EDUCATIONAL OBJECTIVES OF UAE SOCIETY

Get Complete Project Material File(s) Now! »

SCHOOL LEARNERS IN THE UNITED ARAB EMIRATES

BACKGROUND TO THE PROBLEM The UAE has been endowed with oil wealth and good leadership. They decided to benefit from such wealth to develop society; such decisions have helped the nation to prosper. To achieve such development there was need to attract experts from different backgrounds and various cultures in all fields to participate and help in building the nation’s economy, industry, commerce, education and health services. Such a situation has created many problems and challenges (Ghabash,1999:74). The clearest problem is cultural, as the nationals became a minority in their country. Expatriates from different countries, who come to work in UAE, are four times the numbers of nationals. The society’s culture faces a big challenge, as it strives to be preserved and not or disappear in face of other incoming cultures, value systems, traditions, languages and the like (Ajjawy, 1999:144- 145).

CONCEPT OF THE FAMILY

The concept of the family in the Arab societies is derived from its religion (Islam). The family is the basic unit of the society. It is expected to realize the worship of Allah by establishing his laws and carrying out his rules. It is based on mutual psychological and social support of the parents to each other in order to produce a righteous dynasty of believers. They are expected to satisfy their offsprings’ needs, protect and educate them (Qutb, 1994:84-86). One of the most central issues in Islam is the responsibility towards the community. The Koran and the Sunna contain many rules on how to act in life, what to do and what not to do. The core of Islam is the family. Society is understood as concentric circles (The Emirates Centre for Strategic Studies and Research, 1999:174-178).

FAMILY COMPOSITION

The family has been the basis of the Arab social structure. The concept of family is much broader than what is denoted in most western societies (a social unit consisting of husband, wife, and children). An Arab’s family is his kin group (or clan), which probably includes several households and all male first cousins on his father’s side. The members of this group usually live in close proximity to each other, meet frequently, celebrate feasts and other occasions together and coordinate their business and political activity (Helmi. 1999:88-90). Traditional Muslim extended families can be very large. It is not unusual for four generations to live together. In a society undergoing rapid changes, the family provides security, advice and comfort. The support offered by extended families means that there is a limited need for institutions such as seniors’ homes or day-care centres in Emirate society (Rashed. 1985:39).

The extended family

The family type in the UAE and that of most of Arabs and Muslims is the extended family, not the nuclear family. According to Islam, the nuclear family consisting only of husband, wife and children does not have the resources: the human resources, the wisdom, the resources of friendship that the extended family brings to the scene. Morever, according to Islam, we love our brothers, our sisters, our parents, our grandparents, our cousins, uncles, nephews, nieces and so forth, because these constitute the extended family of Islam. The extended family of Islam is the noblest, the greatest, and the most valuable social institution that the world has ever seen. In the view of Mavis, Richard and Marion (1988); Alex (1991) and the UAE University (1997:174- 175) the evolution of the nuclear family and the embracing of individualism, has led to the loss of these above-mentioned values in Western society and consequently, families suffer.

READ  RURAL EDUCATION IN THE FORMER HOMELANDS: 1960-1994

FAMILY DYNAMICS

The father traditionally acts as the disciplinarian and authority figure. He remains aloof from the task of raising children in their early years. He concerns himself with the upbringing of sons once they have been weaned but leaves the upbringing of daughters to the women of the family. The mother assumes most of the burdens of child rearing –at least until her offspring are weaned. She pampers sons, not daughters, as nearly all Arabs generally have a preference for male offspring. Children of both sexes are taught to conform to the norms and conventions of Arab society. They are not encouraged to seek individuality (Qatamy and Adas, 2003:315) Three characteristics of UAE family dynamics particularly stand out: gender roles, the role of elders and the decision-making process. These are discussed in the ensuing paragraphs.

CHAPTER 1 INTRODUCTION AND OVERVIEW :

