Research Publications

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Research Publications

The Al Qasimi Foundation's open access publications can also be accessed through Academia.edu.

  • Building Life Skills Through Positive Education: Evidence from Ras Al Khaimah (UAE)

    L. Lambert, N. Budhraja, C.A. Mullan and G. Gupta
    January 01, 2018

    While the impacts of positive education and psychology have been shown to develop character strengths conducive to better employment choices, career success, workplace engagement, and overall life satisfaction, programming supporting such development is often not prioritized in the education sector. This chapter from "The Future of Labour Market Reform in the Gulf Region: Towards a Multi-Disciplinary, Evidence-Based and Practical Understanding” examines the feasibility and impacts of a positive education and psychology pilot program in Ras Al Khaimah, UAE and provides recommendations for supporting the development of these character strengths.

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  • Policy Options for Improving Teacher Satisfaction in the United Arab Emirates

    Melanie Nethercott and Elizabeth Buckner
    November 30, 2017

    This policy paper examines teacher satisfaction and public perceptions of teachers in the United Arab Emirates (UAE), drawing on the detailed findings of Buckner’s (2017) The Status of Teaching and Teacher Professional Satisfaction in the United Arab Emirates.

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  • The Rise and Role of State Philanthropy in the United Arab Emirates

    Mark C. Thompson
    October 30, 2017

    Over the past decade, the UAE has seen a rapid increase in the number of philanthropic institutions. However, there has been no comprehensive mapping of these institutions' various missions and activities, and information on philanthropic activity is generally scarce.

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  • The Challenges and Implications of a Global Decline in the Educational Attainment and Retention of Boys

    October 30, 2017

    Over the past two decades, policymakers, international organizations, and scholars focusing on gender and education have largely concentrated their efforts on issues relating to girls. However, results from recent international assessments, coupled with data on higher education enrollment rates, have led to a new concern about the performance and retention of males -particularly those from low socioeconomic backgrounds.

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  • Improving Arab Students’ Academic Achievement: The Crucial Role of Rapid Reading and Grammar Mastery in the Early Grades

    Helen Abadzi
    September 30, 2017

    The results of international assessments suggest that Arab students are falling behind students in other countries in terms of their academic performance and reading comprehension levels. Research suggests that Arab students may be struggling due to visual, linguistic, and social obstacles. This study uses perspectives from cognitive science to offer recommendations linked to how improving reading comprehension in the early grades can potentially have a positive effect on students' achievement levels and performance on international assessments.

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  • The Need for Ability Grouping in English Classes in Public Schools in the UAE

    Christine Howling
    August 31, 2017

    Lack of English proficiency among secondary school graduates is a significant issue in the United Arab Emirates (UAE) as English is the medium of instruction in federal universities. Due to this, one-third of the UAE government’s university budget is spent on remedial courses that seek to develop the English-language skills of incoming university students (Salem & Swan, 2014).

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  • NORRAG News 54: Education, Training and Agenda 2030: What Progress One Year On?

    Various Authors
    July 01, 2017

    The Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research is pleased to partner with NORRAG to make select articles from its most recent edition of NORRAG News available in Arabic. Published twice a year, NORRAG News is a digital analytical report with articles addressing the policy implications of research findings and the potential impact of new policies on international education and training formulated by development agencies, foundations, and NGOs. Articles are selected for Arabic translation based on their relevance and potential interest to policymakers in the MENA region.

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  • Education in Ras Al Khaimah and the United Arab Emirates

    Natasha Ridge, Susan Kippels, & Sahar ElAsad
    July 01, 2017

    This Fact Sheet provides on overview of the education sector in the United Arab Emirates, and in particular, Ras Al Khaimah. It outlines the history of the development of formal education in the country, the important regulatory systems and bodies of both the private and public education sectors, the operational and curricular difference between private and public schools, and the demographics of both the students and teachers by region and school type.

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  • Diet and eating habits of expectant parents and families in Ras Al Khaimah, Emirates: an exploratory study

    Steen, Mottershead, Idriss, Parletta, Ellahi, & Kumardhas
    June 26, 2017

    Obesity is a problem of epidemic proportions around the globe and has reached alarming levels in the Arab Gulf countries. It is now recognized that intergenerational effects of poor diet on children’s health are perpetuated directly by obesity and diabetes in pregnant women. In addition, parental eating habits can contribute to the development of unhealthy diets in children. However, there are no studies focusing on expectant parents and their families in United Arab Emirates (UAE). This study uncovers several main themes influencing eating habits, and this paper presents strategies to positively influence family healthy eating habits in the region.

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  • The Status of Teaching and Teacher Professional Satisfaction in the United Arab Emirates

    Elizabeth Buckner
    May 31, 2017

    This paper examines teacher satisfaction in the United Arab Emirates. First, it examines the overall level of professional satisfaction among teachers in Abu Dhabi using data from the OECD’s 2013 Teaching and Learning International Survey (TALIS). It finds that there is a significant gap in overall teacher satisfaction that is driven by higher rates of satisfaction among expatriate teachers than Emirati teachers. It also finds that the perceived value of the teaching profession is a large and statistically significant predictor of teachers’ professional satisfaction. The second part of the paper investigates the reasons for this satisfaction gap further.

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