Technology
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2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
Article 1 of the 2019 Federal Law No.3 defines Information and Communication Technology (ICT) as “The technical or electronic tools or systems or other media allowing all kinds of processing of information and data, including the storage, retrieval, dissemination and exchange thereof.”
The UAE government website mentions Edtech as a promising economic sector and refers to e-learning but does not define it.
The 2015 UAE Innovation Strategy defines innovation as “the aspiration of individuals, private institutions and governments to achieve development by generating creative ideas and introducing new products, services and operations that improve the overall quality of life. Innovation is key to promoting economic growth, increasing competitiveness and providing new job opportunities” and then states that one of the main key constituents of innovation is “Knowledge and Technology”.
The UAE School Inspection Framework refers to “learning technologies” as “Electronic devices and resources which are accessible and used by students and teachers to support day-to-day teaching, learning and development”. The UAE School Inspection Framework was created to assist in the evaluation of all UAE schools that educate kids from the initial inception of their education until the completion of their secondary education. When implementing the framework, inspectors will fully take into account the proprietorial and governance structures that are unique to each school. The framework has a set of exhaustive performance standards that outline the key components of quality education. Schools are considered “Outstanding” and get the highest scores when “ their students demonstrate skills in literacy, numeracy and technology; All learning areas, including technology facilities, are of excellent quality, and are used constantly to promote students’ achievements; The school is extremely well equipped with all necessary and relevant, up-to-date resources including textbooks, practical materials and equipment, and technology; Cyber safety and ensuring practical steps to prevent abuse of students are high on the school’s agenda”. However, schools are considered weak when no technology is integrated into the school system.
The 2015 Science, Technology and Innovation Policy defines technology in education as “the array of tools used to advance student learning, including software and digital materials (e.g., courseware, digital
textbooks, online learning platforms, learning management systems), as well as hardware, network infrastructure, telecommunications and Internet services to enable these technologies, and even robotics”. The policy document refers to e-learning in the category of “smart learning” where students are using technology in their learning process.
The 2020 Student Behaviour Management Distance Learning defines distance learning as a “method of self-learning which employs the use of modern technology and leads to the strengthening of the open and continuing education system”.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: Article 17 of the 1996 UAE Constitution states that “Education is a fundamental factor for the progress of society. It shall be compulsory in its primary stage and free of charge at all stages, within the Union. The law shall set forth the necessary schemes for the propagation and generalization of education at various levels and for the eradication of illiteracy”; it does not however refer to technology.
Article 1 of the 1972 Federal Law No. 11 concerning compulsory education mentions that “Education is compulsory in its elementary stage and free in all stages inside the Federation concerning the States’ citizens whether males or females. The State is required to provide school premises, books, teachers and other human and financial powers that ensure achievement of education goals.” The law does not mention technology.
Article 31 of the 2016 Federal Law No. 3 on Child Rights known as Wadeemas Law states that “Every child shall have the right to education and the State shall work on achieving equal opportunities for every child according to the Laws in force”. The law does not mention technology.
Article 13 of 2003 Federal Law by Decree No. 3 regarding the Organization of Telecommunications Sector aims to “encourage, promote, and develop the telecommunications and information technology industries in the State; and promote and enhance the telecommunications system in the State as indicated by the development and the establishment of industry related training institutions and through the availability of the latest apparatus, equipment, and facilities provided by telecommunications technology”. The law does not mention education.
The 2019 Federal Law No.3 regulates the use of ICT in the Health sector; however, no law specifically targeting ICT in Education has been found.
Policies, plans and strategies: The 2021-2030 UAE Vision emphasizes that innovation is the future of human investment: “Innovation, research, science and technology will form the pillars of a knowledge-based, highly productive and competitive economy, driven by entrepreneurs in a business-friendly environment where public and private sectors form effective partnerships”. One of the main priorities of the UAE Vision 2021-2030 National Agenda is to provide a first-rate education system driven by innovation. The national vision targets include the transformation of all schools and curricula to smart learning.
The 2014 UAE National Innovation Strategy (NIS) seeks to elevate innovation to an unprecedented level by largely focusing on the priority sectors that have been recognized as driving future innovation. The framework for the strategy is structured around innovation priority sectors which include Education and Technology.
