Education policies and national identity in the Emirates

Assignment Instructions: Report Writing on  Education policies and national identity in the Emirates

Assignment 13

Academic Scope, Weighting, and Conditions of Submission

This assessment represents the complete evaluative component for the module and is reviewed as a single, integrated academic work. The expected length of the submission is 2,000 to 2,500 words, a range that allows for conceptual depth without encouraging unnecessary expansion. Submissions that fall notably outside this range rarely demonstrate the balance of analysis and focus expected at this level.

All work must be submitted through the university’s Turnitin system. Alternative submission methods are not recognised within institutional assessment procedures. Your paper must remain anonymous and should include only your Student Reference Number (SRN). Any personal identifiers compromise the integrity of the marking process.

Assessment decisions are based on a 100-mark scale, with 50% required to achieve a pass. All academic and policy sources must be acknowledged using the Harvard Referencing System. Any use of published material without proper attribution will be treated as a breach of academic conduct.

Digital tools may be used after drafting to improve clarity, structure, or language accuracy. They may not be used to generate ideas, arguments, or analysis. The academic judgement demonstrated in the work must be entirely your own.

Intellectual Direction of the Assignment

Education in the United Arab Emirates serves multiple purposes simultaneously: academic development, workforce preparation, cultural continuity, and national cohesion. Education policies in the Emirates are therefore closely connected to questions of national identity, citizenship, language, heritage, and shared values, while also responding to globalisation and international educational standards.

This assignment asks you to explore the relationship between education policies and national identity in the Emirates. Rather than treating policy as a technical document, you are expected to analyse how educational frameworks, curricula, and institutional priorities shape understandings of identity among learners and educators.

Your discussion should recognise the dynamic nature of national identity in a highly globalised society. The task is not to praise or criticise policy in abstract terms, but to examine how education policy choices influence identity formation, belonging, and social cohesion within the UAE context.

Learning Orientation Embedded Within the Task

Strong submissions usually demonstrate the following academic capabilities through analysis rather than explicit declaration:

• Understanding of education policy as a social and cultural instrument
• Ability to interpret national identity within historical and contemporary UAE contexts
• Critical engagement with policy documents and academic literature
• Awareness of stakeholder roles within education systems
• Capacity to draw evidence-based insights relevant to the Emirati context

These capabilities should emerge naturally from the discussion.

Structural Expectations and Academic Components

Your paper should be organised into clearly articulated sections that guide the reader through your reasoning without relying on a formulaic report structure. Use original headings that reflect education policy and national identity, while maintaining a clear academic flow.

Preliminary Pages

Include the following before the main text:

• Title page
• Academic integrity declaration (if required by your institution)
• Table of contents
• List of abbreviations (only if used frequently)

These pages are excluded from the word count.

Education Policy as a Reflection of National Priorities

Policy Foundations in the Emirati Context

Begin by situating education policy within the broader national development framework of the UAE. Education policies in the Emirates are shaped by historical experiences, leadership vision, and long-term national strategies.

This section may explore:

• The role of education in nation-building
• Alignment between education policy and national visions
• The balance between modernisation and cultural continuity

The aim is to establish why education policy occupies a central role in shaping national identity.

National Identity Within Educational Frameworks

Language, Curriculum, and Cultural Representation

National identity is often embedded within curriculum choices and language policies. Analyse how subjects such as Arabic language, Islamic studies, history, and civic education contribute to shared identity narratives.

You may consider:

• Curriculum content and representation
• The role of Arabic alongside English-medium instruction
• Cultural symbolism within educational materials

This discussion should move beyond description to examine impact and intention.

Values, Citizenship, and Moral Education

Education policies in the UAE place emphasis on values education and responsible citizenship. Examine how policy frameworks translate these goals into educational practice.

Relevant areas may include:

• Moral education initiatives
• Citizenship education models
• Concepts of tolerance, unity, and national belonging

Use academic perspectives on civic education to strengthen analysis.

Globalisation and Identity Negotiation in UAE Education

Internationalisation of the Education System

The UAE hosts a wide range of international schools and universities, many operating under foreign curricula or accreditation systems. Analyse how education policies manage the tension between global standards and national identity preservation.

This section may address:

• Transnational education models
• International curricula and identity formation
• Policy mechanisms that ensure cultural alignment

Critical balance is essential here, avoiding simplistic arguments for or against internationalisation.

Student Identity Formation in Diverse Learning Spaces

Students in the UAE often navigate multiple cultural and educational influences. Examine how education policy shapes student experiences of identity, belonging, and cultural awareness.

The discussion may draw on:

• Identity theory
• Sociological perspectives on education
• Empirical studies from multicultural education contexts

Stakeholders Influencing Policy and Identity Outcomes

Government and Policy-Making Institutions

Analyse the role of ministries, councils, and regulatory bodies in shaping education policy related to national identity. Focus on how policy intent is articulated and monitored rather than listing institutions.

Educational Institutions as Policy Interpreters

Schools and universities act as intermediaries between policy and practice. Examine how institutional leadership, curriculum design, and teaching practices influence how national identity is experienced by learners.

Educators and Learners as Active Participants

Teachers and students are not passive recipients of policy. Analyse how they interpret, negotiate, and sometimes reshape identity-related policy goals within classrooms and campuses.

Analytical Perspectives and Use of Secondary Evidence

Theoretical Lenses for Policy and Identity Analysis

This section should form the analytical core of your paper. Apply relevant theories to interpret the relationship between education policy and national identity, such as:

• Education policy analysis frameworks
• National identity and citizenship theory
• Cultural reproduction and socialisation models

The emphasis should be on application rather than explanation.

Critical Engagement With Policy and Academic Sources

Engage with a range of secondary sources, including:

• UAE education policy documents
• Academic journal articles
• International education reports

Compare perspectives, identify tensions, and acknowledge limitations in existing research.

Policy Outcomes and Emerging Considerations

Educational Impact on Social Cohesion

Analyse how education policies influence social cohesion, shared values, and mutual understanding within a diverse population. Consider both intended outcomes and unintended effects.

Areas of Alignment and Policy Tension

Critically reflect on areas where education policy goals align smoothly with identity formation, as well as areas where tensions or contradictions may emerge due to global pressures or institutional realities.

Evidence-Informed Directions for Policy Development

Context-Sensitive Policy Reflections

Based on your analysis, offer reflections or recommendations that are:

• Grounded in evidence
• Sensitive to the UAE’s social and cultural context
• Realistic within existing education systems

These should emerge logically from your discussion rather than appearing as isolated suggestions.

Education Policy and the Future of National Identity

Conclude this section by reflecting on how education policy may continue to shape national identity in the Emirates amid ongoing social and economic change.

Academic Writing and Presentation Standards

Your writing should demonstrate clarity, coherence, and academic maturity. Transitions between sections should feel natural and purposeful. Tables or figures may be included where they add analytical value and must be clearly labelled and referenced.

Harvard referencing must be applied consistently throughout the text and reference list. Strong submissions typically engage with a broad range of scholarly sources, including peer-reviewed journal articles.

Consistent formatting, careful proofreading, and logical organisation contribute significantly to overall academic quality.

Final Academic Reflection

This assignment invites you to think critically about education not only as a system of learning, but as a powerful social institution shaping collective identity. In the Emirates, education policy reflects both heritage and ambition. Approach this task with analytical curiosity, respect for context, and commitment to evidence-based reasoning.