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1
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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EA, Shalaby. "The Impact of E-Learning (Distance Learning) Implementation during COVID-19 Virus Pandemic on Intended Learning Outcomes Achievement in Universities." Virology & Immunology Journal 4, no. 1 (January 28, 2020): 1–2. http://dx.doi.org/10.23880/vij-16000240.
Повний текст джерелаАнотація:
COVID-19 (2019–20 coronavirus) pandemic has affected the educational systems in all the world countries, leading to the near-total closures of universities, colleges and schools. As of 21 March 2020, approximately more than 632 from Arab universities have been affected (closures) in response to the pandemic. According to UNICEF monitoring, 186 countries have implemented nationwide closures and 8 have implemented local closures, impacting about 98.5 percent of the world’s student population.
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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.
Повний текст джерелаАнотація:
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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Negra, Anissa, Wafa M'sallem, and Mohamed Nabil Mzoughi. "Investigating Educators' Intention to Adopt M-Learning." International Journal of Technology and Human Interaction 17, no. 3 (July 2021): 69–83. http://dx.doi.org/10.4018/ijthi.2021070105.
Повний текст джерелаАнотація:
The technological spread has brought business schools in Arab countries into the m-learning age. Teachers represent one of the most important pillars of the ubiquitous learning implementation. This research aims to examine educators' intention of m-learning adoption based on the TAM, dispositional resistance to change (RTC), and perceived playfulness. One hundred seventy-nine educators from business schools in Tunisia and Saudi Arabia answered the survey. Results revealed that playfulness is the most predictor of the educators' intention adoption of m-learning in both cultures. Cluster analysis has revealed three different profiles of educators in business schools: opposing, averse, and pioneers.
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Musaiger, Abdulrahman O., Mariam Al-Mannai, Reema Tayyem, Osama Al-Lalla, Essa Y. A. Ali, Faiza Kalam, Mofida M. Benhamed, et al. "Perceived Barriers to Healthy Eating and Physical Activity among Adolescents in Seven Arab Countries: A Cross-Cultural Study." Scientific World Journal 2013 (2013): 1–11. http://dx.doi.org/10.1155/2013/232164.
Повний текст джерелаАнотація:
Objective.To highlight the perceived personal, social, and environmental barriers to healthy eating and physical activity among Arab adolescents.Method.A multistage stratified sampling method was used to select 4698 students aged 15–18 years (2240 males and 2458 females) from public schools. Seven Arab counties were included in the study, namely, Algeria, Jordan, Kuwait, Libya, Palestine, Syria, and the United Arab Emirates. Self-reported questionnaire was used to list the barriers to healthy eating and physical activity facing these adolescents.Results.It was found that lack of information on healthy eating, lack of motivation to eat a healthy diet, and not having time to prepare or eat healthy food were the main barriers to healthy eating among both genders. For physical activity, the main barriers selected were lack of motivation to do physical activity, less support from teachers, and lack of time to do physical activity. In general, females faced more barriers to physical activity than males in all countries included. There were significant differences between males and females within each country and among countries for most barriers.Conclusion.Intervention programmes to combat obesity and other chronic noncommunicable diseases in the Arab world should include solutions to overcome the barriers to weight maintenance, particularly the sociocultural barriers to practising physical activity.
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Omar, Mona Taha Muhammad. "Religious Education in the Arab World: Saudi Arabia, Sudan and Egypt as Models." English Language Teaching 13, no. 12 (November 18, 2020): 27. http://dx.doi.org/10.5539/elt.v13n12p27.
Повний текст джерелаАнотація:
The study explored religious education (RE), Islamic and Christian, in the Arab world and its role in qualifying students to university education, taking Saudi Arabia, Sudan and Egypt as models. A controversy about the validity of RE as a bridge to university education in the Arab world provided the impetus to carry out the present study. Using the descriptive analytical method, the author studied the reality of RE with its different types in the selected countries and the extent to which these experiences are successful. The results revealed that the three RE experiences are successful. RE was found to have many educational and behavioral effects, e.g., elimination of religious extremism, alleviation of oppression experienced by religious minorities and acquisition of good behavior. It also proved to furnish students with many important skills such as co-existence and respect for others. Students of religious schools in the three countries were found to achieve good results that qualified them to all branches of knowledge, applied and theoretical, in university education. They even excelled their counterparts in general education schools. Recommendations and suggestions for further research are offered.
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Zayed, Jihan. "Internationalization vs. Globalization: What Can the Arab EFL Teachers Do to Assure Quality in Education?" International Journal of Applied Linguistics and English Literature 9, no. 1 (January 31, 2020): 14. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.1p.14.
Повний текст джерелаАнотація:
Internationalization of higher education appeared as a counterattack to mitigate the impact of globalization on education. In a sense, it has entered higher education as a means for ensuring that graduates are a competitive workforce worldwide. Meanwhile, TEFL has been emphasized as the medium of instruction. The current paper investigated the roles of EFL teachers could perform at schools to prepare their students before joining internationalized higher education whether at home or abroad. Adopting a descriptive design, a quantitative data-gathering instrument, an opinionnaire, was designed to determine if EFL teachers in the Arab countries undertake their roles required for education quality assurance. The Arab EFL teachers were intentionally chosen as a community for this research due to possible curriculum-embedment of ideologies different from their national values. 86 EFL teachers from most of the Arab countries responded to the opinionnaire. Qualitative data were generated through analysis and interpretation of the numerical data of this opinionnaire to find out the extent to which those EFL teachers were aware of the internationalization process, and the challenges they face.
