Journal articles on the topic 'Teaching Arab countries'
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Elsayed, Walaa, Nagwa Babiker Abdalla Yousif, and Salah Gad. "The Specifics of Teaching Social Work at Universities in Arab Countries." Journal of Ethnic and Cultural Studies 9, no. 4 (October 20, 2022): 70–86. http://dx.doi.org/10.29333/ejecs/1193.
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The processes of democratization, observed in recent years in the traditionally conservative Arab world, actualize the need for social workers, so the aim of the study was to study the features of teaching social work in Arab communities. Twelve universities with undergraduate programs in social work were randomly selected to compare these universities' curricula and social work programs and Ajman University. One conclusion is that social work programs in Arab communities should rely on traditional values of Islamic culture and legal literacy to achieve professionally necessary competence. Improvement of curricula and social work programs following international standards of the profession and taking into account the ethnocultural and religious characteristics of the Arab world will provide the Arab communities with highly qualified social workers who can competently provide support to the needy population categories.
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Liangying, Ye. "تعليم اللغة العربية في الجامعات الصينية / Arabic Language Teaching in Chinese Universities: Inheritance and Innovation." Chinese and Arab Studies 1, no. 1 (June 1, 2021): 20–36. http://dx.doi.org/10.1515/caas-2021-2003.
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Abstract The Arabic language is the common official language for the Arab nation, and one of the most important components of its identity, and it is also the link that connects the past of the Arabs with their present and their future, as it recorded the historical changes of the Arab nation over the course of the development extending for more than 1,600 years, and embodied its characteristics and preserved its culture and civilization through time. Arabic is one of the oldest foreign languages taught in China, and it played a pivotal role in promoting exchanges between China and Arab countries in various fields, politically, economically and culturally. After the founding of the People’s Republic of China, Arabic language teaching in Chinese universities achieved a remarkable development under the enlightened educational guidance, and succeeded in preparing batches of distinguished people who contributed and are contributing to the development of relations between Arab countries and China. After entering the 21st century and with the establishment of the China-Arab States Cooperation Forum and the consolidation of Sino-Arab strategic cooperation relations, especially with the launch of the Belt and Road Initiative and the concept of “One Community with a Shared Future for Mankind”, the cooperation relations between China and the Arab countries have reached a new threshold on various levels. Simultaneously, Arabic teaching in Chinese universities has entered the path of rapid development and achieved unparalleled remarkable results.
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Aiad, A. "Teaching and Popularizing Astronomy in Egypt and other Arab Countries." International Astronomical Union Colloquium 105 (1990): 398–99. http://dx.doi.org/10.1017/s0252921100087376.
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The recent astronomy of the Arab countries began by the last decade of the 19th century in Alger and the first decade of the 20th century in Helwan. Two Arab countries have been members of the IAU, namely Egypt (since 1925) and Iraq (since 1976). Saudi Arabia, Algeria, and Morocco became members in 1988. We restrict ourselves here to the teaching and popularizing of astronomy.In Egypt there is a single department of astronomy; since 1937 it has belonged to the Faculty of Science of Cairo University. A B.Sc. in astronomy requires two years’ study of mathematics and physics followed by two more years devoted mainly to astronomy, including a small project. Elementary courses for other sciences, such as geography and geophysics, are also taught at Cairo University and the American University in Cairo.
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Abdeljaouad, Mahdi. "Issues in the History of Mathematics Teaching in Arab Countries." Paedagogica Historica 42, no. 4-5 (August 2006): 629–64. http://dx.doi.org/10.1080/00309230600806930.
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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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Medani, Khalid Mustafa. "Teaching the “New Middle East”: Beyond Authoritarianism." PS: Political Science & Politics 46, no. 02 (March 28, 2013): 222–24. http://dx.doi.org/10.1017/s1049096513000176.
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In 2011 the protests in the Middle East and North Africa (MENA) were not only unprecedented in terms of scale and political consequences for the region, they also highlighted a number of long-standing analytical and theoretical misconceptions about Arab politics. In particular, the conventional thesis privileging the idea of a “durable authoritarianism” in the Arab world was partially undermined by a cross-regional civil society that confronted the formidable security and military apparatus of the state. Although in some countries democratic transitions have continued, since they first occurred in Tunisia, other Arab states continue to witness a resilient authoritarianism and strong state repression of civil society activism. These historic events have also set the stage for a new teaching agenda in important ways. Specifically, an agenda for teaching the “new Middle East” must incorporate two important general components: first, a critical review of the influential scholarship on persistent authoritarianism with the objective of addressing past theoretical and methodological misconceptions, and second, the introduction of new conceptual and analytical frameworks relevant to contemporary political developments in the Arab world and the MENA region more generally.
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Kabakian-Khasholian, Tamar, Amina El-Nemer, and Hyam Bashour. "Perceptions about labor companionship at public teaching hospitals in three Arab countries." International Journal of Gynecology & Obstetrics 129, no. 3 (February 24, 2015): 223–26. http://dx.doi.org/10.1016/j.ijgo.2014.12.005.
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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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Al-Qawasmi, Jamal. "Virtualization of Architectural Design Education in the Arab Region: Potential and Cultural Implications." Open House International 32, no. 2 (June 1, 2007): 55–64. http://dx.doi.org/10.1108/ohi-02-2007-b0007.
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The influence of digital media and information technology on architectural design education and practice is increasingly evident. There has been an astonishing shift in the way architecture is being taught and produced. Networked virtual design environments such as the virtual design studio (VDS) have been introduced in many architectural schools as new ways of teaching and learning design. Applying virtual design education in developing countries such as the Arab states brings with it various opportunities and challenges. As a new phenomenon, little research has been done to study the cultural implications of the new virtual design environments (VDE). This paper examines the new paradigm of teaching and learning design virtually and the possible cultural implications of its implementation in developing countries such as the Arab world.
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Nasef, Mohamed Mahmoud, and Waleed Fekry Faris. "Teaching engineering ethics: a necessary measure for engineering capacity building in Arab countries." International Journal of Arab Culture, Management and Sustainable Development 1, no. 4 (2010): 318. http://dx.doi.org/10.1504/ijacmsd.2010.037142.
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Safaraliyeva, Nargiz, Naeema Al Hosani, and José Jesús Reyes Nunez. "Teaching basic map concepts in three countries: Azerbaijan, Hungary and United Arab Emirates." International Journal of Cartography 5, no. 2-3 (May 4, 2019): 285–303. http://dx.doi.org/10.1080/23729333.2019.1614308.
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O'Rourke, Susan. "Teaching journalism in Oman: Reflections after the Arab Spring." Pacific Journalism Review : Te Koakoa 17, no. 2 (October 31, 2011): 109–29. http://dx.doi.org/10.24135/pjr.v17i2.354.
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Between 2005–2011, the New Zealand Tertiary Education Consortium (NZTEC) was contracted to the Ministry of Higher Education (MOHE) in the Sultanate of Oman. This long-term, long-distance off-shore education contract committed four New Zealand universities to providing degrees in four discipline areas (as well as English language support) within the Omani Colleges of Applied Science. As part of this process, AUT University’s Bachelor of Communication Studies was redeveloped for delivery in Oman. This case study will focus on the Journalism major and in particular the nature of the courses within this major, the difficulties encountered in re-developing them and the challenge of delivering them under these particular circumstances in this particular time frame. The wider picture of the type of journalism practised in Oman; what is expected of—or indeed possible for― journalists in that society; and journalism as a force for democracy in Arab countries will also be briefly discussed.
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Saidin, Mohd Irwan Syazli. "John L. Esposito, Tamara Sonn, And John O. Voll (2016). Islam And Democracy After The Arab Spring. Oxford: Oxford University Press. 306 Pages. ISBN: 978-0-19514798-8." Journal of Al-Tamaddun 17, no. 2 (December 21, 2022): 273–74. http://dx.doi.org/10.22452/jat.vol17no2.23.
