OECD Review of Well-Being Policies and Practices in Dubai's Private School Sector
In recent years, the Emirate of Dubai has been placing a stronger emphasis on people's well-being with the aim of making Dubai "an inclusive and cohesive society (...) that is the preferred place to live, work and visit and a pivotal hub in the global economy". Within the education se...
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| Autor Corporativo: | |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
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Paris :
Organization for Economic Cooperation & Development
2022.
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| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009704915106719 |
Tabla de Contenidos:
- Intro
- Foreword
- Acknowledgements
- Table of contents
- Abbreviations and acronyms
- Executive Summary
- Well-being in Dubai's private schools
- Prioritising and supporting teacher well-being
- Supporting student well-being in Dubai's private schools
- Key insights
- Introduction
- The OECD analytical lenses
- Key Insights from Chapter 3: Well-being in Dubai's private schools
- Policy Objective 3.1. Developing a unifying vision and policy framework for well-being in Dubai schools
- Policy Objective 3.2. Aligning incentives and the accountability structure with the framework for well-being in schools
- Policy Objective 3.3. Supporting schools to design and implement effective well-being policies
- Policy Objective 3.4. Developing capacity of school leadership and well-being champions to develop a whole-school approach to well-being
- Key Insights from Chapter 4: Prioritising and supporting teacher well-being
- Policy Objective 4.1. Developing a strategy to improve the well-being of teachers
- Policy Objective 4.2. Fostering and supporting a professionalised teaching workforce
- Policy Objective 4.3. Improving teachers' working conditions to support their well-being
- Key Insights from Chapter 5: Supporting student well-being in Dubai's private schools
- Policy Objective 5.1. Strengthening evidence-based and data-driven policymaking to support student well-being
- Policy Objective 5.2. Developing a more targeted approach to address priority issues and support at-risk student population groups
- Policy Objective 5.3. Empowering students.
- An action map for potential next steps
- References
- 1 Education and well-being in Dubai's private school sector
- Introduction
- Socio-economic context
- Dubai's economy has a dynamic and diversified economy.
- Dubai's economy has been hard hit by the COVID-19 pandemic and the economic recession, but is expected to recover in 2021
- Dubai has a very diverse population, made up predominantly of expatriates and individuals of working age
- Dubai's private school sector
- Governance
- Institutions
- Well-being as a key goal of KHDA's forward-looking strategy
- Funding
- The COVID-19 pandemic has exacerbated disparities in the private sector
- School choice is shaped by perceptions of quality, demographics and a unique job market
- Market pressures can encourage improvement, but may create unintended consequences
- Dubai's private education sector has become a profitable sector of the economy
- The sector has attracted professionals and centres that provide important services for strengthening well-being
- The structure of Dubai's private school system
- Dubai has a large and expanding private education system
- There is a wide diversity of curricula on offer
- Private schools in Dubai benefit from a high degree of autonomy over teaching and learning
- Teachers and teaching
- Dubai has a diverse teacher workforce, made up predominantly of expatriates
- Dubai's private sector benefits from a highly-qualified teacher workforce, with access to support and development opportunities
- Main trends in participation, outcomes and equity
- In the last three decades, Dubai's private student population has increased three-fold and enrolment is high
- Student learning outcomes are high, compared to benchmark countries
- Students' outcomes have improved in Dubai's private sector
- Disparities in performance across the sector and the student population
- Stakeholders, including parents and students, have high aspirations for their future
- References
- Notes
- 2. Well-being policies and practices in education: an overview
- Introduction.
- Well-being: the OECD's perspective
- Dubai's private school sector well-being journey
- An overview of the OECD's analytical lenses
- The OECD's analytical lenses applied to Dubai's private school sector
- References
- 3 Well-being in Dubai's private schools
- Introduction
- The research on well-being in schools
- Definition and analytical framework
- Key features of schools and school systems with effective well-being practices
- Schools tend to adopt a whole-of-school approach to the promotion of well-being
- Schools have support systems that combine universal and targeted interventions, and often integrate the wide community
- Well-being is part of the school culture
- Well-being practices are integrated in regular school planning and activities
- Well-being makes up a key component of staff's professional development
- Drawing on data and evidence can support greater effectiveness of well-being practices and policies.