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Mohd. Shamsuddin, Salahuddin, and Siti Sara bint Hj Ahmad. "Features of impact between Eastern and Western Literature." Advances in Social Sciences Research Journal 7, no. 10 (October 17, 2020): 169–85. http://dx.doi.org/10.14738/assrj.710.9198.
Повний текст джерелаАнотація:
No doubt that modern Arab literature has been influenced by Western literature more than it was influenced by ancient Arabic literature, whether by the missionaries, occupiers, merchants, and investors who arrived at Arab countries or by the scientific missions sent by Arab countries to European capitals or by Arab immigrants to the West. This influence was either through the translation, or through reading in the original languages of Western literature, and this second method was more influential in modern Arabic literature, because translation loses many of the characteristics of artistic literatures that have a close connection with the language.. We mentioned in this research the link between East and West, and between Arab literature and European literature, and the features of impact between them through the process of transferring the literary heritage from East to West through several crossings, and its study to extract the literary and cultural treasures through the efforts of missionaries from Orientalists that were the first nucleus of modern Western civilization. We also dealt with the features of renewal in Arabic literature, Arabic poetry and its schools in the modern era. We focused on the Divan school, the Apollo school and Diaspora School, especially the nature of poetry and truth of free modern realist poetry. We also mentioned the high demand for translated eastern literature in European countries, and its inclusion by the writers, poets and writers in their literary writings. We used the descriptive approach that is always suitable for such literary and critical topics.
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Abdus Salam, Yunus Olatoke, and Saud Bin Mohammad. "The Educational Impact of Al-Azhar University in South Western Nigeria: A Case Study of Arabic-Islamic Schools in Yorubaland." INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION 4, no. 1 (May 16, 2022): 1–15. http://dx.doi.org/10.24239/ijcied.vol4.iss1.27.
Повний текст джерелаАнотація:
Pursuing education in Arab countries generates a controversy among indigenous and home-made scholars in Nigeria. Some believe that it is enough to pursue religious education within the country, while some others uphold the standpoint that Muslim students should pursue their studies in Arab countries like Al-Azhar. Hence, there is a lot of confusion and controversy about the impact of Al-Azhar University in Nigeria. However, this study aims to investigate the impact of Al-Azhar University in Cairo, Arab Republic of Egypt on Arabic-Islamic schools in the Yorubaland, Nigeria. This is done through investigation of its curriculum, scholarship, and sending of Al-Azhar's delegates to teach in Arabic-Islamic schools in Yorubaland, Nigeria. It discusses Islamic religious affairs and the role played by the Nigerian Muslim scholars in general and in the South Western Nigeria in particular. Furthermore, it addresses the argument bothering on the need to pursue religious education within and outside the country. This study also examines the difference between Al-Azhar educational system and the Nigerian Arabic- Islamic educational system and investigates the need for continuation or otherwise of Al-Azhar’s venture in the Nigerian Arabic- Islamic Schools. This study is both historical and analytical in nature. It used data gathered via primary and secondary sources and utilizes both qualitative and quantitative methods. Findings from this study revealed the suitability of Al-Azhar educational system for Nigeria. It also showed the continuous need to pursue Al-Azhar education by Nigerians. The need to introduce some Western courses into Al-Azhar educational curriculum to facilitate easy fitting of the graduates into Nigerian educational system also emanated from this study. The study recommends the completion of secondary education in Nigeria by intending Nigerians seeking Al-Azhar education in order to facilitate their usefulness in the Nigerian western-oriented educational system upon their return.
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Al-Azri, Nasser Hammad. "Providing Legal Education for Medical Students in Arab Gulf Cooperation Council Countries." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052092838. http://dx.doi.org/10.1177/2382120520928386.
Повний текст джерелаАнотація:
Law and medicine share an interest in the human body in terms of justice, well-being, and the preservation of physical integrity. Despite the long-lasting relationship between medicine and law, the tension between the two disciplines remains an unresolved issue; each requires the other, and almost all societies require them both. Therefore, there is a need to bring these two disciplines closer to render them more beneficial for society. This article addresses the need to introduce a medical law curriculum in medical schools, specifically in the Arab Gulf Cooperation Council (GCC) countries. This article first illustrates the relationship between law and medicine by defining the discipline of medical law. Thereafter, it makes a case for including a medical law curriculum in medical school and health care education programs in GCC countries, illustrating the benefits of doing so for society, individuals, and the development of the disciplines themselves. Subsequently, this article proposes an outline for a spiral and integrated medical law curriculum based on the needs and values of GCC countries. This outline is centered around the basic and advanced core topics and encourages engagement with law-medicine activities that further bridge the conceptual gap between medicine and law. This article reasserts the need to bring medicine and law closer together for the benefit of society and the development of the disciplines. One crucial way of doing so is providing formal and structured legal education for medical students.
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Ashour, Sanaa. "The reverse gender divide in the United Arab Emirates." Journal of Applied Research in Higher Education 12, no. 5 (February 22, 2020): 1079–94. http://dx.doi.org/10.1108/jarhe-08-2019-0211.
