Relevant bibliographies by topics / Schools Arab countries

Academic literature on the topic 'Schools Arab countries'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Schools Arab countries"

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Benkhaldoun, Zouhair, Raid M. Suleiman, Ismael Moumen, Moza M. Al-Rabban, and Randa Asa’d. "The Arab Astronomical Society (ArAS): Developing Astrophysics Research in the Arab World." Proceedings of the International Astronomical Union 13, S349 (December 2018): 256–59. http://dx.doi.org/10.1017/s1743921319000395.

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AbstractThe Arab Astronomical Society (ArAS) was officially created during the constitutional assembly held in Marrakech (Morocco) on November 30, 2016, and legally recognized on May 15, 2017. ArAS is composed of a group of Arab researchers and students in the field of astrophysics who aim to develop research in this field in the Arab world (22 countries). ArAS is working on bridging the gap between the Arab astrophysicists in the Arab world and those around the world by organizing collaborative workshops and international scientific meetings, offering scholarships and developing graduate programs in astrophysics. Presently, the Society is working on establishing personal and material scientific infrastructure in the Arab world by training advanced undergraduate and graduate students in astrophysics and stimulating the building of new telescopes on the best sites in the Arab world. This will be accomplished through the hosting of specialized schools and conferences in astrophysics, international collaborations, facilitation of students’ and post-docs’ training in international research centres and universities, the establishment of prizes in astronomy to honour leading Arab scientists in astronomy and to motivate junior researchers to present notable works in astronomy. In this work, we present the on-going ArAS activities as well as future projects. ArAS is a young but energetic organization which is welcoming collaborations and partnership with other groups.
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Sangidu, Sangidu. "Arabic Teaching Methods for Non-Native Speakers: Types, Advantages, and its Application in Indonesia." Ittishal Educational Research Journal 2, no. 1 (January 31, 2021): 1–10. http://dx.doi.org/10.51425/ierj.v2i1.19.

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The problem of learning Arabic for non-native speakers in Indonesia is influenced by two factors; linguistic factors and non-linguistic factors. Linguistic factors include phonology, morphology, syntactic, and vocabulary. Meanwhile, non-linguistic factors include social, culture, motivation, methods, learning environment and so forth. This paper discusses the problems of learning Arabic for non-native speakers in Indonesia, the types of methods, its advantages, and its application. The results of the study conclude that Islamic boarding schools, Islamic schools, and campuses that carry out Arabic lessons need to provide native speakers from Arab countries or send students to Arab countries.
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YASSIN, Dhilal Jawad Kadhim. "CARTOGRAPHY AMONG MUSLIM ARABS IN THE MIDDLE AGES." Rimak International Journal of Humanities and Social Sciences 4, no. 1 (January 1, 2022): 286–99. http://dx.doi.org/10.47832/2717-8293.15.21.

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Arab geographers played an important role in laying the first chapter on the foundations of cartography through their original traces that they immortalized throughout the history of their ancient civilizations. Later, I moved to the countries of the Arab world for their knowledge of the foundations of the rules and principles of cartography. Their books also made an effective contribution to making the Arab map from their knowledge of the concept of the map, the foundations of its mathematical and artistic construction, and its developmental stages, which reached its climax in the tenth century AH Therefore, the Arab maps represented the life of the Arabs in its various fields and manifestations with simple and few symbols such as the square, the rectangle and the circles. Its effects were reflected in the emergence of the most prominent cartographic schools that were characterized by scientific ideas and original and contemporary curricula at the same time, which were represented by their geographical maps on which they represented the various geographical phenomena (natural and human) of many countries of the world that they visited and toured, and they reflected this in their maps, which later became the basis for the manufacture of Arabic map. Key words: Maps, Muslim Arabs, Middle Ages.
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Sirojudin, Didin, and Waslah -. "SIGNIFIKANSI PENGEMBANGAN MUTU PENDIDIKAN ARAB SAUDI." DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman 5, no. 3 (June 26, 2020): 63–86. http://dx.doi.org/10.32764/dinamika.v5i3.845.