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This book discusses the dynamics of the relationship between Islam as a religious and political teaching with democracy in the context of the effects of the Arab Spring and the subsequent events after it. The authors, who are considered to be “titans” in the field of democracy and Islam, started the book by saying “Many western observers were shocked when Arabs began open rebellions against their governments in December 2010” and this seem to point out not only the unpredictability of the uprisings, but also to the inaccuracy behind several of the most accepted assumptions about politics and governance in the Arab world. The chapters of the book discuss the experiences of political transition in general and how democratisation works in particular through the examples of seven different countries, namely Turkey, Iran, Pakistan, Indonesia, Senegal, Tunisia and Egypt.
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Mahmoud, Tariq, Jorge Marx Gómez, and Shahira El Alfy. "EXPLORING ENTERPRISE SYSTEM ENGINEERING SKILL GAPS IN THE LABOR MARKETS OF EGYPT AND TUNISIA." Business, Management and Education 12, no. 2 (December 23, 2014): 194–212. http://dx.doi.org/10.3846/bme.2014.231.
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The proposed research is driven by an existing need to develop a master programme in enterprise system engineering (ESE) to the Arab Universities. The main objective of the project is to ensure the development of a top-notch curriculum that comprises the latest technology and teaching methods while integrating the local labour market needs of the target countries. To achieve that, a labour market analysis in the ESE domain is conducted in this proposed research. The study is divided into two main parts, one is qualitative to uncover several issues in the labour markets of the target Arab countries relevant to ESE and the second part is quantitative designed to measure the skill gaps prevalent in those countries to which the master programme is exported. Besides the business problem calling for this research, its importance is leveraged by the strong evidence in the literature showing that supply and demand skills rarely match. This research is expected to explore and measure potential gaps between employment and education in ESE, a point that is crucial for more efficient education and employment in the Arab countries.
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Al-Naimiy, Hamid M. K. "The role of astronomy and space sciences in Arab societies and cultures." Proceedings of the International Astronomical Union 5, S260 (January 2009): 429–37. http://dx.doi.org/10.1017/s1743921311002626.
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AbstractAstronomy, Astrophysics and Space Sciences (AASS) play an effective rôle in Sciences, Technology and Community Development. Unfortunately, a small percentage of this knowledge is actually used in teaching at schools, universities and other academic institutions in Arab countries. The challenge is to provide effective professional development for AASS educators and researchers at all levels, from elementary school to university.There is an urgent need for a better communication channels among Arab astronomers and space scientists nowadays. In this respect, the best choice is to identify in the vast cultural heritage of the Arab basin, particularly in astronomy. Building modern and good observatories, planetariums and research centres in the region jointly by Arab astronomers and space scientists is essential and will be an excellent step towards developing AASS. The aim of this paper is to show the importance of the formal and informal astronomical research and education, giving examples of possible astronomical projects, and comments of the experiences that have been carried out in a few Arab Countries. We show as well the importance of the Astronomical Societies in developing Science and Technology in the fields of AASS, and the role of these societies on the community and the country development.
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Chazy, Amani Batakji, and Hanada Taha Thomure. "Arabic language-in-education policy opportunities." European Journal of Language Policy: Volume 14, Issue 2 14, no. 2 (October 1, 2022): 205–26. http://dx.doi.org/10.3828/ejlp.2022.12.
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This paper addresses the language-in-education policy of the Arabic language, particularly in Arab countries. The situation of the Arabic language currently calls for exploring opportunities for language-in-education policies to inform basic and tertiary education. The paper contributes to the policy of Arabic language-in-education knowledge and understanding to support pedagogical practices. The implications of a recent research study analysing Arabic language initiatives in the UAE bring to the forefront new pathways for the development of Arabic language-in-education policy, pedagogical practices and curriculum planning in the UAE. This paper extends the discussion emerging from this previous research to address trends of language-in-education policies in Arab countries. Specifically, it highlights policy opportunities that have implications on teaching and learning practices of the Arabic language by its first-language speakers. This paper builds direct links between research and the practice of language policy and planning (LPP) in its broader sense and addresses the concept of Arabic language policy and planning in the context of Arab countries.
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Hamid, M. Abdul, Danial Hilmi, and M. Syaiful Mustofa. "PENGEMBANGAN BAHAN AJAR BAHASA ARAB BERBASIS TEORI BELAJAR KONSTRUKTIVISME UNTUK MAHASISWA." Arabi : Journal of Arabic Studies 4, no. 1 (July 1, 2019): 100. http://dx.doi.org/10.24865/ajas.v4i1.107.
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Teaching materials are very important in the process of learning Arabic; therefore, the teaching and learning process requires motivation to increase student language competence. With regard to the material taught in higher education, the urgency of constructivism theory has not yet fulfilled in the success of learning. As a result, the theory becomes a necessity for the development of teaching material to strengthen their interest in developing language competencies. This study intended to develop Arabic teaching materials for students in Islamic Religious Colleges so that they do not depend on books sourced from Arab countries that have different cultures than local cultures. Based on the results of the needs analysis, the textbook product was produced, which is named al-Arabia li al-Hayah along with inputs from experts. The results of this book trial showed that this book was effective to meet the needs of students in improving Arabic competence through mastery of vocabulary in their environment.
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Thomure, Hanada T., and Richard B. Speaker. "Arabic Language Arts Standards: Revolution or Disruption?" Research in Comparative and International Education 13, no. 4 (October 19, 2018): 551–69. http://dx.doi.org/10.1177/1745499918807032.
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Textbooks are major organizers of Arabic language instruction in most Arab countries (Faour, 2012). Textbooks approved by ministries of education have traditionally guided teaching of content knowledge, skills, and values to be taught at each grade level (Faour, 2012; Sabella, 2014; Taha-Thomure, 2008). This research is a foundation study into the use of Arabic Language Arts (ALA) standards in six schools in three countries in the Arabian Gulf region (Bahrain, Saudi Arabia, and United Arab Emirates). Fifty-eight teachers used the ALA standards adapted from the Ohio English Language Arts standards (Taha, 2017a) for at least one year. Results of the online survey indicated that 83.5% of teachers found the standards had a positive effect on their teaching, while 94.9% of teachers found that the standards helped them collaborate with each other in planning and finding suitable resources to use. This suggests that well-supported innovations can lead to teachers being aware of and using ALA to improve student learning and instruction. Results also highlight some of the challenges teachers faced to find the necessary Arab language resources that will help them implement a standards-based approach, in addition to the amount of time they needed to put into preparing for the lessons.
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Dimyati, Deden, Ulil Amri Syafri, and Abdul Hayyie Al-Kattani. "Metode Pembelajaran Bahasa Arab Dalam Kitab Durusullughah Al-‘Arabiyyah Karya Dr. V. Abdur Rahim." Rayah Al-Islam 5, no. 02 (October 28, 2021): 242–54. http://dx.doi.org/10.37274/rais.v5i02.459.
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Abstrak
Bahasa arab adalah bahasa al-Quran dan Assunnah yang keduanya sebagai pedoman bagi seluruh manusia terutama ummat muslim, ia juga sebagai bahasa komunikasi antar sesama manusia baik di negara arab maupun negara negara lainnya yang hendak menunaikan ibadah haji. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif melalui pendekatan library research (kajian pustaka). Hasil penelitian mengurai dan menyajikan data mengenai metode pembelajaran bahasa arab dalam kitab Durusullughah Al-‘Arabiyyah karya syekh Dr.V.Abdurrahim yang kitabnya banyak digunakan di dunia untuk pengajaran bahasa arab bagi para pemula. Kitab ini sangat cocok menjadi rujukan lembaga untuk pembelajarna bahasa arab bagi pemula dan masyarkat umum.