Повний текст джерелаАнотація:
PurposeMany studies have discussed the pre-eminence of females in higher education in terms of numbers as well as academic performance. This global phenomenon has appeared in many countries, including the United Arab Emirates (UAE). The aim of this study is to identify the social, cultural and familial factors underlying this phenomenon in the UAE.Design/methodology/approachAlthough the study focuses on the university stage, the undergraduate student is the product of an educational process that begins at school age; therefore, some factors related to the schooling stage are also discussed. The study conceptualises gender differentiation as an outcome of both socialisation processes and rational choice factors.FindingsAnalysing data drawn from a total of 292 undergraduates and 18 experts using questionnaires, it finds that socialisation mechanisms at home and schools, rational choice motivations and other factors such as socially constructed, non-cognitive traits of females shape these differences. The implications of these results for policymakers and future research are discussed.Practical implicationsIncreasing access of males to higher education is not merely the responsibility of family and schools but also requires commitment by policy-makers.Originality/valueThe paper presents a significant departure from the largely American and European literature on gender and education, by offering a broader knowledge of this phenomenon in another regional and national context.
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Elsherbiny, Atef Mosaad. "Self-Transcendence and Altruism as Predictors of Psychological Well-being among University Students in some Arab Countries." Dirasat: Educational Sciences 49, no. 3 (September 17, 2022): 223–43. http://dx.doi.org/10.35516/edu.v49i3.1999.
Повний текст джерелаАнотація:
Objectives: The current research aims at exploring the relationship between self-transcendence, altruism and psychological well-being of university students in some Arab countries.
Methods: This research utilized a descriptive correlational approach. The sample of the research which was chosen from a number of Arab countries included 1144 students. The researcher used several international standards approved in the study and presented the standards to a group of mental health and psychology experts for feedback.
Results: The results show statistically significant differences attributed to gender in favor of males, statistically significant differences due to specialization in favor of humanities faculties, and statistically significant differences due to academic level in favor of elementary grades on the total score of psychological well-being, altruism and self-transcendence. Finally, the results indicate that self-transcendence and altruism can predict psychological well-being.
Conclusions: Based on the results, the study recommends including the dimensions of self-transcendence, altruism, and psychological well-being in the curricula of secondary schools and university students.
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Alhaj, Ali Albashir Mohammed, Dina Ali Abdalla Ali, Majda Babiker Ahmed, and Eman Mahmoud Ibrahim Alian. "The Effects of Age Factor on Learning English Language: A Case Study of Sudanese Private and Public Secondary Schools in Khartoum State, Sudan." International Journal of Linguistics, Literature and Translation 3, no. 9 (September 30, 2020): 148–55. http://dx.doi.org/10.32996/ijllt.2020.3.9.16.
Повний текст джерелаАнотація:
The current paper aims at studying the age factor in Sudanese public schools and private schools where the starting age differs in both. Also, it aims at finding out whether the late or early starting of learning English language influences the learner's acquisition to language. Moreover, the study aims at showing the difference between learners of English language in private schools and learners in public schools. The tools used for data collection were questionnaire for EFL Sudanese teachers and a test for Sudanese secondary school students. The research was conducted with a total of 30 male students attending Sudanese public schools and private schools. By using the mixed-method research approaches, the findings revealed that most respondents agree that the early learners are better than late ones, that is to say that students of private schools who start learning English at an early age had better mastery of English than those of public-school students who start at a late age. Finally, the study recommended that investigating the effects of age factor on learning English language is a very important phenomenon and may apply in other countries such Egypt, Saudi Arabia etc. This study is the first of its kind to investigate the effects of age factor on learning English language, particularly, in the context of Arab countries.
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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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إبراهيم, عباس شمس الدين. "تعليم اللغة العربية في غانا: التحديات والحلول". Al-Ma‘rifah 15, № 1 (20 квітня 2018): 1–23. http://dx.doi.org/10.21009/almakrifah.15.01.01.
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The research on the subject of Arabic language education in Ghana addresses challenges and solutions. It highlights the challenges faced by Arabic language education in Ghana from (al-kuttab), schools, institutes, and universities, and presents possible solutions to challenges through the use of the analytical and analytical approach. Living in Ghana, with no official bodies responsible for the development of Arabic in schools, the development of curriculum development and development, the status and development of teachers, and the lack of adequate support from Arab countries for Arabic, as do their counterparts in Ghana, such as French and Germans And its Chinese and other living languages that seek to revive their language at the official level
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Alfawair, Ahmad (M J. ). O., and Lay Wah Lee. "Adaptation of the Knowledge Validation Inventory to Measure Training Needs of Vocational Rehabilitation Service Providers in Kuwait Schools." Rehabilitation Counseling Bulletin 58, no. 2 (February 26, 2014): 91–104. http://dx.doi.org/10.1177/0034355214522325.
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Research on vocational rehabilitation in Kuwait is limited, in part, due to the availability of instruments validated for use in Arab countries. The purpose of this study was to adapt the Knowledge Validation Inventory (KVI) for use in Arabic populations and to determine the psychometric characteristics of the adapted inventory for assessing the training needs of vocational rehabilitation service providers in Kuwait. The Knowledge Validation Inventory–Arabic Version (KVI-A) was administered to a convenient sample of 764 service providers from Kuwait special schools. Internal consistency for the three scales of the KVI-A ranged from .94 to .97. Exploratory factor analysis identified six distinct factors: (a) assessment and career counseling; (b) resources and services of rehabilitation; (c) counseling theories, techniques, and applications; (d) medical, environmental, and functional implications of disability; (e) case management; and (f) techniques and strategies of disability prevention and working effectively. Years of experience, job title, and service provider qualifications predicted training needs scores. Significant differences in knowledge domains and training needs were obtained across the identified predictor variables. Evidence suggests that the KVI-A is applicable for use in primarily Arab countries. The knowledge domains identified can be used to develop a training curriculum and certification credentials for Kuwait.