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A country has different challenges and problems in improving the quality of its education. Education is one of the most important aspects for the sustainability of people's lives through the means of a country's quality level of education. It can be seen that the country's quality position compared to other countries education is often used as a benchmark for progress of a country Therefore every country is competing to advance the field of education in order to achieve this progress the conditions are carried out by various countries in the world including Islamic countries, Under the influence of modern culture, the system of primary, secondary, school- vocational schools, technical schools, and arrive at university systems in the Arab and Islamic world are updated and adjusted according to western patterns as well as syllabus and curriculum preparation. The adaptation that is meant here is not to mean swallowing everything from the West, but rather an advanced western education system and form adapted to the philosophy of Islamic Education. In the national development effort, the education system is burdened with 3 objectives namely to provide at least basic education for the entire population, to prepare students with the various skills needed for economic development that is constantly changing, to educate children in beliefs, practices , Islamic values.
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Osman, Anas M. I. "Problems Facing Promotion of Astronomy in Arab Countries." Transactions of the International Astronomical Union 24, no. 3 (2001): 157–62. http://dx.doi.org/10.1017/s0251107x00000560.

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AbstractPromotion of astronomy in Arab countries is facing many scientific and technical problems. Teaching astronomy starts very late in schools, with very simple and limited courses. Many teachers lack a suitable astronomical background, which can lead to incorrect understanding by students of many astronomical ideas and phenomena. Teaching astronomy at higher levels is also very limited, for example: aomng the 16 universities in Egypt, astronomy is taught in only two faculties of science, just for two years. Graduate students find many difficulties in obtaining jobs related to astronomical activities and this is a serious limitation on the attraction of the study of astronomy. On the other hand, astronomical institutions are suffering from a serious lack of the new sophisticated equipment, while the budget allotted for maintenance is very small, and there is a serious shortage of technical staff. The training of astronomers and technicians is badly needed, since good research work depends on modern technological equipment and the complicated software packages used in controlling such equipment and in data analysis. Good libraries are needed for promotion of astronomy especially, the Internet facilities available for the staff is very limited. The effects of culture are very clear; many authorities in developing countries believe that astronomy is a luxury. Finally, most of astronomers are engaged with a lot of administration for all matters, so the free time left for science is very limited.
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Koukhareva, E. V. "Education in the Arab Countries. from the Depth of Centuries to Our Days." MGIMO Review of International Relations, no. 2(35) (April 28, 2014): 299–306. http://dx.doi.org/10.24833/2071-8160-2014-2-35-299-306.

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The process of acquiring knowledge and the methods of acquiring it through education and upbringing has a long history in the Arab world. In the pre-Islamic period it meant getting practical skills and relevant knowledge for surviving in the conditions of nomadic life. The main method of transferring knowledge was home education, imitation of the actions of adults and instructions of the elders. The adoption of Islam, at the time of prophet Mohammad, knowledge was presented in the form of divine revelation - Koran. The task of education changed towards learning the scriptures and truths of the new doctrine, spiritual and physical perfection of young people with the aim of their active participation in the spread of Islam. Among the ways of getting an education in that period, along with domestic education and private tutorials, there were two-level religious schools and military training. With the development and strengthening of the Arab Khaliphate, the educational system was perfected and there emerged pedagogical science. The schools of new type - madrasah - taught theological as well as secular subjects. The modern system of education in many Arab countries copies that of their former metropolies. Thus, the system of primary and secondary education in the countries of Maghreb described in the article, was formed under the influence of the French educational system, although in certain cases it takes into account specific national features.
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Baqain, Zaid H., Thakib A. Alshalan, Nada Naaman, and Sawair Faleh. "An overview of dental education in the Arab world." Faculty Dental Journal 7, no. 4 (October 2016): 172–74. http://dx.doi.org/10.1308/rcsfdj.2016.172.

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Dentistry is a well-respected healthcare profession in Arab countries. An increase in the number of applicants led to students seeking dental education abroad and, lately, to the establishments of dozens of private dental schools, whereas dental education had traditionally been public, with subsidised tuition fees. Dental educators have therefore faced challenges in maintaining standards and ensuring appropriate oral healthcare provision.
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Boneberger, Anja, Simon Rückinger, Regina Guthold, Laura Kann, and Leanne Riley. "HIV/AIDS related knowledge among school-going adolescents from the Middle East and North Africa." Sexual Health 9, no. 2 (2012): 196. http://dx.doi.org/10.1071/sh11054.