Abstract
Arabic is the language of the Qur'an and Sunnah, both of which are guidelines for all humans, especially Muslims, it is also the language of communication between human beings both in Arab countries and other countries who want to perform the pilgrimage. The method used in this research is descriptive qualitative through a library research approach (library review). The results of the study parse and present data on Arabic learning methods in the book Durusullughah Al-'Arabiyyah by Sheikh Dr. V. Abdurrahim whose books are widely used in the world for teaching Arabic for beginners. This book is very suitable as an institutional reference for learning Arabic for beginners and the general public.
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Tang, Hanwei, Chen Qiu, Lingqi Meng, Yujia Li, and Jiangkun Zhang. "Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions: A Multilevel Analysis." SAGE Open 10, no. 2 (April 2020): 215824402093251. http://dx.doi.org/10.1177/2158244020932511.
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The present study aimed to investigate factors predicting inquiry-based teaching in science across One Belt One Road countries and regions (OBOR economies). Teacher-level ( N = 8,603) and school-level ( N = 1,385) data were drawn from the Program for International Student Assessment (PISA) 2015. Hierarchical linear modeling was adopted for data analysis. The results showed at the teacher level that teacher collaboration was positively correlated with inquiry-based teaching in OBOR economies, and that teacher beliefs were positively associated with inquiry-based teaching in each sample. At the school level, no consistent result was found among OBOR economies. School location was positively related to inquiry-based teaching in the Dominican Republic, Macao, and the United Arab Emirates. By contrast, science-specific resources showed a negative association with inquiry-based teaching in Taiwan, the Czech Republic, and Macao. Other specific findings were presented and the implications of all findings were discussed.
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Hassan, Farkhonda. "Science Education in Egypt and Other Arab Countries in Africa and West Asia." Frontiers: The Interdisciplinary Journal of Study Abroad 3, no. 1 (November 15, 1997): 91–103. http://dx.doi.org/10.36366/frontiers.v3i1.47.
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The Egyptian education system is large, and current practices are very rigid. It is accustomed to mass education as was developed in Europe over the past two hundred years, following closely the British tradition. Full-scale renovation of the existing system will take time; a ten-year period is estimated.
Significant changes are taking place in science programs offered to future citizens. Traditional patterns of science education, which build a strong theoretical tradition with less emphasis on laboratory and practical experiences, are changing rapidly. New programs and systems with more emphasis on research are being introduced. The content and teaching methods incorporated in these programs are based on the most up-to-date theories about what science is most worth knowing. The primary goal of the new generation science programs is to reflect the national interest of having a scientifically literate population.
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Abusamra, Asmaa, Suyanto Suyanto, and Sutrisna Wibawa. "Reflections on higher education institutions responses intra-period COVID-19: A road towards a new normal in Arab universities." International Journal of Evaluation and Research in Education (IJERE) 11, no. 2 (June 1, 2022): 715. http://dx.doi.org/10.11591/ijere.v11i2.22061.
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<p><span lang="EN-US">While the unprecedented COVID-19 pandemic continues to impact, the new normal era becomes the latest universal issue to be discussed. Hence, most Arab countries are still categorized as developing countries, this stipulates the need to provide deep discussion on the typology of the types of responses currently undertaken by their higher education institutions. This can assess their agility in preparing for the intra-pandemic period and the unprecedented future disruption. This paper aims to give reflections on the adopted practices in Arab higher education institutions in response to COVID-19 disruption. It also aims to utilize the success indicators and challenges encountering these universities in a way to propose recommendations to shape the new normal era forward. In this study, a desktop analysis, leveraging six Arab universities websites and governments’ sources, was conducted wherein systematic literature, policy documents, as well as related procedures targeting COVID-19 and higher education were reviewed. The results indicate that, throughout the uncertainties of COVID-19, Arab higher education institutions continuously strive to deliver high quality of teaching and learning through employing consistent high-tech procedures entitling government legislations, education management, curriculum, scientific research and stakeholders’ collaboration.</span></p>
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Abu–Hussin, Mohd Fauzi, Asmady Idris, and Mohd Afandi Salleh. "Malaysia’s Relations with Saudi Arabia and Iran: Juggling the Interests." Contemporary Review of the Middle East 5, no. 1 (January 10, 2018): 46–64. http://dx.doi.org/10.1177/2347798917744294.
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The Middle East region, especially the oil-rich Arab economies, is regarded as one of Malaysia’s important economic and trading partners. Economic and political changes at the global and regional level have simultaneously shifted Malaysia’s interests in the region. At the same time, there has also been rising interest from countries in the region to expand their economic relationships with Malaysia. Apart from the United Arab Emirates, which is Malaysia’s largest trading partner in the Middle East region, Saudi Arabia and Iran are now becoming more visible for their contributions toward the Malaysian economy. Economic interest certainly is the main driving force behind the latter’s efforts to enhance its connection with these countries. Efforts to reap economic benefit from these countries and to attract petro-dollar investments would also have negative consequences on Malaysia’s domestic, social, and religious affairs due to an influx of Arab and Iranian people coming into the country. Religious extremism and sectarianism are among the challenges that Malaysia is encountering and the authorities are quite critical of those ideologies, and over the years, the teaching of Wahhabism and Shiism have been banned in the country. Could this affect Malaysia’s connection with those countries in the Persian Gulf? How has the government engaged with these local issues without jeopardizing its economic inter-connection with Saudi Arabia and Iran? Given that they are two contrasting countries, how has Malaysia balanced its relationships with these two states?
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Oktavera, Hasnil. "The Influence of Arab Spring on the Existence of Arabic Language Learning in the Multicultural Society of North Sulawesi." Arabiyatuna : Jurnal Bahasa Arab 6, no. 2 (November 4, 2022): 633. http://dx.doi.org/10.29240/jba.v6i2.4108.
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This was a survey study which looked at the influence of Arab Spring phenomenon on the development of Arabic language learning in the multicultural society of North Sulawesi as well as its implications for the Arabic language learning model. The Arab Spring phenomenon that occurred from 2010 to 2011 that demanded a revolution in Arab countries reaped crucial impacts in various countries including Indonesia in terms of political, social, religious, cultural, and educational issues. The research method used the technique of proportionate stratified random sampling and involved 300 respondents from several regions in North Sulawesi Province based on three categories, namely areas that had a strong Muslim urban culture, areas that had a thick Islamic tradition, and areas that had Muslim minority issues. The results showed that the value of tcalculation > ttable (6.768 > 1.971). The foregoing demonstrated that Ho was rejected. Thus, it could be concluded that the Arab Spring had an effect on the existence of Arabic learning in the multicultural region of North Sulawesi in terms of interest and motivation. It also affected the content of Arabic teaching materials as well as the purpose and orientation of Arabic learning on the importance of Arabic as a language identity and Arabic as a communication language. Hence, the reconstruction of Arabic learning led to an increase in communication skills that contained local wisdom.Keywords: Arab Springs, Arabic Language Learning, Multicultural Society
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Nuruddin, Nuruddin, Budiaman Budiaman, Andri Ilham, and Ahmad Arifin. "Pembelajaran Bahasa Arab di Sekolah Indonesia Luar Negeri dengan Model Materi Ajar Berbasis Pendidikan Karakter Multikultural." An Nabighoh 24, no. 2 (December 31, 2022): 171. http://dx.doi.org/10.32332/an-nabighoh.v24i2.5790.
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The research aimed to make learning the Arabic language in Indonesian Foreign Schools more effective, efficient and enjoyable, as well as to produce Indonesian diaspora students who possess a strong sense of nationalism and respect for diversity by developing teaching material models that are based on multicultural-based character education values. The research was designed using a research and development model and was conducted in two stages: (1) identifying the needs of students and teachers for Arabic teaching materials that contain multicultural-based character education values; (2) creating a model of Arabic teaching materials that incorporate the values of multicultural-based character education in Indonesian Foreign Schools. The study found a need to develop Arabic teaching materials in Indonesian Foreign Schools, particularly in Arab countries. The development of teaching materials is necessary for two aspects: (1) related to Arabic teaching materials that are based on the values of national character education, in line with learning objectives, and contextually relevant to the present time; (2) in terms of character education, by creating teaching materials that contain character education values such as religious values, nationalism, honesty, independence, cooperation, integrity, hard work, and responsibility.