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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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Sana Said Bdair, Sana Said Bdair. "The Role of School Administration in Developing Creativity and Its Obstacles as Perceived by School Principals in Government Schools in the Directorate of University District: دور الإدارة المدرسية في تنمية الإبداع ومعيقاته من وجهة نظر مديري ومديرات المدارس الحكومية في مديرية لواء الجامعة". مجلة العلوم التربوية و النفسية 5, № 39 (28 жовтня 2021): 22–1. http://dx.doi.org/10.26389/ajsrp.n270421.
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This study aims at identifying the role of school administration in developing creativity and its obstacles as perceived by school principals in government schools in the directorate of University District. This may be attributed to variables of gender, academic qualification, years of experience, and school level. The researcher has used the descriptive analytical method through employing the use of a questionnaire. This questionnaire has been made of 36 sections. 28 sections were designed to identify the role of school administration in developing creativity in the government schools in the directorate of the university district, and 8 to identify the obstacles that face the school’s administration. A sample of 55 male and female principals in government schools in the directorate of the university district have been chosen for the academic year 2019/2020. The results of the study showed that the application of creativity by the school principals in government schools have an overall average of (3.5 out of 5), which is rated as high. For the other two main areas, the administration one resulted with an average of (4.03) with a high rate, and for the obstacles area it resulted with (3.68) and was rated as large obstacles. It also has shown that there were no statistically significant differences in the role of school administration in developing creativity in government schools, which might be attributed to variables of academic qualification, years of experience, and school’s level. However, there was a significant difference attributed to the gender variable, and it was in the favor of females. Based on those results, the researcher suggested a number of recommendations for developing creativity and limiting its obstacles at Jordanian Schools and other Arab countries.
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Arar, Khalid, Ibrahim Haj, Ruth Abramovitz, and Izhar Oplatka. "Ethical leadership in education and its relation to ethical decision-making." Journal of Educational Administration 54, no. 6 (September 5, 2016): 647–60. http://dx.doi.org/10.1108/jea-11-2015-0101.
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Purpose The purpose of this paper is to investigate ethical leadership in the context of the Arab educational system in Israel. It questions the relations of ethical leadership dimensions with decision making as well as background characteristics of the educational leaders. Design/methodology/approach Arab educational leaders (n=150) from diverse Arab schools responded to valid research tool of 40 items constructed of six subscales: three ethical leadership dimensions (critique, justice and care) and three leadership work aspects (ethical sensitivity, climate and decision making). Averages were calculated for each subscale. Findings Significant relations were found among ethical leadership dimensions and decision making, the leaders’ school type and their seniority. Research limitations/implications This study is based on research in diverse countries, using a common conceptual frame. Its limitation is the sample’s narrow scope. Practical implications The study results may inform the developing ethical qualities in educational leadership. Originality/value The authors recommend widening the scope of the sample examined to further clarify the concept of ethical leadership and its implications to the practice of educational leadership.
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Alwadai, Mesfer Ahmad Mesfer. "Islamic Teachers’ Perceptions of Using Questioning for Improving Saudi Secondary Students’ Schools Learning Engagement." International Journal of Linguistics, Literature and Translation 3, no. 7 (July 31, 2020): 62–71. http://dx.doi.org/10.32996/ijllt.2020.3.7.8.
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The paper explores the Islamic teachers’ perceptions of using questioning for improving Saudi high students’ schools learning engagement. The research conducted with a total of 150 male students attending Saudi high schools. By using the mixed-method research approaches, the researcher will collect the study data by survey and observation. Findings revealed that questioning fosters a sense of student competences and provides students with autonomy support. Also, it establishes positive teacher-student relationships and improves students high-ordered thinking. However, questioning sometimes supports class disruptions. Finally, the study recommended investigating perceptions of teachers in other disciplines, such as language arts, social science, English, and math toward using questioning in the classroom setting. Moreover, it is essential to students the effect of questioning on students learning acquisition, and learning achievement in Saudi high-schools. This study is among the first to investigate, particularly, the Islamic teachers in enhancing Saudi Secondary School Students' Learning Engagement in the context of Arab countries.
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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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Almutairi, Naif, Sharyn Burns, and Linda Portsmouth. "Scoping Review of School-Based Obesity Interventions among Children and Adolescents in Arabic Speaking Countries." Global Journal of Health Science 14, no. 4 (March 15, 2022): 40. http://dx.doi.org/10.5539/gjhs.v14n4p40.
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BACKGROUND: Childhood and adolescent obesity globally presents a huge public health problem and the dramatic increase in its prevalence and associated poor health outcomes pose serious concerns among Arabic-speaking countries.
AIM: This scoping review seeks to identify the characteristics and assess the effectiveness of school-based health promotion interventions on prevention or reduction of overweight/obesity among children and adolescents. This review further describes the implementation and evaluation of nutrition and physical activity interventions and their measured health outcomes for schools in Arabic speaking countries.