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The aim of this secondary analysis was to present cross-national data about HIV/AIDS related knowledge among 13- to 15-year-old school-going adolescents from the Middle East and North Africa. Data from 23 673 school-going adolescents from seven countries (Jordan, Lebanon, Libyan Arab Jamahiriya, Morocco, Oman, Tunisia and United Arab Emirates) that undertook the Global School-Based Student Health Survey between 2004 and 2008 were analysed. HIV/AIDS related knowledge varied significantly between countries and gender. Research for this sensitive topic is scarce in this region. In addition, schools could be among the many key players for HIV/AIDS education.
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Mizel, Omar. "Implementing School Management in the Arab Palestinian Education System in Jerusalem Schools, the Viewpoint of the Administrative Staff." Journal of Education and Training Studies 6, no. 11 (September 12, 2018): 57. http://dx.doi.org/10.11114/jets.v6i11.3617.

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This study aims to examine the impact of School-Based Management (SBM) on Arab Palestinian schools in East Jerusalem. SBM, which has become a major and irreversible trend in educational reform in Western countries, has been introduced into a number of Asian and African nations over the last few decades. Consequently, a higher level of autonomy and decentralization constitutes the “default” approach to the management of schools within centrally-determined policies, goals, standards, curriculum, and accountability. However, the literature on SBM does not address the repercussions of implementing SBM in conflict zones such as Palestine in the context of larger political questions about power and ideological control. Using a qualitative methodology, field observations, and in-depth interviews with a sample of various stakeholders in Arab-Palestinian schools in East Jerusalem, including school principals and faculty members, this study investigates the impact of SBM on the educational system in these schools, their philosophy, policies, objectives, and the implementation of the curriculum, and the consequences of this on designing a “programmed” educational system educational outputs and learning outcomes. Findings show that these school reforms are driven not by a commitment to decentralization but by political and or ideological considerations (Israelifications and the assimilation of Palestinians within Israeli educational and philosophical frameworks). The study recommends that leaders in the field of education and education and local authorities in the Palestinian Arab community take appropriate measures to correct the current trajectories of the educational process in East Jerusalem schools.
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Vasiliev, A. M., E. I. Zelenev, V. A. Isaev, N. S. Kirabayev, and A. B. Kudelin. "Russian Arabic Studies." Outlines of global transformations: politics, economics, law 14, no. 6 (April 14, 2022): 257–96. http://dx.doi.org/10.23932/2542-0240-2021-14-6-12.

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The article provides an overview of the areas of Russian Arabic Studies except linguistics. Since Eastern regional studies are inconceivable without knowledge of the language and culture of the regions under study, the analysis of studies in the modern Arab world is preceded by a review of key works that explained the specifics of the literature and philosophy of the Arab world. Thus, the first section examines key figures in the study of classical and modern literature of the Arab countries, the medieval history of this region. The second section is devoted to the philosophyof the Arab East. The largest third section is focused on the study of economic, social, and political processes in Arab countries in the XX century. It is indicated that Russian scientists, despite the forced domination of Marxist-Leninist dogmas in the social sciences, managed to create numerous scientific works that are among the distinguished Arabic Studies worldwide. The final section contains an analysis of contemporary studies of the Arab world in Russia. The article highlights key achievements of the scientific schools of Russian Arabic Studies providing information on more than two hundred monographs.
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Dissertations / Theses on the topic "Schools Arab countries"

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Ramahi, Hanan. "Teachers leading school improvement and education reconstruction in Palestine." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277681.