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Kuznetsov, Vasily A. "Tribute to Bagrat G. Seyranyan, Our Dear Friend, Colleague, and Teacher!" Oriental Courier, no. 1-2 (2021): 26. http://dx.doi.org/10.18254/s268684310015785-1.
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On April 23, 2021, an outstanding Russian Arabist, Doctor of History, Principal Fellow of the Institute of Oriental Studies of the Russian Academy of Sciences Bagrat Garegionovich Seyranyan celebrated his 90th birthday. His works on the recent history of Egypt and Yemen and the general problems of the socio-political development of the Arab countries in the 20th century have long become classic. Many of them were translated into Arabic and received well-deserved recognition abroad, and such books as “Egypt in the Struggle for Independence, 1945–1952” (Moscow, 1970) and “Evolution of the Social Structure of the Countries of the Arab East. Land Aristocracy in the 19th Century – the 60s of the 20th Century” (Moscow, 1991) entered the golden fund of world academy. The contribution of Bagrat Seyranyan to the training of new generations of orientalists is colossal. Under his leadership there were prepared more than 40 Ph.D. theses, he participated in authoring of numerous textbooks and teaching materials on the history of the Arab world. In this paper friends, colleagues and students address the hero of the day with words of recognition and gratitude.
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Isnaini, Rohmatun Lukluk. "Revitalisasi peran bahasa Arab untuk mengatasi konflik dalam perspektif multikultural." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 6, no. 1 (February 9, 2019): 15–26. http://dx.doi.org/10.21831/jppfa.v6i1.22554.
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Tulisan ini bermaksud menghadirkan kembali peran bahasa Arab sebagai bahasa yang dapat mempersatukan umat. Dalam penelitian ini diketahui adanya disfungsi peran bahasa Arab sebagai bahasa internasional Perserikatan Bangsa-Bangsa dan bahasa resmi 25 negara di benua Asia-Afrika. Bahasa Arab tidak dapat menjembatani berbagai konflik diantara negara-negara Arab yang dikenal sebagai masyarakat multikultural. Melalui penelitian kualitatif yang bersifat studi literatur dapat digambarkan secara jelas, objektif, sistematis, analitis dan kritis untuk melakukan revitalisasi peran bahasa Arab. Hasil penelitian menunjukkan bahwa peran bahasa Arab perlu direvitalisasi melalui perspektif multikultural untuk mengatasi konflik berkepanjangan di negara-negara Arab. Berikut adalah beberapa tahapan revitalisasi peran bahasa Arab untuk mengatasi konflik dalam perspektif multikultural; 1) menegaskan kembali tentang urgensi bahasa Arab sebagai bahasa Agama Islam yang mempunyai substansi penting dalam mengajarkan nilai-nilai kebaikan terutama tentang kesadaran multikultural yang termaktub dalam Alquran dan sunnah; 2) mendeklarasikan kembali tentang posisi bahasa Arab sebagai bahasa resmi negara yang harus digunakan sesuai dengan ketentuan bahasa Arab fusha secara massif dan konsekuen; 3) memperkuat komitmen berbahasa Arab dengan baik dan benar dalam berkomunikasi yang disesuaikan dengan etika dan moral; 4) mengutamakan penggunaan bahasa Arab dalam berbagai forum pendidikan dan pemerintahan tanpa mengesampingkan penggunaan bahasa asing Inggris atau Perancis; 5) menggunakan bahasa Arab fusha secara lisan maupun tulisan agar meminimalisir penggunaan bahasa Arab ‘amiyyah yang berbeda dari suatu negara dan antar negara.Kata kunci: Peran bahasa Arab, revitalisasi, multikultural REVITALISASI PERAN BAHASA ARAB UNTUK MENGATASI KONFLIK DALAM PERSPEKTIF MULTIKULTURALAbstractThis paper intends to bring back the role of Arabic as a language that can unite the people. In this study, there was a dysfunction of the role of Arabic as the international language of the United Nations and the official language of 25 countries in the Asia-Africa continent. Arabic cannot bridge various conflicts between Arab countries known as multicultural societies. Through qualitative research with the character of literature, it can be described clearly, objectively, systematically, analytically and critically to revitalize the role of Arabic. The results of the study show that the role of Arabic language needs to be revitalized through a multicultural perspective to overcome prolonged conflicts in Arab countries. The following are some stages of revitalizing the role of Arabic to overcome conflicts in a multicultural perspective; 1) reaffirming the urgency of Arabic as the language of Islam that has important substance in teaching good values, especially about multicultural awareness embodied in the Qur'an and the sunnah; 2) re-declare the position of Arabic as the official language of the country that must be used in accordance with the provisions of the Arabic language in a massive and consistent manner; 3) strengthen the commitment in Arabic properly and correctly in communicating in accordance with ethics and morals; 4) prioritizing the use of Arabic in various educational and government forums without prejudice to the use of English or French foreign languages; 5) using Arabic fusha both verbally and in writing to minimize the use of Arabic ‘amiyyah which is different from one country and between countries.Keywords: The role of Arabic, revitalization, multicultural
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Abouchedid, Kamal. "The pedagogy of inquiry and deliberation in higher education in the Arab region." Contemporary Arab Affairs 10, no. 2 (April 1, 2017): 207–27. http://dx.doi.org/10.1080/17550912.2017.1311600.
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This paper examines the extent to which the official discourse of 36 institutions of higher education in 15 Arab countries pronounces four meanings depicted in the extant literature on the pedagogy of inquiry and deliberation: cooperative/collaborative learning; problem-solving; critical thinking; and discussion/debate. Results derived from the discourse analysis showed a weak emphasis on cooperative learning and discussion/debate while problem solving comprised the highest number of sentences in the discourse followed by critical thinking. Information analysed from interviews and course syllabi provided a portrait of how teaching might be carried out in the universities surveyed. However, for a complete picture of pedagogy of inquiry and deliberation to be drawn, research emphasis should be shifted into action research and observational case studies that tend to yield an in-depth account of teaching and learning in higher education.
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Nisa’, Risvia Vahrotun. "PERANAN MADRASAH DALAM MENINGKATKAN KEMAMPUAN BAHASA ARAB SEBAGAI BAHASA INTERNASIONAL." An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab 19, no. 2 (January 1, 2018): 225. http://dx.doi.org/10.32332/an-nabighoh.v19i2.1001.
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Madrasah is one form of Islamic educational institution that has a long history, originated from an informal education in the form of da'wah Islamiyah, then increased in the form of halaqah, until finally developed in the institution of formal education in the form of madrasah. Among one of the Islamic educational institutions that teach Arabic is Madrasah starting from Ibtida'iyah, Tsanawiyah, and Aliyah levels. In these three levels of education Arabic is presented in a classical manner with different materials tailored to their respective levels. Politically-internationally, Arabic has now been recognized as an international language and is also used as one of the official diplomatic languages in the United Nations (UN) forum. Some non-Arab countries in the world, such as Malaysia, have even acknowledged Arabic in their country and give an appreciation of the existence of Arabic writing in public places. As a branch of science that stands alone, Arabic has a unique systematic and structure. Arabic learning is generally the same as other foreign language learning, which aims to achieve four kinds of skills, namely listening, speaking, reading, and writing. The skill is achieved by a learning process involving important elements such as curriculum, teaching materials, teachers, teaching methods and learning, as well as learning facilities.
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Kaba, Abdoulaye, and Raed Said. "Open access awareness, use, and perception: a case study of AAU faculty members." New Library World 116, no. 1/2 (January 12, 2015): 94–103. http://dx.doi.org/10.1108/nlw-05-2014-0053.
