoft – based on a system used at a major Dubai hospital to warn about hearing problems.

They are also working on an app to encourage people to recycle, tying it into social media and encouraging younger people to think more about the environment.

Gulshan Kavarana has a 16-year-old daughter with severe special needs whom she schools at home. These apps are too difficult for her daughter, though she has seen them have success in other cases.

“For anyone with mild to moderate conditions like autism, it’s working wonders,” she said. “There are so many types of apps for different kinds of disabilities.”

Usability, the interactive nature of apps and their visual nature make them a vital tool for children with learning difficulties, she said.

“The children are getting so much more vocal and verbal because of this,” Mrs Kavarana said. “The iPad is not a luxury for these children any more but a necessity. It’s giving them a voice.

“As well as voice-generated apps, they can type things they want to say easily and for the parents it’s making their lives so much easier too.”

(C) TheNational

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UAE based nursery tried to raise fees by 64 percent

Dubai, UAE: Twenty-one nurseries have raised their fees for the next school year, but one request for a 64 per cent increase was refused.

Increases must be reviewed by the Ministry of Social Affairs, which licenses more than 380 nurseries. The ministry approved the requests but capped the increases at 30 per cent.

“We give them approval after we see what is the reason or the result they have,” said Moza Al Shoomi, director of the ministry’s child department. Acceptable reasons include raising staff salaries, professional development training costs, an increase in rent, moving to a new building or upgrading facilities.

Eight of the nurseries that applied to raise their fees were in Dubai, and 13 in Abu Dhabi. The lowest increase requested was 3 per cent and the highest was 64 per cent.

Local nurseries typically charge per term, with three terms during the school year. Fees can vary widely depending on the number of days a week a child attends, and the hours per day. Typical hours are 7am to 2pm, with additional charges for longer stays.

The annual total can add up to more than Dh30,000, often with extra registration and medical fees.

Kids Academy nursery in Khalifa City A increased its fees by about 13 per cent, with the bill for five-day attendance from 7am to 2pm rising to Dh12,350 a term.

“It’s all about keeping the children safe and improving standards, but unfortunately that has to affect raising the costs,” said nursery director Samantha McClements.

The increase was necessary to fit a new sprinkler system, train staff and maintain appropriate staff-to-child ratios, she said.

“We want to make sure we abide by all the new regulations and ministry requirements. Also we’re spending a lot of money on staff training and development, which is really important.”

One mother at the nursery did not notice the increase at first because her employer pays the fees.

“If I was paying it, it would be extremely painful,” she said. But she is generally happy with the nursery.

“I feel they have more quality to offer, but it’s expensive.”

Other nurseries are keeping their fees the same this year after raising them in the past.

Dreamland Nursery in Sharjah increased its fees by about 10 per cent last year, but will not change them this year, said manager Rula Abu-Lughod.

The fees are significantly lower than those in other emirates, she said, with tuition for children aged 3 to 4 set at Dh5,900 a term.

Four programmes in Dubai run by Beautiful Minds Nurseries will also keep their fees the same this year, said director Bernadette King-Turner.

“We had ours increased in April 2009 and then again last summer, so that was after three years. So we’re not looking to increase them for a while now. It’s not something you do every year.”

The fees for the nurseries – including Yellow Brick Road Nursery and Indigo Valley Nursery – are Dh9,500 a term for five-day attendance, 7.30am to 2.30pm.

The reasons they increased fees in the past was simply “to pay the bills”, Ms King-Turner said.

A ministry plan to rate all nurseries according to government standards and post the grades online has not yet begun.

Announced in 2010, the rating system is going forward, but the strategy is still under development. Ms Al Shoomi said she expected it to be complete by the end of this year.

(C) TheNational

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