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This dissertation presents an intervention-based study that aimed to enable teachers to improve teaching and learning in one school in Ramallah, Palestine. The non-positional approach to teacher leadership was adopted as a means to mobilise all teachers in the drive towards bottom-up, participatory school change processes that increase teacher self-efficacy and collaboration, build professional capacity and social capital, and promote sustainability. The Teachers Leading the Way programme provided a contextually tailored strategy, and set of instruments and tools that through reflective exercises and dialogic activities aimed to support teachers to innovate practice, and impact organisational structures and professional culture. This is significant in the Palestine setting for facilitating the building of locally based and sourced knowledge to inform an authentic Palestinian vision and agenda for policy-making and education reconstruction, with implications for countries of the Middle East and North Africa region. In the process, a grassroots change movement is intended to shift historical and continued reliance on foreign intervention and international assistance, and lay the foundation for democratisation and social transformation. The intervention was investigated using a critical action-based, participatory methodology that emphasised context and researcher reflexivity in one school and amongst a cohort of 12 participants. Data were collected using a range of research-designed and programme-based methods and instruments, analysed deductively and inductively, and narrated critically to maintain coherence, and convey experiential and temporal dimensions. The study outcomes indicate that teachers in Palestine are capable of leading school improvement, and impacting school structures and professional culture for system-wide change, when the proper support is provided. Non-positional teacher leadership is the vehicle and can be developed through Teachers Leading the Way. At the individual level, this is enabled through a transformation in teachers’ perspective towards a self-empowered, agential mindset that leads to action on ways to improve practice. The transition process underscores the role of effective facilitation as an enabling condition for developing non-positional teacher leadership in Palestine and similar settings.
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Larry, Farida. "Discursive assessment practices in a special school for girls identified with a disability in one Arabic-speaking Gulf-Arabian country." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/284464.

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This study examines discursive assessment practices in a special school for girls identified with a disability in an Arabian-Gulf country. The study is driven by a notable absence of research on girls with disability in the Arab world, and the need for analysing practices that shape their identities and future trajectories. To disclose the mechanisms, processes, and tools influencing the coconstruction of girls' identities by members of a multidisciplinary team, I developed an analytic framework that draws on three theories: systemic functional linguistics, critical genre analysis and sociocultural theory of discourse and identity production. The main data source is the audio-record of conversations that took place at case-conference meetings (CCMs). To describe the genre of a CCM and to disclose what went on, who was involved, and what outcomes were achieved, I constructed three narratives: 'The most relevant thing about us', 'Much ado about everything', and 'Not so great expectations'. These narratives revealed the object, goals, and the outcomes of talk. With respect to the object of talk, or the knowledge underpinning assessment practices, there was much focus on girls' diagnostic histories and scores in IQ tests; they were given a high priority and perceived as key to understanding the girls. Analysis also revealed a resistance to move beyond dichotomous thinking (i.e. girls are either trainable or educable). The goals of talk were to pass on information, to share assessment results, and to list objectives for intervention, each practitioner within her domain of expertise. This mode of passing on - rather than - discussing information and assessment results limited the prospect to benefit from the distributed knowledge of practitioners. The outcomes of talk were mediated by the two preceding discursive actions. A preoccupation with girls' medical diagnosis, and a focus on passing on rather than discussing assessment reinforced deficit thinking. Further, categories assigned to girls stood as self-fulfilling prophesies, and as predictors of girls' future performance. The space to create more positive identities was evident, however, where practitioners knew little about girls' genetic or developmental disabilities. The implications of these objectifying practices are serious with respect to Gulf-Arabian countries and to similar Muslim sociocultural contexts. Perceiving diagnosis as the absolute truth feeds fatalistic beliefs further and results in inactivity and invisibility. Implications are offered for policy and practice and for future research.
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Books on the topic "Schools Arab countries"

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Baglay, Marat. Constitutional law of foreign countries. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1569641.

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The fifth, significantly revised edition of the textbook highlights the basic concepts and institutions of foreign constitutional law, reveals its subject, system, sources. The issues of the legal status of the individual, forms of the state, local self-government, etc. are comprehensively analyzed. In the interests of a more in-depth and integral, comprehensive understanding of the state system of the leading countries, the textbook includes chapters on the USA, Great Britain, France, Germany, Italy, Spain, the Nordic countries, Japan, China, India, the Arab states, the EAEU countries, Uzbekistan. Special chapters contain regional reviews of the main constitutional and legal institutions. For students, postgraduates and teachers of law schools and faculties.
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Pre-school education in the Arab world. London: Croom Helm, 1985.