One of the main strategic objectives of the 2010 – 2020 Ministry of Education Strategy is to “Ensure excellent learning environment and tools, to ensure that student’s needs are met” by supporting the technical development of school infrastructure and a management information system to support the education process.
To create an innovative educational system, the 2017-2021 Ministry of Education (MoE) strategic plan unveiled the vision and mission to ensure “Innovative education for a knowledge, pioneering, and global society”, to encourage “a society that is driven by science, technology and innovation” as it aims to instil a culture of innovation in education. The strategy consisted of a series of ambitious five-year plans that aim to strengthen the quality of the educational system, particularly in terms of how teachers instruct and students learn. The method includes curriculum modification, including teaching math and science in English, as well as smart learning programs, new teachers' codes, licensing and evaluation systems, and curriculum revision.
The 2012 Mohammed bin Rashid Smart Learning project is one more innovative smart learning effort from the UAE government which comprised all UAE's schools in an attempt to create a new educational environment within them including Smart Classes. The project is a collaboration between the UAE's Telecommunications and Digital Government Regulatory Authority (TDRA) and the Ministry of Education (MOE), in addition to the Prime Minister's office of the UAE.
The 2015 Science, Technology and Innovation Policy (STI Policy) was developed to prepare the UAE “to transition into a knowledge and innovation-based economy independent of oil, and on enhancing scientific and technological innovations in its public, private and academic sectors”. The policy mentions 24 focus areas for science & technology-based innovation that include “Education Innovation and Technology”. The documents state that the UAE is qualified to become a regional leader in developing innovative educational platforms, materials, applications, and technology since it has invested in smart learning and undertaken several programs relating to innovation in education.
In 2017, the UAE’s centennial vision was born: to be the best nation by the time UAE celebrates its 100th birthday in 2071. The UAE Centennial 2071 is based on four main pillars in which the second being “Excellent Education” with a focus area around “Investing in advanced technology–based education”. The National Strategy for Advanced Innovation Strategy builds on the 2014 UAE National Innovation Strategy (NIS) to serve as a framework for the Centennial 2071 as it “shifts the focus from the education sector to the purpose of enhancing future skills in students, to achieve the UAE Centennial 2071 objective of having the best talents and human capital in the world. This will be achieved by adopting experiments and tests that equip students with 22nd-century skills, and by embracing advanced teaching methods that employ advanced technologies to develop global talents”.
Finally, the 2018 Advanced Skills Strategy sets out the national framework to accomplish the objectives of Centennial Plan 2071 by supporting life-long learning for students in schools and universities in basic skills, competencies and specialized skills applicable to different professions and sectors.
The Abu Dhabi Department of Education and Knowledge (ADEK) strategic priority includes the contribution in “achieving the national agenda for sciences, technology, and innovation through developing an efficient and effective ecosystem of education research.”
Digital competency frameworks: The 2015 UAE K-12 Computer Science and Technology Standards framework provides wide-ranging standards and performance criteria for K-12 computer science and technology education designed to strengthen computer science fluency and competency throughout primary and secondary Schools in UAE.
Changes occurred as a result of COVID-19: School and higher education institutions were closed across the UAE for four weeks beginning on March 8, 2020, but during the final two weeks of the break—from March 22 through April 2—studies resumed online via the distance learning system. As a safeguard to protect kids from COVID-19, UAE has implemented distance learning in all UAE public and private schools as well as higher education institutions as of March 2020. It provided professional development for educators and let private schools deploy their own remote learning system to ensure the success of the distance learning process. To control students' behaviour during distance learning, it also introduced smart learning platforms and a set of rules and instructions. The MoE launched a guidelines and instructions manual Students’ Behaviour Management - Distance Learning 2020 to ensure student’s ability to navigate through the pandemic during e-learning. No additional changes regarding technology in education occurred since COVID-19 except for new and improved distance and smart learning systems that will be introduced below.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 2018 Educational Inspection Manual General states that for a school to have the right to operate, its electricity and water must be efficient in all its facilities.