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Purpose – The purpose of this paper is to report the findings of a survey undertaken at Al Ain University of Science and Technology (AAU) to investigate and understand faculty awareness, use and perception of Open Access (OA) resources. Design/methodology/approach – Using a Web-based survey questionnaire, data were collected from full-time faculty members teaching at AAU, United Arab Emirates (UAE). Findings – The study found that faculty members possess a good knowledge and a positive perception of OA resources. They frequently use OA resources for teaching, learning and research activities. However, the findings indicate that female faculty members are more likely to use OA resources than male faculty members. Faculty members with a high level of awareness or use are found to have a highly positive perception of OA resources. Presenting research reports at conferences and seminars or publishing research papers is weakly associated with the level of awareness and use of OA resources. The study revealed no association between the faculty member and their use of OA resources. Research limitations/implications – It is essential for scientific communities to understand the importance of OA resources and how to use them effectively in teaching, learning and research activities. Originality/value – This kind of research is new to the Gulf Cooperation Council countries in general and the UAE in particular. The findings of the study may help to improve the awareness and the use of OA resources among scientific communities not only in the Arab countries but also around the world.
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Shtanov, A. V. "School of Middle Eastern languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 256–59. http://dx.doi.org/10.24833/2071-8160-2014-5-38-256-259.
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School of Middle Eastern languages (Arabic, Hebrew and Turkish), as well as a number of languages of the Caucasus and Central Asia (Azerbaijan, Uzbekistan, Turkmenistan) is based on the intellectual heritage, tracing its history to the Department of Arabic Studies, established in 1871-1872 years when Lazarev Institute of Oriental Languages. The department provides a high level of theoretical and practical teaching of modern Arabic literary language and the spoken language of a number of Arab countries. Department annually produces 20-25 international affairs Arabists working in international, political, economic, legal, journalistic and other areas in the Russian Federation, the CIS countries and abroad.
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El-Zubair, Bannaga Taha, El-Rusheed Habob Mohammed, Adil Mohammed Dafalla, and Saad Saleh M. Alqarni. "Practicability of Application of Re-Engineering the Administrative Processes at Colleges of Education in Universities in Arab-Majority Countries." International Education Studies 14, no. 5 (April 26, 2021): 87. http://dx.doi.org/10.5539/ies.v14n5p87.
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The study aims to highlight the importance of considering the implementation of process of re-engineering Reengineering Administrational Processes (RAP) in the Arab countries universities, particularly, colleges of education to attain good educational outputs. It seeks to highlight the requirements for this implementation and explore the problems associated to the implementation it and distinguish themselves from other organizations is. The Process of Re-Engineering (RAP) is defined as a rapid and drastic re-designing of managerial and strategic process of values at colleges of education in the Arab States Universities in order to attain good educational outputs. The managerial process includes planning, organization, control, follow-up, evaluation and decision taking. The significance of the study is that it can considerably help improve administrative processes applied in the domain of strategic planning at colleges of education in Arab States. The main objective of the study was to outline the main demands of colleges of education for using (RAP) and the obstacles that face its application. For that purpose, the descriptive/ analytic method was used. The study relied heavily on the analysis of the available literature, writings, and publications on the topic, for predicting the practicability of applying RAPRAP. The study came up with the following main results: RAP application, if used properly, can raise the level of job satisfaction among staff members of Arab States colleges of education in particular and the Arab States Universities in general. RAP application can affect total amendments on colleges of education administrative systems for better rendered services. The most demanding requirements of RAP are those that directly relate to the organization structure of the particular corporation, and all its activities for more flexibility, speed and accuracy of performance. The basic human requirements for RAP application include effective training for trainers for the sake of radical change in concepts and ideas. The main obstacles that face RAP application include the poor outcome at colleges of education regarding teaching/learning process, in addition to poor strategic information management on the part of colleges of education and universities. RAP is not fully made use of, despite large sums of money having been spent on for that exact purpose.
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Harahap, Partomuan. "Perbandingan Pengajaran Keterampilan Berbicara Bahasa Arab dan Bahasa Inggris di Sekolah Tinggi Agama Islam Negeri Curup." Arabiyatuna : Jurnal Bahasa Arab 1, no. 2 (December 29, 2017): 153. http://dx.doi.org/10.29240/jba.v1i2.323.
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At STAIN Curup, Arabic development is not as fast as English development. This can be seen from the holding of international seminars by presenting speakers from Middle Eastern countries but the language used in the seminar is English. Students' interest in admission to the English Tadris Study Program is higher than that of the Arabic Education Studies Program. They consider English easier than Arabic. This research focuses more on the implementation of teaching Arabic and English in STAIN Curup covering objectives, materials, methods, media and evaluation. The research method used is descriptive qualitative. Data collection uses observation, interviews, and documentation. Data analysis techniques are data reduction, data display, data analysis, and narrative analysis results. The research result is Muhadatsah teaching and Speaking teaching equally train the students ability in using those languages in communication and interaction with the other person. In teaching not only using the book as a reference but also gives freedom to students in practicing foreign languages by finding new ideas outside reference books that are used as a reference. The learning of Muhadatsah and Speaking in STAIN Curup is Student Centris, by presenting various methods. In learning Muhadatsah only utilize audio media, while in learning Speaking in addition to audio media also use audio-visual media. Overall it can be seen that the teaching of Muhadatsah and Speaking as the teaching of Arabic and English speaking skills is emphasized by the learning process that is learning rather than emphasizing the evaluation.
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DAYAN, Serdar. "Problems Encountered in Teaching Turkish to Arabs: the Case of Baghdad." Journal of Research in Turkic Languages 2, no. 2 (November 15, 2020): 139–46. http://dx.doi.org/10.34099/jrtl.224.
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Many nationsfused withone anotherin history and felt the need to learn each other’s languages due tothis fusion. Turks and Arabs have lived together for centuries and united under the roofs of the same states due to their intersection in many common aspects. Their mutual efforts to learn each other’s languages as a result of developing relations and common grounds havepersevered till the present. In addition to Turks’ efforts to learn Arabic, there have been intense efforts of Arabas to learn Turkish. The endeavors to learn and teach Turkish, which rose with Divan-u Lugati’t-Turk in the past, are now carried out in an abundance of resources in modern areas through technological tools.Although Arabs and Turks lived together for many years, they have had difficulties and problems in learning each other’s languages as their language come from different language families. This study focused on problems encountered in teaching Turkish to Arab students. Data on the problemsexperienced by Turkishlanguage teachers who teach in schools and training centers in Baghdad were collected through interviews. Exam papers, homework, and other works of the students were examined. A survey for teachers was conducted in this regard. The study focused on the problems identified as 14 items in line with the examinations.Keywords: Foreign language, Teaching Turkish, Teaching Turkish in Baghdad.IntroductionOur world is developing rapidly in every aspect. Interactions on matters such as social, economic, education, etc., among nations are at a high level. These interactions have created the need to learn foreign languages. The need for foreign language increased the importance of foreign language education. There have always been problems in teaching language to foreigners. In general, students experience difficulties in differences between their language and the foreign language they try to learn. The problems in this study usually consisted of such problems. Comparison between the foreign language to be learned,and the native language will make it easier to determine the will arise later. Comparisons allow the teacherand the learner to anticipate the difficulty,make preparations,and carry out studies accordingly(Bölükbaş, 2001).Teaching Turkish to the Arabs beganwith the Divan-ü Lügati't-Türk,written by Kasgarli Mahmut. Turks and Arabs felt the need to learn each other's languages because they have lived together for many years.Among the reasons for long life and fusion, there were reasons such as common religion, common land, trade, common goals, cultural affinity, and social life similarity. Both languages have affected each other with the impact of living together. The influence of Turkish on Arabic is seen in the dialects of Arabic rather than the academic Arabic called “Fusha.”The abundance and still intense use of Turkish words in Iraqi dialect among the public revealed the influence of Turkish. As it is known, there were more expeditions to the eastern countries during the reign of Yavuz Sultan Selim,and the Arab population in the Ottoman State increased as a result of these campaigns. However, the most important event of this period was thatthe
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Pratiwi, Ananda Vidyaratri Mega, and Rizki Amalia Sholihah. "Evolusi dan Eksistensi Model Abaya pada Masa Modern di Jazirah Arab." Al-Adabiya: Jurnal Kebudayaan dan Keagamaan 15, no. 02 (December 12, 2020): 229–41. http://dx.doi.org/10.37680/adabiya.v15i02.620.