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M, Guarino Cassandra, ed. Developing a school finance system for K-12 reform in Qatar. Santa Monica, CA: Rand, 2009.

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Cruickshank, Ken. Teenagers, literacy and school: Researching in multilingual contexts. London: New York, 2006.

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Foreign assistance: Combating HIV/AIDS in developing countries : report to Congressional requesters. Washington, D.C: The Office, 1992.

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Office, General Accounting. Foreign assistance: U.S. rule of law assistance to five Latin American countries : report to congressional requesters. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1999.

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Office, General Accounting. Foreign assistance: U.S. democracy programs in six Latin American countries have yielded modest results : report to Congressional requesters. Washington, D.C: General Accounting Office, 2003.

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Office, General Accounting. Foreign assistance: U.S. democracy programs in six Latin American countries have yielded modest results : report to congressional requesters. Washington, D.C: GAO, 2003.

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Nashif, Huda. Pre-School Education in the Arab World. Taylor & Francis Group, 2017.

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Nashif, Huda. Pre-School Education in the Arab World. Taylor & Francis Group, 2016.

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Book chapters on the topic "Schools Arab countries"

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Hussain, Hamid Yahya, and Waleed Al Faisal. "School Health in Arab Countries." In Handbook of Healthcare in the Arab World, 1–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-74365-3_34-1.

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Hussain, Hamid Yahya, and Waleed Al Faisal. "School Health in Arab Countries." In Handbook of Healthcare in the Arab World, 725–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-36811-1_34.

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Backeberg, Leonie, Andreas Etling, and Jochen Tholen. "School-to-work transitions in Arab Mediterranean countries 1." In Youth at the Margins, 144–61. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Europa regional perspectives: Routledge, 2019. http://dx.doi.org/10.4324/9780429398988-9.

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Manachi, Maha, Eyad Chatty, Seham Sulaiman, and Zahera Fahed. "General Oncology Care in Syria." In Cancer in the Arab World, 265–84. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7945-2_17.

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AbstractThe first entity dedicated to cancer was established named “Nuclear Medical Center” with a single radiotherapy unit in 1969. Since then, the concept of oncology has rapidly progressed with the establishment of a division of oncology in the University of Damascus, School of Medicine with six staff members at that time. In 2001, a National Cancer Registry was established with the help of the World Health Organization. Many civil societies related to cancer awareness, early detection, and care of patients bloomed, first being the Syrian Cancer Society.Now cancer diagnosis and treatment facilities are spread all over the county but mainly concentrated in Damascus, Lattakia, and Aleppo. All three main government related medical entities that are the Ministry of Higher Education, Ministry of Health, and the Medical Corps are involved in the process with the help of the private sector also. This progress of course was slowed due to the bloody aggression that engulfed Syria for 10 years of conflict. However, it did not halt the country’s goals and achievements.In 2006, Nuclear Medicine Centre was developed into a comprehensive institution for cancer, Al Bairouni University Hospital (ABUH) to provide free standard of care treatment for all citizens. The Syrian National Committee for cancer control (SNCCC) was established in June 2019 with a mission of strategic planning for better cancer management in collaboration with all stakeholders aiming to raise cancer services to the best possible standard in the post-war era. The chapters’ focus is to discuss cancer care services being provided in the country and future challenges that need to be addressed for high quality oncology care services in Syria.
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Sibai, Abla Mehio, and Anthony Rizk. "Population ageing in Arab countries." In Oxford Textbook of Geriatric Medicine, 49–54. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198701590.003.0007.

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To varying degrees, Arab countries are experiencing demographic shifts towards ageing populations. This is brought about by a region-wide decline in mortality and fertility rates and a surge in life expectancy over the last few decades. Future projections indicate a much faster pace of population ageing with subsequent rectangularization of the population pyramid. Rapid urbanization, increased tobacco consumption, nutrition transition, and reduced physical activity have contributed towards the rise of non-communicable diseases in later life. Of significance are the high levels of diabetes and obesity in oil-rich countries. Meanwhile, geriatrics and gerontology remain nascent fields in most medical and nursing schools. Some of the most pressing needs include building population-based databases, emphasizing geriatric and gerontology programmes, embracing a holistic patient-centred approach to care supported by coordinated referrals to specialized follow-up, capitalizing on the role of the family and intergenerational support systems, and encouraging civil society organizations of older persons.
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Fatma, Saba. "ICT in Arab Education." In Information Systems Applications in the Arab Education Sector, 136–47. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1984-5.ch010.