METHODS: We searched 10 electronic databases (PubMed MEDLINE, Scopus, CINAHL, Cochrane Central Register of Controlled Trials (CENTRAL), ERIC, EMBASE, ProQuest, EBSCO Host and Global Health) from 2010 to 2020 for studies evaluating school-based health promotion interventions on obesity or overweight among children and adolescents in Arab speaking countries. Sixteen studies met the inclusion criteria for this review and narrative synthesis was conducted.
RESULTS: The 16 articles reported on eight discretely different interventions which were largely school-based and examined physical activity and/or nutritional changes as well as changes in knowledge and attitude in regard to physical activity and nutrition.
CONCLUSION: Our review demonstrates an inconclusive and mixed effect of behavioural and physical activity intervention on prevention or reduction of obesity and/or overweight. While the strengths and limitations of the various interventions may have influenced the outcomes, long-term school-based interventions with rigorous methodological and theoretical frameworks are necessary to assess the true impact of these interventions on childhood and adolescent obesity in Arab speaking countries.
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Sakr, Walaa Elsayed Abdalla Elsayed. "International Schools and National Culture: A Comparative Study in The Arab Republic of Egypt, and Some Other Countries." Egyptian Journal of Educational Sciences 1, no. 1 (June 1, 2021): 139–52. http://dx.doi.org/10.21608/ejes.2021.202987.
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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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Adel Ibrahim Ahmed, Rania, and Hussam Rajab. "Enhancing Elementary Level EFL Students’ Reading Comprehension and Writing Skills through Extensive Reading Enrichment Program." International Journal of English Language Education 3, no. 2 (June 3, 2015): 28. http://dx.doi.org/10.5296/ijele.v3i2.7742.
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<p>This quasi-experimental, longitudinal, quantitative study investigated the impact of Extensive Reading (ER) on developing second language (L2) reading comprehension and writing skills among primary school EFL learners in two Arab countries, Egypt and Saudi Arabia. The study is based on an experiment conducted over a nine-month period on a convenience sample of 112 primary school students <em>(n=112</em>) divided into five groups, three experimental groups and two control group, where the students belonged to two different private schools in Egypt and two different international schools in two cities in Saudi Arabia. The experiment, in the form of an enrichment ER program, used graded readers for young learners and was designed to foster ER for pleasure. The study, guided by three hypotheses, incorporated two types of statistical analysis tests, paired samples t-tests and one-way analysis of variance (ANOVA). The statistical analysis tests performed indicated marked improvement in English proficiency in the two experimental groups, with particular reference to reading comprehension and writing. A number of pedagogical implications and recommendations for future research are given. Additionally, the study highlights the issue related to insufficient exposure to English for young Arab EFL learners in their daily lives, which, unfortunately, seems to cause relapses in their L2 intake, despite having an age advantage.</p>
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Halper, Jeff, and Anita Nudelman. "Applied, Practicing, and Engaged Anthropology in Israel." Practicing Anthropology 15, no. 2 (April 1, 1993): 3–4. http://dx.doi.org/10.17730/praa.15.2.n449261jku778278.
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Applied anthropology has a long history in Israel, its genesis in the massive waves of immigration that began after the establishment of the state in 1948. Its primary focus remains today what it was then: integrating (or in Israeli parlance, "absorbing") the new Jewish immigrants who came to Israel from Europe after the Holocaust, from Muslim countries from 1948 through the sixties, from Ethiopia and Russia more recently, and from many other places. Anthropologists have helped government agencies, schools, health services, and other public bodies understand the newcomers' cultures, aspirations, and problems, and they have been instrumental in devising modes of settlement that meet both the immigrants' and the country's needs. Ironically, little work has been done in the area of conflict resolution between Jews and Arabs (and specifically Palestinians) or in finding ways of integrating Israel's Arab population into the country's mainstream. While many Israeli anthropologists are prominent social activists, they tend to separate their personal and professional lives, and little of their professional work actually takes place in applied realms.
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Al Dakheel, Joud, Kheira Tabet Aoul, and Ahmed Hassan. "Enhancing Green Building Rating of a School under the Hot Climate of UAE; Renewable Energy Application and System Integration." Energies 11, no. 9 (September 17, 2018): 2465. http://dx.doi.org/10.3390/en11092465.
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Similar to many fast growing countries, the United Arab Emirates (UAE) witnessed fast population and urbanization growth. The building sector accounts for a major share of its electricity consumption, reaching up to 70%. To encourage sustainable development and reduce energy consumption and emissions, the government introduced a sustainability initiative called “Estidama”, which employs the use of the Pearl Building Rating System (PBRS). Government buildings, which constitute 20% of the built environment, aim to lead the way, and are therefore required to attain a high level of achievement, based on their PBRS ranking (minimum of two out of five pearls). Schools, led by Abu Dhabi Educational Council (ADEC), are governmental buildings and aim to attain a higher level of achievement (three out of five pearls). The ADEC plans to build one hundred schools to be built by 2020, through its Future Schools Program. Over half of the schools have been completed, but only 20% reached the targeted rating (of three out of five pearls). The Renewable Energy (RE) application in the UAE is minimal, although it represents 25% of the local rating code. The objective of this paper is to explore the sustainable performance of one representative school that did not reach the desired green rating level, with the objective to assess opportunities for an enhanced performance. This is done through testing the performance and the application of three RE systems comprising of photovoltaics (PV) array, an absorption cooling system and a geothermal cooling system through Transient Systems Simulation (TRNSYS) software. Cumulatively, implementation of these options results in RE potentially contributing to 19% of the school’s annual energy consumption, enhancing the school’s performance by up to 14 additional credit points, and reaching the target level of achievement (a three pearl rating). Furthermore, system integration of RE into the existing school were also considered. Results indicate the significant potential of integrating RE systems in future schools in hot climatic contexts, for an improved energy performance.