Article 3 of the 2015 Law No. (6) on the Protection of the public electricity and water network in the emirate of Dubai states aims to guarantee the reach of electricity without interruption to its consumers.
Computers and devices: Even though there is no one laptop per child policy (OLPC), the 2012 Mohammed bin Rashid Smart Learning project prepared the schools for the objective by outfitting 400 campuses with eBoards, smart tablets, and eContent, including textbooks on iPhone, iPad, and Android platforms.
By 2017-2018, schools were equipped with laptops distributed to school students, smartboards, and portable devices to teachers. Schools were supported by a “centrally managed high-performance printers' system”, the distribution of two connected printers to each school and the laboratories were equipped with PCs.
Internet connectivity: The 2012 Mohammed bin Rashid Smart Learning project initiative encompassed the provision of high-speed 4G networks to all UAE's schools.
The 2018 Educational Inspection Manual General states that for a school to have the right to operate, the Internet must be readily available in all its facilities and classrooms.
The MoE and Al Yah Satellite Communications Company (Yahsat) provided free high-speed satellite broadband services to students and teachers at locations where broadband services are unavailable to facilitate students' access to e-learning platforms during the COVID-19 situation.
2.2.2. Technology and learning environments
Part of the Mohammed Bin Rashid Al Maktoum Global Initiatives (MBRGI), the Madrasa e-learning platform was launched in 2017 to provide classes in Arabic for subjects including general science, arithmetic, biology, chemistry, and physics, which is accessible on the App Store and Google Play. By giving kids from kindergarten through grade 12 access to 11 million words of educational information, it increases students' vocabulary.
The UAE Ministry of Education created Duroosi in 2013, a YouTube channel, that features several instructional films and tutorials for students in Grades 11 and 12. The classes, which are based on the National Curriculum, reduce the need for additional tuition by giving kids knowledge in a style they can easily understand and enjoy. The Ministry of Education established the inter-school Al Diwan platform to assist students and teachers across public schools in UAE to view the curriculum electronically and interact with each other.
Al Diwan e-book reader is an inter-school portal developed by the Ministry of Education to assist students and instructors in viewing the curriculum electronically and interacting among themselves across public schools in the UAE. Additionally, it has an e-book reader that enables users to download digital books so they may read them wherever they are.
The MoE released the eleventh version of the Operation of Educational Establishments during the Pandemic: Protocols & Procedures document on 24 August 2022 to outline the protocols, requirements, and precautionary measures that all educational establishments in the UAE should during the outbreak of the Covid-19 pandemic.
Other learning platforms created in response to COVID-19 include:
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Alef Education - Online resources for students, parents and teachers provided in collaboration with the MOE.
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EduShare - An electronic depository of rich content and videos, easily accessible to teachers from the Learning Management System.
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Learning Management System - The official Learning Management System of the MOE allows students to access content for learning and communicate with the teachers.
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Learning Curve - A professional development platform which allows all teachers to attend training courses online.
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MOE Library – A platform established by MoE allowing teachers and students to view and interact with the learning curriculum electronically and to download electronic copies of books.
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Swift Assess - The MoE's comprehensive assessment management platform
Following COVID-19, the Digital School was launched in November 2020 by Mohammed bin Rashid Al Maktoum Global Initiatives (MBRGI) to provide a remote learning experience to students anywhere in the world.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
The 2015 UAE K-12 Computer Science and Technology Standards publication is intended to assist students in harnessing the power of technology. It offers a set of recommendations for schools, outlining what students should understand and be able to do to use technology for learning effectively and be ready for higher education. The standards are divided into four major and separate domains: Digital Literacy and Competence, Computational Thinking, Computer Practice and Programming, and Cyber Security/Safety/ethics. They provide learning content that should be mastered by all students.
The UAE’s National Program for Advanced Skills target K-12 education system to include foundational literacies in science, technology and finance. The program has “an interactive self-assessment game called 'Future Fit' which enables individuals to assess themselves and discover which of the skills they are most proficient in and then goes on to help them improve in the other skills that are outlined.