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Abaya is often known as the loose black clothes worn by Arab women. This kind of fashion is usually worn by Arab women, equipped with a black cloth covering the head, whenever they leave the houses. Sometimes they combine it with the niqab. Abaya is also known as Islamic clothing as it suits the Islamic teaching in clothing norms. But there left a question as to what extent this fashion able to adapt the modernity, especially in the Arabian Peninsula, its “home countries”. This research uses library research methodology where the data are obtained through relevant books and articles. The purpose of this study is to describe how Arabian women hold on to wear the abaya in their modern lives as well as to describe the changes in the current abaya model.
Abaya sering dikenal sebagai baju hitam longgar yang dikenakan oleh wanita Arab. Busana seperti ini biasanya dikenakan oleh wanita Arab, dilengkapi dengan kain hitam yang menutupi kepala, setiap kali keluar rumah. Terkadang mereka menggabungkannya dengan nikab. Abaya juga dikenal sebagai pakaian Islami karena sesuai dengan ajaran Islam dalam norma pakaian. Namun masih ada pertanyaan sejauh mana fashion ini mampu mengadaptasi modernitas, terutama di Jazirah Arab, “negara asalnya”. Penelitian ini menggunakan metode penelitian pustaka dimana data diperoleh melalui buku dan artikel yang relevan. Tujuan dari penelitian ini adalah untuk mendeskripsikan bagaimana wanita Arab melestarikan abaya dalam kehidupan modern mereka serta untuk mendeskripsikan perubahan model abaya saat ini.
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Rabb Khan, M. Shamsur, and Ali Mohammad Alasmari. "Literary Texts in the EFL Classrooms: Applications, Benefits and Approaches." International Journal of Applied Linguistics and English Literature 7, no. 5 (September 1, 2018): 167. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.167.
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Literary texts play an important role in learning English language, especially enhancing communication competence, raising cultural awareness, and generating motivation among students. Research studies have shown the potential advantages of using literary texts in the EFL classrooms, which promote authentic materials, help increase language skills, and extends linguistic knowledge. This paper documents comprehensive literature on the application and benefits of literary texts in learning and teaching English language to EFL learners. It explains how different language skills can be learnt successfully using literary texts. This paper shows the significance of literary texts in English language teaching program. It explores the historical background, covering various phases, studies from various countries, including the Arab world where literature teaching shows positive responses. The paper is distinct in its entirety since it explains how different literary texts can help enhance language skills and describes the different teaching approaches for teaching literature which will be a healthy guide for teachers. It also shows how literature enriches the EFL learners’ overall learning experience.
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Ali, Asem Shehadeh. "Teaching Arabic for Professional Purpose: Develop a Pilot Course for Humanitarian Volunteers in Malaysia (Mengajar Bahasa Arab untuk Tujuan Profesional: Mengembangkan kursus perintis untuk sukarelawan kemanusiaan di Malaysia)." Journal of Islam in Asia (E-ISSN 2289-8077) 17, no. 4 (December 31, 2020): 285–300. http://dx.doi.org/10.31436/jia.v17i4.1006.
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Presently there are very few Malaysian Volunteers. The former Prime Minister of Malaysia, Dato 'Sri Najib Abdul Razzaq, had encouraged volunteerism as a multi-ethnic Malaysian social lifestyle, to make Malaysia a center and volunteer model. Showing statistics released by UNHCR in Malaysia in October 2018, there are about 8645 registered refugees in Malaysia coming from Arab countries including Yemen, Syria, Iraq and Palestine. The refugees are increasing every day, and this situation paves the way for Malaysians to participate in voluntary work. This study aims to achieve the following objectives; Statement of language requirements in the field of humanitarian work, to demonstrate skills to focus on humanitarian volunteers and to design the standard statement of Arabic language for professional purposes in the field of humanitarian work. Keywords: Arabic for special purposes, Arabic for Professional Purposes, humanitarian volunteers, Curriculum. Abstrak Pada masa ini terdapat sangat sedikit Sukarelawan Malaysia. Mantan Perdana Menteri Malaysia, Dato 'Sri Najib Abdul Razzaq, telah mendorong kesukarelaan sebagai gaya hidup sosial pelbagai etnik Malaysia, untuk menjadikan Malaysia sebagai pusat dan model sukarelawan. Menunjukkan statistik yang dikeluarkan oleh UNHCR di Malaysia pada Oktober 2018, terdapat sekitar 8645 pelarian berdaftar di Malaysia yang berasal dari negara-negara Arab termasuk Yaman, Syria, Iraq dan Palestin. Pelarian semakin meningkat setiap hari, dan keadaan ini membuka jalan bagi rakyat Malaysia untuk mengambil bahagian dalam pekerjaan sukarela. Kajian ini bertujuan untuk mencapai objektif berikut; Pernyataan keperluan bahasa dalam bidang pekerjaan kemanusiaan, untuk menunjukkan kemahiran untuk menumpukan perhatian kepada sukarelawan kemanusiaan dan merancang pernyataan standard bahasa Arab untuk tujuan profesional dalam bidang pekerjaan kemanusiaan. Kata Kunci: Bahasa Arab untuk tujuan khas, Bahasa Arab untuk Tujuan Profesional, sukarelawan kemanusiaan, Kurikulum.
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Al-Amri, Mohammed. "Contemporary trends in art education." Journal of Arts and Social Sciences [JASS] 6, no. 2 (January 1, 2016): 221. http://dx.doi.org/10.24200/jass.vol7iss1pp221-241.
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This research aims to present the most important contemporary trends in Art Education focusing on the analysis of the relationship between these trends and their related concepts. It also aims to revive some traditions of art education that are based on a scientific approach, with the aim of improving current practices to achieve quality in both art teaching and art production. The aim is also to offer recommendations for developing the teaching of art in accordance with the most recent approaches in the field. The researcher used the descriptive analytical approach to review and analyze these trends. The study shows that there are a number of trends which can be adopted to improve the quality of the input, the process and the output of teaching of art. These include quality assurance standards in art education, cultural diversity in art education, making use of professional artists in schools, creating partnerships with art museums and teacher education colleges and other educational institutions, using new technologies in teaching art, and assessing students’ performance using the “art portfolio” method. Most of these techniques and approaches have proved successful in developed countries. Thus, the researcher recommends that these trends be encouraged in order to improve the curriculum and instruction of Art Education in the Arab countries.
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Belkina, O. V., and S. M. Kolova. "CHALLENGES OF ARAB STUDENTS LEARNING IN RUSSIAN EDUCATIONAL ENVIRONMENT." Bulletin of the South Ural State University series "Education. Educational Sciences" 14, no. 1 (2022): 88–98. http://dx.doi.org/10.14529/ped220109.
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Recent growth of international contacts, expanding globalization in all spheres of life and education, constant increasing number of students from different countries (Arab), the necessity to promote cross-cultural understanding conditions for better adaptation in Russian educational environment make the study relevant. The research aims to identify major socio-cultural, psychological, educational, and language challenges, which Arab students might encounter in Russian tertiary educational environment. The study was conducted among 12 international MA (Philology) students. It employed Hofstede's cultural dimensions’ theory as the leading theoretical framework via qualitative research with the data obtained from the interviews, classroom observations, and a survey. The research examined pivotal issues related to the differences and certain peculiarities of language learning in Iraq as compared to Russia. The gained experience and the data obtained during the three-year study have shown that Iraqi students lack critical thinking skills and analytical abilities due to the dominant deductive approach in language teaching in the home country. The research helped to classify major challenges with regard to expectations and requirements of the Arab students who study in Russian national research university (SUSU).
