Education policies and national identity in the Emirates

January 13, 2026 by Bela

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 … Read more

UAE University Class Sizes: What to Expect Before Enrolling

December 25, 2025December 25, 2025 by Bela

Class size quietly shapes everything about your university experience, from how assignments are graded to how comfortable you feel asking questions. Many students only notice its impact once coursework becomes intense and deadlines start closing in. This guide explains what class size in UAE universities really looks like, so you can set realistic expectations before academic pressure peaks. Why Class Size Matters More Than Students Think In the UAE, universities operate under diverse academic systems, including British, American, Australian, and UAE national frameworks. Each system handles teaching, assessment, and student interaction differently, and class size plays a major role in how these standards are applied. For students in UAE, class size influences: Level of faculty interaction Feedback quality on assignments Classroom participation comfort Academic pressure during assessments Access to academic support Understanding this early can prevent frustration later. Class size impacts how easily instructors can support students with English proficiency challenges in writing-heavy courses. Typical Class Size in UAE Universities: A Realistic Overview There is no single standard class size across UAE universities. Instead, numbers vary based on: Public vs private institutions Undergraduate vs postgraduate programs Course popularity Campus location (Dubai, Abu Dhabi, Sharjah, Ajman) That said, patterns do exist. Class Sizes at Public Universities in the UAE Larger Lectures, Structured Learning Public universities in the UAE often enroll large cohorts, especially in foundation and undergraduate programs. Introductory courses may include: Large lecture halls One instructor addressing many students Limited real-time interaction This structure emphasizes independent learning and self-discipline. Tutorials and Labs Are Smaller While lectures may be large, public universities often balance this with: Smaller tutorial groups Separate lab sessions Discussion sections led by instructors or teaching assistants However, students must actively use these sessions to clarify assignment requirements. Class Sizes at Private Universities in the UAE Smaller Groups, More Interaction Private universities, especially international branch campuses in Dubai and Abu Dhabi, often promote smaller class sizes. These typically include: Fewer students per classroom Interactive discussions Regular participation-based assessments This setup benefits students who learn best through dialogue and feedback. Not Always Small Across All Courses It’s important to note that “small class” claims usually apply to: Advanced courses Elective modules Core or popular courses may still feel crowded, especially during peak semesters. Undergraduate vs Postgraduate Class Sizes Undergraduate Programs Undergraduate students often experience: Larger classes in early years Gradual reduction in class size in later semesters Foundational courses tend to be the most crowded. Postgraduate Programs Master’s and doctoral programs usually offer: Smaller, discussion-focused classes Research-oriented teaching Higher expectations for independent work Smaller class size does not mean lower workload, it often means deeper scrutiny of assignments. For large classes, online learning platforms can help students track assignments and access materials independently. How Class Size Affects Teaching Style Large Classes: Lecture-Focused Learning In larger classes, teaching is usually: Lecture-driven Slide-based Time-restricted Students are expected to: Review materials independently Interpret assignment briefs on their own Seek clarification outside class hours This environment rewards strong self-study habits. Small Classes: Discussion and Application Smaller classes allow: Case-based learning Group discussions Immediate clarification of concepts Assignments may still be demanding, but expectations are clearer through dialogue. The Hidden Impact of Class Size on Assignments Feedback Quality and Speed One of the biggest differences students notice is feedback. In large classes: Feedback may be brief Comments focus on rubrics, not explanations Turnaround time can be slower In smaller classes: Feedback is often more detailed Instructors may explain mistakes in class Revision guidance is clearer This directly affects how students improve future assignments. Class Size and Grading Pressure More Students, Less Margin for Error In large cohorts, grading often follows strict rubrics to maintain fairness. This means: Little flexibility for borderline work Heavy penalties for missing criteria Strict enforcement of referencing rules Students who misunderstand requirements may lose marks quickly. Students juggling busy schedules can benefit from weekend classes in UAE universities, especially when large classes make regular participation challenging. Smaller Classes, Higher Expectations In smaller classes, instructors know students better. While this helps communication, it can also mean: Higher expectations for originality Deeper critical analysis required Closer scrutiny of arguments Small class size does not guarantee easier grading. Plagiarism Policies Are the Same, Regardless of Class Size Some students assume large classes mean less attention to individual work. This is a dangerous assumption. Universities in UAE use: Automated plagiarism detection tools Standardized academic integrity policies Whether your class has 20 students or 200, plagiarism checks are equally strict. Class Size and Academic Writing Challenges Large Classes Amplify Writing Weaknesses In large classes, instructors cannot coach every student individually on: Essay structure Academic tone Paraphrasing techniques Students with weaker writing skills often struggle silently until grades reflect the issue. Smaller Classes Expose Writing Gaps Faster In smaller settings, instructors notice: Repeated language errors Weak argument development Referencing inconsistencies Feedback arrives earlier, but so does pressure to improve quickly. International Students and Class Size Adjustment Cultural and Academic Transition International students in UAE often face: New academic writing standards Different classroom participation norms Unfamiliar assessment styles Class size affects how easy this transition feels. Smaller classes can ease adaptation, while larger classes demand faster independence. Does Class Size Affect Student–Faculty Relationships? Public Universities: Formal Interaction In larger institutions, communication is often: Email-based Structured through office hours Less personal Students must take initiative to be noticed. Private Universities: More Accessible Faculty Smaller classes often lead to: Easier communication Informal clarification discussions Faster responses However, professional boundaries remain firm. How Class Size Influences Time Management Large Classes Require Proactive Planning With fewer reminders and limited guidance, students must: Track deadlines carefully Read assignment briefs multiple times Plan submissions well in advance Procrastination is costly in this environment. Small Classes Demand Consistent Engagement Frequent assessments and participation marks mean: Continuous workload Little room to fall behind Regular preparation required Pressure is steady rather than sudden. Choosing the Right Class Size for Your Learning Style Ask yourself: Do I learn better by listening or discussing? Do I need … Read more