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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.
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Ahmed Alnaqbi, Saif Khamis. "Attitudes towards Vocational Education and Training in the Context of United Arab Emirates: A Proposed Framework." International Journal of Business and Management 11, no. 1 (December 18, 2015): 31. http://dx.doi.org/10.5539/ijbm.v11n1p31.
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<p>The main goal of this study is to investigate the effect of parents and students’ attitude towards the intention to enter the vocational education in the UAE through examining the impact of different factors of attitude such as individual, organization, social, and demographic. Due to the inconsistent results, a new research has established for further investigation through introducing new variables that may better explain the nature of that relationships. In the literature, many theories have suggested that link between variables such as The Theory of Reasoned Action (TRA), Theory of Planned Behavior (TPB) and Social Cognitive Theory (SCT). The scope of the study is limited to the students who involved and non-involved in vocational education and along with their parents in the UAE. The importance of this study has many sides in both theoretical and managerial contribution. Theoretically, however, the variables of this study before studied separately in different counties especially in developed countries, but not studied in developing countries such as the UAE. In addition, this study will investigate the integrated variables in one of the developing countries, which fill the gaps in the existing body of knowledge. Therefore, the effects of attitude of students and parents on students’ intention to VET program will be study. The target of sample will be the students in grade 12 from the vocational and technical schools and institutions in the UAE and also another students who are not in the VET program which were from grade eight, the grade which before the grade that accept student to enter VET program. After all the relevant interviews are complete, the answers for all of the questions will then be analyzed. The process of analyzing will has three major stages. Firstly, to obtain the correct knowledge and realize the profound meanings from the answers given, the investigators have to re-read the answers a few times. Second stage will be categorizing the answers into different groups. In the third stage, analyzing the answers according to these groups and defines them in a qualitative manner; this is to ascertain the main themes and applied meanings behind the answers given.<br />Statistical Package for the Social Sciences 18.0 software (SPSS) was used in order to test the quantitative questions of this research. The data will analyze in four ways: Descriptive statistics, independent, samples (t) test, one-Way ANOVA test and scheffe’ test. <br />In case of finding the results, the parents’ questionnaire will distribute the three domains: Vocational education importance, Vocational education future and Social perception of vocational education. Whereas the students’ questionnaire will distribute the four domains: vocational education attitudes, social perception of vocational education, vocational education future and vocational education importance. <br />Furthermore, this study will help UAE government to plan, implement, enhance the vocation education within students to motivate them and develops their skills to find jobs for sustainable future. The increasing amount of technical education and vocational training resembles to a lowering capacity by business owners in the private industries, reflecting the negative effects of the basic operating sector of the production of technical education and vocational training. The significance of the study is prevail in being one of the first studies dealing with the connection between the schools of technical education and vocational training schools and the private sector (as a business) market.</p>
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Akulich, M. M. "Russian-speaking expats in the Middle East countries." RUDN Journal of Sociology 19, no. 4 (December 15, 2019): 756–68. http://dx.doi.org/10.22363/2313-2272-2019-19-4-756-768.
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The present scale of labor migration of highly qualified specialists determines the necessity to study the essence and consequences of this social phenomenon. The author offers the sociological interpretation of the concept ‘expat’ and explains its meaning in the empirical study of the adaptation of Russian-speaking expats in the Middle East countries. The relevance of the research in this region is determined, on the one hand, by the attractiveness of the Persian Gulf countries for professional and labor migration, and, on the other hand, by the lack of applied research aimed at considering the peculiarities of adaptation of Russian-speaking specialists and their families to the life in the Arab country. The data were gathered in the survey/interview of specialists and their family members ( n = 50/14) living in the countries of the Middle East. The results indicate that the expats migrate by their own will or by the invitation of the host party through the selection process in English. Expatriates and their families do not experience special difficulties in the adaptation to new living conditions, strive to maintain the traditions of their culture, and actively interact with representatives of the diaspora. In general, expats are satisfied with professional activities, self-realization, and living conditions. However, their family members practically do not work in their specialty though most of them got higher education. The expat family members are mainly employed in the service sector, and their children study in American and English schools and communicate regardless of nationality. Social-cultural adaptation of children is quite successful due to the available conditions - social (parks, playgrounds, beaches) and social-cultural (respectful and friendly attitude).
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Al-Daw Soliman, Dr Laila. "Employing The Media for Political Marketing to Improve the Image of Arab and Islamic Leaders Countries." علوم الاتصال 7, no. 1 (March 23, 2022): 151–80. http://dx.doi.org/10.52981/cs.v7i1.2116.