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Developing countries are facing many challenges today, such as globalization and the information and communication technologies revolution, as governments and societies are coping with change. Technology adoption in the classroom setting, as well as in other formats of education across the world in the past several years, has resulted in the realization that the benefits accrued from these technologies are not mainly related to getting access to new technology, but to integrating technology in the holistic framework of curriculum, teacher competencies, institutional readiness, and long term financing. Arab governments have rapidly established a great number of schools and universities in recent years. Most programs focus largely on the technology itself, placing very little emphasis on the practical implications of the use of ICTs to meet broad educational objectives. Also, amidst the emerging digital divide, it is important to note the prevailing gaps between countries within the Arab world. There are marked variances between countries in their efforts to adopt ICT tools and grow their networked economies. The chapter focuses on knowledge society and education and ICT challenges faced by Arab countries.
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Fatma, Saba. "ICT in Arab Education." In Cross-Cultural Interaction, 687–98. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch039.

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Developing countries are facing many challenges today, such as globalization and the information and communication technologies revolution, as governments and societies are coping with change. Technology adoption in the classroom setting, as well as in other formats of education across the world in the past several years, has resulted in the realization that the benefits accrued from these technologies are not mainly related to getting access to new technology, but to integrating technology in the holistic framework of curriculum, teacher competencies, institutional readiness, and long term financing. Arab governments have rapidly established a great number of schools and universities in recent years. Most programs focus largely on the technology itself, placing very little emphasis on the practical implications of the use of ICTs to meet broad educational objectives. Also, amidst the emerging digital divide, it is important to note the prevailing gaps between countries within the Arab world. There are marked variances between countries in their efforts to adopt ICT tools and grow their networked economies. The chapter focuses on knowledge society and education and ICT challenges faced by Arab countries.
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Al-Mahdi, Osama, Marloes de Munnik, Beatrix Henkel, Luke Meinen, and Marissa Green. "Professional Learning Communities: Reflections on Cases in Bahrain, Oman and the United Arab Emirates." In Development of Innovative Pedagogical Practices for a Modern Learning Experience, 51–96. CSMFL Publications, 2021. http://dx.doi.org/10.46679/978819484836303.

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This chapter explores the different definitions and, characteristics of international and regional research on a professional learning community (PLC) approach. The chapter discusses models of professional development that are used in international educational systems then it reflects on possible ways for adopting these models in the educational context in Bahrain, Oman and The United Arab Emirates. A focus on the educational context in the countries is included with recommendations for the implications thereof on policy and practice. This chapter has two parts: the first is a literature review that synthesizes key ideas, research, and results in the field of PLCs. The chapter thereby is connecting to ideas from a socio-material practice perspective in the field of workplace learning. This results in a focus on professional responsibility, accountability and experience. The second part includes two detailed cases that illustrate how PLCs are translated into learning and teaching practice in two private schools in Bahrain and Oman, and a third case reflecting on PLC initiatives in The United Arab Emirates. The chapter recommends promoting a PLC approach in educational systems in the Gulf Council Countries (GCC) and globally by focusing on the following practical implementations: expanding its use in pre- and in-service teacher training programs, adapting PLCs’ best international practices to the localized educational context, preparing school principals to lead PLCs in their schools, providing human and financial support to these communities, and working on changing school cultures to become more collaborative by using initiatives such as coaching. A shortage of studies about PLCs, specifically in the GCC region, may lead to a limited spread of improved professional teaching practices applied in GCC schools and the wider network of schools associated with GCC schools. This chapter highlights the importance of a PLC approach and provides examples of how this approach is being used. We suggest that other practitioners, school leaders and researchers may benefit by embracing a PLC approach for increased professional teaching practice, subsequent learner success and improved organizational education outcomes.
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Al-Mahrooqi, Rahma, and C. J. Denman. "Process vs. Product." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms, 77–93. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch006.