- Well-being in Dubai's private schools: key features and trends
- A well-established school inspection process has created a culture of improvement and transparency
- School inspection results have improved in the last decade
- Policy Objective 3.1. Developing a unifying vision and policy framework for well-being in Dubai schools
- Opportunities
- Schools benefit from a broad understanding of well-being and a common language
- KHDA is uniquely positioned to drive change of practices and attitudes on well-being in the Dubai private school sector.
- Formally establishing KHDA's role in supporting student well-being could strengthen the well-being agenda
- Areas for improvement
- A coherent well-being vision for schools could support more strategic planning in schools and encourage improvements
- Potential next steps
- Establishing a policy framework for well-being in schools
- Why this is needed.
- Considerations
- Policy Objective 3.2. Aligning incentives and the accountability structure with the framework for well-being in schools
- Opportunities
- The current UAE School Inspection Framework focuses on some key aspects of student well-being
- DSIB inspectors discuss how schools use survey results to inform change
- DSIB's distance learning evaluation tool emphasises student well-being as a key outcome of schooling
- Schools with strong well-being practices are rewarded and given visibility at the Emirate level
- Areas for improvement
- Misalignments and gaps in the UAE School Inspection Framework need addressing
- At present, the UAE School Inspection process puts little emphasis on teacher well-being
- An alleged overemphasis on students' outcomes in the inspection process puts pressure on schools, teachers and students, as does its frequency
- Schools are under pressure from parents and school owners to improve student outcomes
- Potential next steps
- Educate parents and the local community to build a strong demand for well-being policies and practices in schools
- Why this is needed
- Considerations
- Review the accountability and incentive structure to further embed a culture of well-being in schools
- Why this is needed
- Considerations
- Policy Objective 3.3. Supporting schools design and implement effective well-being policies
- Opportunities
- KHDA's surveys provide valuable information on well-being
- Well-being is a central topic of KHDA's school peer-learning activities
- Schools have access to some resources to support the implementation of well-being programmes
- Since the start of the COVID-19 pandemic, KHDA and DSIB have increased regular support to schools on well-being
- The Abundance programme is a successful model of peer-learning between schools
- Areas for improvement.
- Supporting schools in using the survey data effectively
- Supporting schools integrate well-being as part of their regular planning and activities
- Rethinking the design of peer-learning programmes could help support improvements
- Limited financial resources and lack of access to public alternative services prevent some schools from supporting students' and staff's needs
- Potential next steps
- Provide schools with further guidance to make informed decisions on their well-being practices
- Why this is needed
- Considerations
- Provide targeted support to schools struggling to implement well-being policies
- Why this is needed
- Considerations
- Policy Objective 3.4. Developing school leadership' and well-being champions' capacity to develop a whole-school approach to well-being
- Opportunities
- School principals are provided with opportunities for peer-learning and professional development focused on issues related to well-being
- In many schools, well-being champions support the implementation of well-being policies and practices
- School governing boards could help support the well-being agenda in Dubai
- Areas for improvement
- Rethinking peer-learning programmes could ensure school leaders are prepared and supported to introduce a-whole-of-school well-being approach
- Ensuring highly-qualified and professionalised roles for pastoral and well-being staff
- Potential next steps
- Provide further guidance to school principals and other leadership staff in schools on designing and implementing a whole-school approach on well-being
- Why this is needed
- Considerations
- Professionalise the roles of school counsellors and other key non-teaching staff
- Why this is needed
- Considerations
- Encourage schools to develop well-being committees
- Why this is needed
- Considerations
- References
- Notes.
- 4 Prioritising and supporting teacher well-being in Dubai's private school sector.