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The paper came from the reality of the impact of the media and its performance of its function towards awareness and guidance and the role it plays in building nations and focusing on showing leaders and their qualitative impact on people which made the trend to employ various media tools by leaders, politicians and owners of methodological and theoretical schools to benefit from the media. And its influential tools in finding and providing a popular base that enables leaders to exist and survive and highlight them as models and symbols through which convictions are formed and contribute to the rule and extension of the approach sought by different social groups and systems. How can the media contribute to the formation, building and preparation of leaders? To what extent have the media been employed by the political leaders of Turkey and Egypt? The paper included four axes. The first axis dealt with the concept of the media and its functions, the second axis was about the concept of leadership and its types, the third axis was about the influence of the media in building the personality of the leader, and the fourth axis included a presentation of the analysis and interpretation of interview questions for experts in the field of political science and media, and the paper concluded with several results. Including that the media, through its various means, has become an effective tool of political, economic and cultural control through which countries seek to compete to extend their hegemony and highlight their power. The media, by employing its various means, has achieved for political leaders many successes in achieving their goals and programs, and that the media works to prepare individuals to carry out the national duty. The paper also concluded with several recommendations, most notably the need to pay attention to media content that serves the goals of society, as well as the need to intensify efforts to employ it and own mechanisms and aids to achieve the goals of successful leadership programs and to create a variety of methods through the media that help in qualifying political leaders and building their personalities away from conveying their news and achievements as marketing and promotional news only.
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Alaaldin Hussein Ozbi Alananzeh, Alaaldin Hussein Ozbi Alananzeh. "The Effectiveness of Electronic Administration in Decision-Making Process in Public Schools in Ajloun Governorate from the Point of view of Principals: فاعلية الإدارة الإلكترونية في عملية صنع القرار في المدارس الحكومية بمحافظة عجلون من وجهة نظر المديرين". مجلة العلوم التربوية و النفسية 6, № 2 (29 січня 2022): 49–65. http://dx.doi.org/10.26389/ajsrp.l110721.
Повний текст джерелаАнотація:
This study aimed to identify the degree of the effectiveness of electronic administration in decision-making process in public schools in Ajloun governorate from the point of view of principals. To achieve the objectives of the study, the researcher used the descriptive analysis approach, the sample of study consisted from (110) female and male principals, and a questionnaire for data collection; it consisted of (20) statements. The results indicated that the degree of the effectiveness of electronic administration in decision-making process in public schools in Ajloun governorate from the point of view of principals was high with average (4.20 out of 5). Furthermore, there were no statistical significant differences at (α ≤ 0.05) in the variable of principal's sex. However, there were statistically significant differences due to the years of experience of the participants in favor of (10 years and more). Based on the results, the researcher presented a number of recommendations and proposals, to enhance the effectiveness of electronic administration in decision-making process in Ajloun, and the whole of the Kingdom and the Arab countries.
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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.
Повний текст джерелаАнотація:
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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Budimir, Nemanja. "Islamsko bankarstvo i modeli financiranja u poslovanju islamske banke." Oeconomica Jadertina 6, no. 2 (November 12, 2017): 65. http://dx.doi.org/10.15291/oec.1344.
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Islamic banking is now a widespread notion in both Islamic countries and the West. It denotes a bank form and finances that seek to provide services to clients without interest. Proponents of Islamic banking say that the main objective is the "fish", which is prohibited by Islamic law. This attitude toward interest contributed to the unification of several Islamic schools, with the aim of finding ways for the development of an alternative banking system that would be compatible with the rules of Islamic Laws, and in particular to the rules relating to the prohibition of interest. Since the mid-1970s, the number of Islamic banks is on the rise. Islamic banks are not only based in countries where Islam is the prevalent religion, such as Egypt, Jordan, Sudan, Bahrain, Kuwait, United Arab Emirates, Tunisia, Mauritania and Malaysia, but also in countries such as the UK, Germany and the Philippines where Islam is a minority religion. The International Islamic Bank, the Islamic Development Bank, whose shareholders are members of the Islamic Conference Organization are acting as sponsors for Islamic banking and finance throughout the Islamic world.
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Omar, Osama. "Near Zero-Energy Buildings in Lebanon: The Use of Emerging Technologies and Passive Architecture." Sustainability 12, no. 6 (March 13, 2020): 2267. http://dx.doi.org/10.3390/su12062267.
Повний текст джерелаАнотація:
Architecture always aims to find solutions for problems around the world. One of the major trends at present relates to energy consumption and climate change. Construction is responsible for 18% of CO2 emissions. However, continuing to use fuel as a main source of energy consumption for economic reasons, as it is the cheapest raw material and most easily available material for most of the Arab countries, results in a negative environmental impact on the quality of life in these countries. This paper investigates a new design concept and decision-supporting tools for zero-energy buildings. Based on critical thinking as a new mechanism to create a hierarchy of designing a building, the research presents the experience of the author in teaching architecture courses for postgraduates for five years (ARCH 662: Architecture Design and Decision-Supporting Tools and Arch 663: Advanced Sustainable Architecture). The result of this research could be new methodologies that help and guide the architect in creating more zero-energy buildings in their countries. In addition, the spread of knowledge in the future generation of architects in architecture schools will mean that new designers believe in protecting and taking care of their environment, which will increase awareness of environmental issues and improve the quality of life in these countries.
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Ratnagar, Shereen. "Appropriation and Its Consequences: Archaeology under Colonial Rule in Egypt and India." Journal of Egyptian History 13, no. 1-2 (February 16, 2021): 207–26. http://dx.doi.org/10.1163/18741665-12340055.