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Sawaie, Mohammed. "RIFA⊂A RAFI⊂ AL-TAHTAWI AND HIS CONTRIBUTION TO THE LEXICAL DEVELOPMENT OF MODERN LITERARY ARABIC." International Journal of Middle East Studies 32, no. 3 (August 2000): 395–410. http://dx.doi.org/10.1017/s0020743800021152.
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In the 19th century, Europe had a tangible impact on the Arab East. During this period, Arabic-speaking regions were brought into intimate contact with the West, both through military intrusion (e.g., the French in 1798–1801 and the British in Egypt in 1882), and institutional penetration (e.g., the founding of Western-style schools and higher-education institutions in the Levant in the 1800s by Christian missionaries such as the Syrian Protestant College in 1866, now the American University of Beirut, and [the Jesuit] St. Joseph University, also in Beirut, in 1874). This overpowering European encroachment on the Arab East in the 19th century resulted in cultural and linguistic identity crises. Muhammad ⊂Ali, who ruled Egypt from 1805 until 1848, dispatched groups of students to Western countries such as Italy, Austria, and France to study at their universities and technical institutions. At home, he established schools with Western-language instruction, and sponsored translations of scientific works initially into Turkish, and later into Arabic, from Italian and French, thus making available new disciplines such as various branches of engineering, military science, and agriculture. In 1822, he established a printing press in the Bulaq section of Cairo.1 From then on, Arabicized versions of European terms such as “theater” (tiy―atru), “journal” (jurn―al), “the post” (al-busta), and “politics” (al-bulit―iq―a) signaled the arrival of Western institutions and technology in Arabic-speaking regions, and such terms were adopted by writers in their writings. The cultural, political, military, and technological challenges that resulted from the European contact with the Arab East, and the institutional changes that accompanied them, proved to be a crucial turning point in the development of the Arabic language, particularly its lexicon. However, interest in language matters was central to the Arab renaissance (Nahda) of the 19th century. Arab writers; intellectuals; and translators such Rifa⊂a Rafi⊂ al-Tahtawi (1801/2–73), (Ahmad) Faris al-Shidyaq (1801/04?–87), Nasif al-Yaziji (1800–71), and Butrus al-Bustani (1819–83), among others, debated Arabic linguistic issues in terms of their own literary and linguistic heritage. These and other authors discussed the “internal” needs of Arabic, not only issues of translating the culture of the Western societies. They wrote grammars and compiled other literary textbooks to facilitate the teaching of Arabic and to overcome difficulties of learning the language associated with older, traditional ways of language teaching and to raise awareness of the literary tradition of Arabs. These intellectuals also engaged in the preparation of glossaries and dictionaries appropriate to the needs of their societies.2
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Abu-Rahmah, Mohamed Ismail. "Qualities of the good language teacher as perceived by prospective teachers of English in the Arab World." Journal of Educational and Psychological Studies [JEPS] 2, no. 1 (January 1, 2008): 98–144. http://dx.doi.org/10.53543/jeps.vol2iss1pp98-144.
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The purpose of this study was to identify the qualities of the good language teacher as perceived by student teachers of English in the Arab World. In Fall 2006, a questionnaire including 69 qualities of the good language teacher representing three dimensions (knowledge, teaching skills and personality) was developed, validated and administered to 273 prospective teachers of English in three countries of the Arab world (Egypt, Oman and Saudi Arabia). ANOVA test results indicated that there were statistically significant differences between the three groups as to the perception of theses qualities. There were statistically significant differences in the perception of the qualities between the male subjects and the female subjects in favour of females. It was concluded that (1) both the Saudi and Egyptian prospective teachers of English have similar views for the knowledge, and personality dimensions, whereas they have different views as to the teaching skills dimension, (2) both the Saudi students and the Omani students have different iiviews as to the qualities of the good language teacher, whereas the Egyptian students and the Omani students have the same views, and (3) the views of the female students as to the qualities of the good language teacher are different from the views of the male students. Accordingly, it was i recommended that two further studies are needed: (1) a l study to identify the qualities of the good language teacher using a large sample from different universities of the Arab World, and (2) an ethnographic study to investigate qualitatively and thoroughly what makes a good language teacher.
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Abu-Rahmah, Mohamed Ismail. "Qualities of the good language teacher as perceived by prospective teachers of English in the Arab World." Journal of Educational and Psychological Studies [JEPS] 2, no. 1 (January 1, 2008): 98. http://dx.doi.org/10.24200/jeps.vol2iss1pp98-144.
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The purpose of this study was to identify the qualities of the good language teacher as perceived by student teachers of English in the Arab World. In Fall 2006, a questionnaire including 69 qualities of the good language teacher representing three dimensions (knowledge, teaching skills and personality) was developed, validated and administered to 273 prospective teachers of English in three countries of the Arab world (Egypt, Oman and Saudi Arabia). ANOVA test results indicated that there were statistically significant differences between the three groups as to the perception of theses qualities. There were statistically significant differences in the perception of the qualities between the male subjects and the female subjects in favour of females. It was concluded that (1) both the Saudi and Egyptian prospective teachers of English have similar views for the knowledge, and personality dimensions, whereas they have different views as to the teaching skills dimension, (2) both the Saudi students and the Omani students have different iiviews as to the qualities of the good language teacher, whereas the Egyptian students and the Omani students have the same views, and (3) the views of the female students as to the qualities of the good language teacher are different from the views of the male students. Accordingly, it was i recommended that two further studies are needed: (1) a l study to identify the qualities of the good language teacher using a large sample from different universities of the Arab World, and (2) an ethnographic study to investigate qualitatively and thoroughly what makes a good language teacher.
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Abood, Harith, and Bahjat Hamid Altakhayneh. "Reviewing students’ evaluation standards for “practical education” in Arab Open University/Jordan." Journal of Education and Learning (EduLearn) 15, no. 3 (July 2, 2021): 360–67. http://dx.doi.org/10.11591/edulearn.v15i3.20288.
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This study was an assessment of the evaluation standards of “Practical Education” module of the Elementary Education Undergraduate Program in Arab Open University/Jordan. Its main focus was to investigate problems and views raised by the students in order to develop more accurate standards to evaluate their performance. The curriculum characteristics of the module as well as the students’ portfolios and field reports had been reviewed. A questionnaire and a detailed face-to-face interactive meeting had been conducted with 55 male and female students in the academic year 2018/2019. The results show that the students stress the need to adopt practical applications standards to evaluate the skill goals sought by the curriculum instead of focusing on their knowledge. The students express their need to develop their skills in planning, implementation of teaching tasks and evaluation, while the evaluation standards measure their ability to recall theoretical information. They stress their need to extend their training period in field in order to acquire enough practical experience to be more efficient to carry out their tasks properly. The findings of the study can be applicable for other countries, especially the developing countries, in the sense of developing modern evaluation standards for practical field training of their student teachers, as well as improving curricula that respond to the schools’ requirements in a changing world.
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Hamzeh Abd Almajeed Mahmood Aluroad, Hamzeh Abd Almajeed Mahmood Aluroad. "The Role of Teaching Bridges Program in Developing Educational Process from The Point of View of Public School Principals in Ajloun Governorate: دور برنامج جسور التعلم في تحسين العملية التعليمية من وجهة نظر مديري المدارس الحكومية في محافظة عجلون." مجلة العلوم التربوية و النفسية 6, no. 1 (January 28, 2022): 65–83. http://dx.doi.org/10.26389/ajsrp.m110721.