The 2015 TDRA Virtual Camp program designed for kids and teens aged 6 to 17 aims to develop and foster their ICT skills and talents. The camp continues to operate year after year, offering cutting-edge technological trends and engaging activities.
One of the 2015 Science, Technology and Innovation Policy (STI Policy) goals is to “Focus on strong Science, Technology, Engineering and Mathematics (STEM) skills development in all school years and achieve excellent education outcomes”. Nothing is mentioned about girls in STEM.
The UAE’s centennial plan “Excellent Education” pillar aims to focus on STEM by “teaching advanced sciences and technology, space science, engineering, innovation and health sciences while focusing on moral values and positive attitudes to enhance the professionalism of educational institutions.
The UAE AI Camp, which operates in the summer and spring, focuses on empowering high school kids, university students, and government executives to lead AI and transform it into a strategic power that supports the economy and strengthens the UAE's position globally in all disciplines.
The Future Skills 2030 Report published in 2019 by the Abu Dhabi Sustainability Week identifies five key factors that will influence global future skill development for the youth. Among these are advancements in technology, particularly in the areas of artificial intelligence (AI), robots, automation, advanced manufacturing, virtual reality (VR), augmented reality (AR), big data, and data analysis, which will create new opportunities previously unimaginable.
Emirati students received artificial intelligence via an internship programme thanks to a deal the National Program for Artificial Intelligence negotiated with Dell EMC. The UAE AI internship program aimed to close the skills gap in the technology sector, support youngsters and enhance their potential so they can tackle upcoming problems in the fast-evolving technology sector.
The goal of the UAE ICT Fund is to strengthen the country's capabilities in digital skills. The ICT Fund works with universities, research organizations, and specific research projects at various universities to improve Emiratis' technology education at the secondary, undergraduate, and graduate levels.
One Million Arab Coders is a project that H. H. Sheikh Mohammed bin Rashid initiated in 2017. The initiative aims to give one million young Arabs free access to online training in coding and programming to better equip them for job prospects in a knowledge- and ICT-based economy.
2.3.2. Teachers
The third strategic objective of the 2017-2021 Ministry of Education (MoE) plan aims to “Ensure quality, efficiency and good governance of educational and institutional performance, including the delivery of teaching”.
The UAE Teachers' Licensing System's (TLS) trial phase was launched in 2017. By the end of 2020, UAE education professionals were required to hold a TLS teaching license. To be able to operate lawfully in the UAE, all principals, vice-principals, managers, and teachers employed by both public and private schools must possess a UAE teaching license. “In case the applicant fails to meet the exam criteria, the system then introduces training courses that are customised based on the level shown in the exam to achieve the required outcome”. However, there is no mention of digital skills in the TLS.
To certify university graduates to teach in public schools, the Trainer Training Programme (TTP) was created. Through "on-the-job" training and assessment, the program will certify graduates for their understanding of teaching pedagogy and their abilities as instructors, allowing them to work as teachers in the United Arab Emirates.
The Article 7.2.3 of the General Framework for Education Policies mentions that one of the main goals for quality education is to train teachers on digital skills for innovation in education.
Through innovative approaches for implementing better curricula, the MoE aimed to improve teachers' skills continuous specialized training program. The program aims to give teachers the tools they need to improve their teaching techniques that correspond to modern skills in the classroom. “The workshops of the program aim to “at increasing teachers' knowledge of how to deal with big volumes of information and how to organize them using the latest software. They also focused on introducing teachers to programming concepts, building robots, and developing simple circuits using open-source software. The workshops also covered concepts of electronic security and the mechanism of tracking vulnerabilities in the web, which contributes to enriching the teachers' experience and enabling them to protect networks from hacking.”
The Dubai Inclusive Education Policy Framework highlights that education providers must ensure that classroom teachers and other educators appropriate technologies, including “assistive technology” as a tool to support learning and empower students who experience special educational needs and disabilities (SEND).
2.4. Cybersecurity and safety
2.4.1. Data privacy
The 2006 Federal Law No. 2 on the Prevention of Information Technology Crimes explains the penalties for those who violate data on the internet.