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Learning how to write has long been perceived as an extremely complex and demanding task. Perhaps as an acknowledgement of this complexity, writing instruction in the Arab world in both English and Arabic has traditionally occurred in teacher-centred classrooms where product-oriented approaches dominate. However, recent reforms in many countries in the region, including in Oman, have favoured a more process-oriented approach to writing instruction in both languages. Despite this, much of the current research raises questions about whether more process-oriented approaches to writing are actually being implemented. This chapter, therefore, examines whether more process- or product-oriented approaches are being employed in English and Arabic writing classrooms in Omani schools. Results indicate that, despite the Basic Education curriculum in Oman stipulating a process approach to writing in English and Arabic, instruction in both languages tends to be more product-oriented, especially in English classrooms.
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Bentouila, Ghita, and Alae Gamar. "School Attainment, Knowledge Economy in Arab Countries, and Comparisons with EEE Economies." In Advances in Finance, Accounting, and Economics, 44–84. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5210-1.ch003.

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The most important avenues emphasized in this chapter relate to the progress in school attainment as an important indicator of the knowledge position of a country. The descriptive statistical analyses besides other assessments are devoted to show the pertinence and the importance of education attainment. Barro and Lee 1950-2010 data are used in this chapter. The opportunities lost with the low level of school attainment are introduced and discussed. The relatively slow speed of recovery in schooling is already expressed by the lowest knowledge performances achieved between the economies of North Africa, Sudan, Yemen, and the Gulf countries. In addition, the description has shown a higher attainment in schooling of EEE economies in comparison to Arab countries.
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Conference papers on the topic "Schools Arab countries"

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Alqadoumi, Omar Mohamed. "Using Corpus Linguistics as a Tool for Reform in English Language Teaching and Learning: The Case of Public Schools in Arab Countries." In 2013 Fourth International Conference on e-Learning "Best Practices in Management, Design and Development of e-Courses: Standards of Excellence and Creativity". IEEE, 2013. http://dx.doi.org/10.1109/econf.2013.61.

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GUEROUAOUI, Youssef. "THE REALITY OF EDUCATIONAL SCIENTIFIC RESEARCH IN REGIONAL CENTERS OF EDUCATION AND TRAINING PROFESSIONS AND THE MECHANISMS FOR ITS DEVELOPMENT." In 2. IJHER-International Congress of Humanities and Educational Research. Rimar Academy, 2021. http://dx.doi.org/10.47832/ijhercongress2-2.

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Abstract:
Educational research is only one of the areas of scientific research, or a branch of scientific research, as a careful, organized and critical attempt to address educational problems and issues of a practical nature, starting from monitoring and identifying the problem and subjecting it to the test of meditation, reflection and diagnosis in order to reach possible and appropriate solutions to it, as educational research is a mechanism of developing the work of teachers and raising the quality of their composition and improving their classroom practices, in addition to contributing to the drawing of educational policy, and providing information And the data needed for educational decision-making... If the educational research has all these and other advantages, we find that the ministry of the guardian of the national education sector in the Kingdom of Morocco did not give him the status that befits him, and the result was the emergence of an educational crisis in our country, where our educational system occupied very low ranks as will come later, which made king Mohammed VI Nasrallah warn of the seriousness of the crisis in his historic speech 20 August 2013.This was recently revealed by the Development Model Committee in April 2021. The Ministry has recently been alerted to the importance of educational scientific research in addressing this educational crisis and has issued some regulations and legislation to encourage it. Despite the state's efforts in this area, the meditator of the educational research situation in the various research centers in our country, as in other Arab countries, notes that there are many obstacles and difficulties in it and limit its performance of its expected role. From this point of view, this modest study came to shed more light on the reality of educational research in the regional centers of the professions of education and training, focusing on the most important difficulties facing it, hoping to find appropriate solutions to this situation in order to build a new Moroccan school that responds to the expectations of society and looks forward to its development prospects. From God, we derive help, conciliation and payment. Key words: Educational Research, Scientific Research, Regional Centers For Education And Training Professions.
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