  • 1.1 INTRODUCTION
  • 1.2 TOPIC OF THE STUDY
  • 1.3 RESEARCH PROBLEM
  • 1.3.1 BACKGROUND TO THE PROBLEM
  • 1.3.2 PROBLEM STATEMENT
  • 1.3.3 AIM OF STUDY
  • 1.4 DELIMITATION OF THE STUDY
  • 1.5 EDUCATION SYSTEM OF THE UAE
  • 1.5.1 EDUCATIONAL OBJECTIVES OF UAE SOCIETY
  • 1.5.2 TYPES OF EDUCATION IN UAE SOCIETY
  • 1.5.3 PHILOSOPHY AND AIMS OF THE UAE EDUCATION SYSTEM
  • 1.5.4 CURRICULUM
  • 1.5.5 TEACHERS
  • 1.5.6 METHODS OF TEACHING
  • 1.6 DEFINITION OF CONCEPTS
  • 1.6.1 THE FAMILY UPBRINGING STYLE
  • 1.6.1.1 Authoritarian parents
  • 1.6.1.2 Authoritative parents
  • 1.6.2 LOCUS OF CONTROL
  • 1.6.3 CREATIVE THINKING
  • 1.6.4 PREPARATORY SCHOOL
  • 1.7 ARRANGEMENT OF THE CHAPTERS
  • CHAPTER 2 FAMILY COMPOSITION AND UPBRINGING STYLE IN UAE SOCIETY
    • 2.1 STRUCTURAL CHARACTERISTICS OF UAE SOCIETY AND ITS DYNAMICS
    • 2.1.1 INTRODUCTION
    • 2.1.2 STRUCTURAL CHARACTERISTICS OF UAE SOCIETY
    • 2.1.2.1 The people of the United Arab Emirates
    • 2.1.2.2 Ethnic groups
    • 2.1.2.3 Religion and language
    • 2.1.2.4 Way of life and culture
    • 2.1.2.5 The clan
    • 2.1.2.6 Authority
    • 2.1.2.7 Polygamy
    • 2.1.2.8 Face
    • 2.1.2.9 Personal dignity
    • 2.1.2.10 Shame
    • 2.1.2.11 Status and prejudice
    • 2.1.3 DYNAMICS OF UAE SOCIETY
  • CHAPTER 3 LOCUS OF CONTROL
    • 3.1 INTRODUCTION
    • 3.2 DEFINITIONS
    • 3.2.1 LOCUS OF CONTROL AS INTERPRETING BEHAVIOUR CAUSES
    • 3.2.2 LOCUS OF CONTROL AS PERSONALITY CONSTRUCT
    • 3.2.3 LOCUS OF CONTROL AS PERCEPTION OF CAUSES OF LIFE EVENTS
    • 3.2.4 LOCUS OF CONTROL AND DIFFERENT AREAS OF PSYCHOLOGY
    • 3.2.4.1 Locus of control and controllability
    • 3.2.4.2 Locus of control and social learning theory
    • 3.2.4.3 Locus of control and attribution theory
    • 3.2.4.4 Locus of control and self-efficacy
    • 3.3 TYPES OF LOCUS OF CONTROL
    • 3.3.1 INTERNAL LOCUS OF CONTROL
    • 3.3.2 EXTERNAL LOCUS OF CONTROL
    • 3.4 ATTRIBUTION AND LOCUS OF CONTROL
    • 3.4.1 TYPES OF ATTRIBUTION STYLES
    • 3.4.1.1 Concrete
    • 3.4.1.2 Fluctuation
    • 3.4.1.3 A middle ground viewpoint
    • 3.5 CHARACTERISTICS OF PERSONS WITH INTERNAL/EXTERNAL LOCUS OF
    • CONTROL
  • CHAPTER
    • CREATIVE THINKING
    • 4.1 INTRODUCTION
    • 4.2 DEFINITIONS
    • 4.2.1 DEFINITIONS OF CREATIVE THINKING
    • 4.2.1.1 Create
    • 4.2.1.2 Thinking
    • 4.2.1.3 Creative thinking
    • 4.2.2 DEFINITIONS OF BRAINSTORMING
    • 4.2.2.1 Brainstorm
    • 4.2.2.2 Brainstorming
    • 4.2.3 PROBLEM SOLVING
    • 4.3 CREATIVITY
    • 4.4 CREATIVE THINKING ACTIVITIES
    • 4.4.1 COMPARE AND CONTRAST
    • 4.4.2 ANALYSIS
    • 4.4.3 ELABORATION
    • 4.4.4 FLUENCY
    • 4.4.5 ORIGINALITY
    • 4.4.6 EVALUATION
    • 4.4.7 FLEXIBILITY
    • 4.5 CREATIVE METHODS
    • 4.5.1 EVOLUTION
    • 4.5.2 SYNTHESIS
    • 4.5.3 REVOLUTION
    • 4.5.4 REAPPLICATION
    • 4.5.5 CHANGING DIRECTION
  • CHAPTER 5 RESEARCH DESIGN
  • CHAPTER 6 FINDINGS AND DISCUSSION OF FINDINGS
  • CHAPTER 7 CONCLUSIONS, RECOMMENDATIONS AND LIMITATIONS OF THE STUDY

GET THE COMPLETE PROJECT
THE INFLUENCE OF FAMILY UPBRINGING STYLE AND LOCUS OF CONTROL ON THE CREATIVE THINKING OF PREPARATORY

Related Posts