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This Study aimed to identify the role of teaching bridges program in developing educational process from the point of view of public school principals in Ajloun governorate, the researcher used the Descriptive approaches, study Sample consisted from (100) Female and male principals, chosen in an intentional stratified manner, to collect data Questioner used, which consisted (25) paragraph, the result of SPSS analysis shown that the degree of orate the role of teaching bridges program in developing educational process from the point of view of public school principals in Ajloun governorate was High with average (3.92 out of 5) , The finding also showed there is no statistically significant differences at (α≤0.05) refers to principal sex (male and female) in addition there weren’t statistically significant differences between the principals years of experience. According to the result a set of recommendation and suggestion to activate the Teaching Bridge to improve the in Ajloun Governorate schools and all of Kingdom and Arab countries.
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Abdelkarim, Abbas. "Toward Establishing Entrepreneurship Education and Training Programmes in a Multinational Arab University." Journal of Education and Training Studies 7, no. 1 (December 3, 2018): 1. http://dx.doi.org/10.11114/jets.v7i1.3833.
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This paper rests on a survey among students of Arab Open University (AOU) that covered 6,369 students from all branches (in eight countries) and across all four colleges. It endeavours to raise a case for introducing entrepreneurship education in AOU. The Survey results show a surprisingly high level of entrepreneurial intention among the students, and the overwhelming majority of them are demanding introduction of entrepreneurship education. The Paper uses results of the Survey to present how the students of AOU desire their entrepreneurship education and entrepreneurship training programmes to be organised, and to identify the target groups of each of the two programmes. Based on these results and on selected literature review of the concepts of entrepreneurship, entrepreneurship education and entrepreneurship training, an outline of entrepreneurship curricula and of teaching and training methods are suggested. Both curricula and methods advanced could be of relevance beyond the specific case of AOU.
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Ali, Asem Shehadeh, Zina Hussain Al-Qahtani, Shafarif Ghani, and Fahed Maromar. "DEVELOP A PILOT COURSE IN TEACHING ARABIC FOR PROFESSIONAL PURPOSES FOR HUMANITARIAN VOLUNTEERS IN MALAYSIA." International Journal of Education, Psychology and Counseling 7, no. 48 (December 15, 2022): 01–13. http://dx.doi.org/10.35631/ijepc.748001.
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Volunteers are less commonplace among Malaysians today. The then-prime minister of Malaysia, Dato Sri Mohd. Najib Tun Abdul Razak has encouraged voluntary work as a multiethnic Malaysian social lifestyle to make Malaysia a center and volunteer model. The statistics released by UNHCR in Malaysia in October 2018 show about 8645 registered refugees in Malaysia coming from Arab countries including Yemen, Syria, Iraq, and Palestine. The number of refugees increasing every day, and this situation paves the way for Malaysians to participate in voluntary work. This study aims to achieve the following objectives: Statement of language requirements in the field of humanitarian work; to demonstrate skills to focus on humanitarian volunteers; and to design the standard statement of Arabic language for professional purposes in the field of humanitarian work.
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Nuruddin, Nuruddin, Budiaman Budiaman, Andri Ilham, and Ahmad Muzayin Haqi. "The Need for Arabic Language Teaching Materials Based on Multicultural Education for Indonesian Diaspora Students." ALSINATUNA 7, no. 1 (December 24, 2021): 45–63. http://dx.doi.org/10.28918/alsinatuna.v7i1.4768.
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This study aims to analyze the need to develop a model of Arabic teaching materials containing the values ​​of multicultural-based character education, especially in Indonesian Foreign Schools (Sekolah Indonesia Luar Negeri) in Jeddah, Riyadh, and Makkah. In this needs analysis, the researcher describes the data obtained from the questionnaires of students and teachers who teach Arabic subjects with 39 respondents. This study indicates that Arabic teaching materials in Indonesian Foreign Schools, especially in Arab countries, need to be developed. Developing Arabic teaching materials with multicultural values ​​is very important to make learning Arabic at Indonesian Foreign Schools easier, more effective, fun, and produce Indonesian diaspora students who have a spirit of nationalism and respect plurality. The development of these teaching materials is manifested in three aspects, namely (1) related to Arabic language teaching materials based on the values ​​of national character education by learning objectives and contextual with the times; (2) aspects of application technology, namely by developing Arabic teaching materials equipped with multimedia learning media such as audio, video, animation, and others to make it easier to learn; (3) aspects of character education, namely Arabic teaching materials that contain character education values, such as religious values, nationalism, honesty, independence, cooperation, integrity, hard work, and responsibility
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Jones, Stephanie. "Delivering MBA Programs in Emerging Markets." International Journal of Web-Based Learning and Teaching Technologies 8, no. 3 (July 2013): 42–59. http://dx.doi.org/10.4018/ijwltt.2013070104.
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Increasingly, Western-style MBA programs are being delivered in emerging markets, as the developed countries become more and more saturated with MBAs and related offerings. This article, based on the global experience of the author in teaching and assessing MBA modules including thesis and dissertation research and writing, suggests approaches to coping with the special challenges faced in new markets for MBA delivery worldwide. The differences with typical experiences in the West are cultural, linguistic, behavioral and relate to learning styles, economic backgrounds, use of technology, and relationships with administrators, teachers and fellow-students. This article is based on the author’s experiences of MBA course delivery in China, the Arab World, Africa, Iran, Malaysia and Indonesia, Vietnam, Eastern Europe, former Russian states such as Kazakhstan, and South America, such as Peru and Suriname. Examples of specific MBA teaching and assessment challenges are provided, with possible solutions and approaches for coping.
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Sabana, Rendi. "Monitoring Management of Arabic Language Teaching in Al-Azhar Cairo Islamic Elementary School Palembang." Ittishal Educational Research Journal 1, no. 1 (July 1, 2020): 59–71. http://dx.doi.org/10.51425/ierj.v1i1.8.
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Arabic language is such an important language for non-Arab countries like Indonesia where its majority of population is moslem and they are the biggest moslem by number in the world. Al-Azhar Islamic Elementary School Palembang has implemented the valuable Al-Azhar Cairo curriculum and applied Arabic language as its learning language and used it for teaching and learning. Monitoring management in this school means an effort and a management for Arabic language teaching that students can achieve better results for them as well as evaluate their learning system effectively. The aim of this research is to analyze the monitoring management of Arabic language teaching in this Islamic elementary schools. This research is descriptive qualitative research and it’s done after collecting, analyzing and interpreting data and some research objects by descriptive method and collecting monitor-and –comparative-data. The data were taken from the headmaster of the school, Arabic language teachers as well as the students. This research concludes that the Arabic language teaching in this school is determined to good with good introduction and monitoring elements. But it still needs some improvement.
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Hamthoon, PM. "Perceptions of Children's Literature in the Writings of Sheikh Abi Al-Hassan Ali Al-Nadwi." Al Hikmah International Journal of Islamic Studies and Human Sciences 4, no. 3 (August 31, 2021): 144–65. http://dx.doi.org/10.46722/hkmh.4.3.21h.
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India is one of the most famous non-Arab countries in the world where the Arabic language and Arabic literature has grown, developed and flourished on a large scale. During the period of Arab rule in the Indian lands, Arabic was an official language of government and a means of learning about Arab-Islamic heritage and literary achievement. Moreover, many Arab schools and cultural institutions of higher education were established that produced a large number of poets, writers, Islamic thinkers, and interpreters of the Qur’an and Hadees scholars. Among those great writers was Allama Abul-Hassan Ali Al-Hasani Al-Nadawi, who was an outstanding imam whom the twentieth century saw and one of the great personalities of India, served Islam and Muslims. This study concerns the problem of Arabic teachers in Sri Lanka and India, who do not follow an appropriate methodology for teaching Arabic children and tries to make sure that children’s literature writers take into account the psychology of children in their compositions. To achieve these goals, the researcher has followed the descriptive and analytical approach to complete this study and reach the required results. This study concluded that Allama Abul-Hasan Ali al-Hasani al-Nadawi, may God have mercy on him, had a huge role in contemporary Arabic literature. Especially in children's literature, where he showed his value theory while following wonderful methods in his literacy works, concerning the psychology of children and their childhood, which helps students to read and understand through a very easy way.