Повний текст джерелаАнотація:
Abstract The beginnings of archaeology in Egypt and in India are the subject of this paper. In both countries, antiquities were carried away by the powerful. Moreover, the hubris of the colonial powers ruling both countries made it inevitable that not only antiquities, but knowledge about the past, were appropriated in different ways. For modern Egyptians, the Pharaonic past was remote in culture and distant in time. The people themselves were until fairly recently prevented from learning the Pharaonic writing, once it was deciphered, by various ways and means. In contrast, in India the colonial administration relied on Indian scholars to teach British personnel the ancient languages, texts, and religion. In neither country was the history of the ancient period taught in schools until the foreign rulers had left. But Indian archaeology became involved in Indian identity and in the framing of the nation as Hindu, and thereby acquired an ugly twist. Self-identification in Egypt in the earlier twentieth century, on the other hand, was possibly more with the Arab world than with the pyramid builders.
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Ouma, Christine. "Online learning perception among college students during COVID-19 pandemic around the world: Review." African Educational Research Journal 9, no. 3 (September 13, 2021): 790–99. http://dx.doi.org/10.30918/aerj.93.21.120.
Повний текст джерелаАнотація:
The author conducted a systematic review of the perception of online learning among college students during the COVID-19 pandemic. The review included 21 studies from institutions in Asia (Saudi Arabia, United Arab Emirates, Pakistan, India, Sri Lanka, Nepal, Indonesia, and The Philippines), Europe (Romania and Poland), Africa (Ghana and Algeria), and South America (Chile). The results indicated that students from Asia and Africa overwhelmingly had an unfavorable view of online learning during the pandemic. More than 75% of students in Nepal, India, Indonesia, Pakistan, Algeria, and Ghana used mobile phones to access course material which brought challenges, such as the high cost of data bundles, unreliable network, and lack of adequate cellphone space to download the materials needed for class. Other than Poland, Romania, and United Arab Emirates, students from the rest of the countries reported unreliable internet access. Additional challenges reported include lack of prior experience with online learning, technical difficulties accessing materials online, high volume of assignments, poor communication between learners and educators, distractions from home environment, and lack of practical and clinical experience for students in medical schools. The findings from this systematic review could help administrators of higher education institutions acknowledge the online learning difficulties experienced by college students and prepare for future disruptions.
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Rosadi, Aden. "ISLAMIC JURISDICTION SYSTEM IN SAUDI ARABIC." Al-Ahwal Al-Syakhsiyyah: Jurnal Hukum Keluarga dan Peradilan Islam 2, no. 1 (March 30, 2021): 1–14. http://dx.doi.org/10.15575/as.v2i1.12170.
Повний текст джерелаАнотація:
This paper will discuss the Islamic justice system in the country of Saudi Arabia. Through a normative juridical approach it can be described that Saudi Arabia is an Islamic country that is consistent in implementing criminal law. In contrast to the continental legal system and the anglo saxon which are guided by the policies of the Government, Parliament and the judiciary. In addition, in practice, Islamic criminal law is also guided by the opinion of the school, both the official school, namely the hambali school or other schools. Thus it can be concluded that the judiciary bodies in Arab countries are entirely guided by Islamic law, because Islamic law is the positive law. On the other hand, it also does not codify the law because it can narrow the space for ijtihad to move and the sources of legal making, but this in turn can lead to different judges' decisions. For this reason, there is Majlis al-A'la li al-Qadha (Supreme Court of Justice) to oversee the decisions of the court judges under their ranks. In addition, the hierarchy of judicial bodies in the Arab country consists of three levels, namely the High Court as the Supreme Court, the Court of Appeal and the Court of First instance.
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Gentzkow, Matthew A., and Jesse M. Shapiro. "Media, Education and Anti-Americanism in the Muslim World." Journal of Economic Perspectives 18, no. 3 (August 1, 2004): 117–33. http://dx.doi.org/10.1257/0895330042162313.
Повний текст джерелаАнотація:
Recent surveys in the United States and the Muslim world show widespread misinformation about the events of September 11, 2001. Using data from 9 predominantly Muslim countries, we study how such beliefs depend on exposure to news media and levels of education. Standard economic theory would predict that increased access to information should cause beliefs to converge. More recent models of biased belief formation suggest that this result might hinge critically on who is providing the information. Consistent with the latter, we find that overall intensity of media use and level of education have at best a weak correlation with beliefs, while particular information sources have strong and divergent effects. Compared to those with little media exposure or schooling, individuals watching Arab news channels or educated in schools with little Western influence are less likely to agree that the September 11 attacks were carried out by Arab terrorists. Those exposed to media or education from Western sources are more likely to agree. Belief that the attacks were morally justified and general attitudes toward the US are also strongly correlated with source of information. These findings survive controls for demographic characteristics and are robust to identifying media effects using cross-country variation in language.
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Zeid, H. Abu, and C. Cretu. "Implementing Recent Curricular Changes to English Language Instruction in Israel: Opinions and Concerns of Teachers in Israeli Arab Schools." Journal of Language Teaching and Research 11, no. 1 (January 1, 2020): 17. http://dx.doi.org/10.17507/jltr.1101.03.
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In 2013, the English curriculum of the Israeli educational system underwent a significant reform, aimed to improve students' achievements in English and close the gaps between students’ achievements in Israel, and students’ achievements in other OCED countries in the subject matter. However, all indicators show that after the implementation of the new program, achievements of most Israeli students' in English, especially those of Israeli Arab students, do not meet expectations. Therefore, we interviewed 10 English teachers working in the Israeli Arabic school system, with at least 13 years seniority, in hope to find out why the new curriculum does not accomplish its goals. The findings of this study reveal that teaching English according to the new curriculum is challenged in several ways, some of which are curriculum related, others relate to the training of the teachers, and other challenges relating to the school, and the students population.