The 2021 Federal Decree-Law No. 45 regulating the Protection of Personal Data (PDPL) took effect on January 2, 2022. The comprehensive data protection law aims to elevate its standards for data processing and protection to meet international best practices. The PDPL emphasizes the rights and obligations of all parties involved while providing a legal framework to safeguard the confidentiality and security of personal information. Following the Law, processing personal data involving a data subject requires their consent unless an exception exists. The requirements of the law apply to all data subjects who live or work in the UAE.
The 2015 Law No. (26) Regulating Data Dissemination and Exchange in the Emirate of Dubai, knowns as Dubai Data Law, aims to protect data and the privacy of individuals.
In the 2014-2015 Private Schools Policy and Guidance Manual, “Policy 65 Protection from Dangers of the Global Information Network (the Internet)” aims to “prevent unauthorized persons from gaining access to School data.”
2.4.2. Online abuse and cyberbullying
The 2006 Federal Law No. 2 on the Prevention of Information Technology Crimes explains the penalties for those who violate data on the internet.
The 2021 Federal Decree-Law No. 45 regulating the Protection of Personal Data (PDPL) took effect on January 2, 2022. The comprehensive data protection law aims to elevate its standards for data processing and protection to meet international best practices. The PDPL emphasizes the rights and obligations of all parties involved while providing a legal framework to safeguard the confidentiality and security of personal information. Following the Law, processing personal data involving a data subject requires their consent unless an exception exists. The requirements of the law apply to all data subjects who live or work in the UAE.
The 2015 Law No. (26) Regulating Data Dissemination and Exchange in the Emirate of Dubai, knowns as Dubai Data Law, aims to protect data and the privacy of individuals.
In the 2014-2015 Private Schools Policy and Guidance Manual, “Policy 65 Protection from Dangers of the Global Information Network (the Internet)” aims to “prevent unauthorized persons from gaining access to School data.”
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
Federal Level: The Ministry of Education (MoE) is responsible for developing pioneering Emirati schools. It also makes sure that schools provide high-quality educational environments and owned the most technically advanced tools. Besides the periodic reviews of school curricula, the MoE offers a smart learning system and top-notch digital platforms. Diverse learning programmes have been developed to support the skills and capabilities of students in technology.
The MoE has several partners that support it in the implementation of its policies and programs in Education and Technology, those include:
The Mohammed bin Rashid Al Maktoum Global Initiatives (MBRGI) focus lays in supporting educational systems in developing countries and facilitating necessary resources to create innovative and high-quality school environments such as the Digital School and the e-madrasa.
Created in 2007, the Mohammed bin Rashid Al Maktoum Knowledge Foundation (MBRF) is committed to advancing knowledge-based economies by supporting innovative projects that target its its three key pillars: education, entrepreneurship, and research and development.
The Telecommunications and Digital Government Regulatory Authority (TDRA) focuses on governing the telecommunications industry and assisting governing the Ministry of Education with smart transformation. It is in charge of the UAE's whole digital infrastructure.
Local Level: Abu Dhabi Department of Education and Knowledge (ADEK) was founded in 2005 to develop education and is responsible for supervising, regulating and spearheading the initiatives within the education sector in the emirate, including public and private schools. ADEK partners with the Ministry of Education and international institutions to provide innovative educational opportunities.
Dubai Knowledge and Human Development Authority (KHDA) is the authority that delegates and inspects the development and quality of private schools in the emirate; it also provides training and workshops on the use of ICT in education. The entities that work with KHDA include The Dubai Schools Inspections Bureau (DSIB), which informs, reports, and plans on general school policies and the use of ICT in schools.
Sharjah The Sharjah Private Education Authority. is attached to Sharjah Government and benefits legal and full capacity to achieve its objectives.
Other emirates Schools in Umm Al Quwain, Ras Al Khaimah, Ajman and Fujairah operate under MoE through local branches or educational zones.
3.2. Roles of schools
The 2015 Ministerial Resolution No. (84) prohibits the use of mobile phones and electronic devices in exams in public and private schools, adult education centres and home study.
Article 7 of the 2018 Ministerial Resolution No. (851) considers that bringing a mobile phone or misusing any means of communication in an educational institution is a violation of the second degree (medium severity).
