Writing A Personal Case Study On UAE's Education System - Analysis And Recommendations

In this paper, you will use your memory in writing a case study in a personal narrative format to ponder, reflect and examine some aspects of your personal experience as a teacher or as a student. You will select one of the cases that were reminiscent in your teaching or student life and you will write in narrative format and expand upon it. Given the fact that education writing often sounds entirely impersonal- take this as a chance to talk about a personal issue you tried to cope with it without an easy solution at hand-about some practices that you see at odds with educational practices and your professional persona should be emphatically situated on issues that we already knew about teachers and teaching, administration and administrating, schools and schooling and learners and learning. Please, conceal the identity of you characters, institutions and places by making your narrative a general-story like that could happen to many teachers around the globe. 

In this task the Master candidates are expected to write a case study in issues they experience in UAE related to teaching, learning and educational practices in general. The case study should be written in a precise narrative form which reflects certain elements such as an identifiable problem, some hypothesis, a leeway of making inferences and open interpretations in a single issue of the case study. Students must also use their narrative, analytical and critical abilities to explore and come with different possible scenarios, exercising judgments, communicating ideas and defending their decisions. They are then expected to discuss the major elements of the case study in the classroom by providing further analysis and giving some recommendations.

1. Wirting an assignment that provides analysis and recommendations
2. The case study assignment should include different options to resolve the case as follows:

- Identification of the problem
- Assumptions and inferences
- Ideas and opinions
- Making judgments (making and defending decisions)
- Giving some recommendations

Personal Experience in Teaching in UAE

My experience as a teacher in United Arab Emirates was presented by several issues. I had been presented as tutor to one of the government schools in the country which is rated to be among the best. The curriculum in the country faces a wide range of challenges. However, my personal experience presents what I could describe as over exploitation of the employees in the education system. Coping with time table presented to me and adjusting to the huge number of tasks presented to the learners may not be a very simple task to be handled by the teacher (Gaad & Lavina, 2010). The course content has a huge coverage and this necessitates the tutor to spend some more time trying to make some extra classes. As teacher, I was faced with this challenge and adapting to it was a very serious issue I can attach to this curriculum. Teaching the practical and technical subject is quite challenging and may put off professionals who have indebt talent in the field. It only necessitates effort and perseverance.

I had to cope with the situation since my pleas were not heard. Moreover, my fellow teachers were equally loaded and this eliminated any discriminative gap through which I could rest my case. The students need intensive and extensive coverage of the course content since the curriculum is not completely designed to accommodate the ideal and most sensitive areas (Gaad & Fentey, 2011). The practicality is the work is lacking and I can ascertain that I had a personal challenge in adapting to the fully theoretical class. This presents a rather boring exposure and students have very low perception. I found it very difficult to control a class where I am required to teach for long hours.

This made the course appear complex to the students. The content therefore made me view teaching as a challenging task in the country (Alghazo, Naggar, & Eman, 2011). I the current structure posses a very critical challenge when it comes to the administration of learning platforms. The KTDA inspections are not in any way important but they make the teaching appear a burdening task. Then it would be a noble task for a teacher if he works under little pressure and the performance of the teacher is assessed on the output as per the student’s performance in the examination. The body gave a very hard time to the teachers with their fervent evaluations, tests, and methodological assessments hence disorienting the delivery of the content. The output expected out of the teacher will be much lower if placed under such a constantly humiliating environment (Masters, 2010). One the first day I experienced an assessment on the body movements where I was instructed to incorporated body movements in all my class delivery. Actually I had to adhere to these instructions and I did not find it fit to have constant class evaluations and inspections.

Challenges Faced in the Education System

The assessment method to the learners as well does not prove exhaustive content. This is because learning should encompass all aspects such as practical and theoretical scope. This assessment administered made me feel inadequately equipping the young generation with skill to apply and generate outputs in their life. It would be more essential is the learners get a permanent solution to a problem in a single package rather than get theory and later link to the practical skill. The practicality makes the capturing of the theoretical work more effective (Meredith & Gary, 2011). In this regard, I had very difficult moment as a teacher on the science subject and without adequate space to exhibit the practical owing to the constant assessments. The undue pressure one receives as a tutor may predispose him or her to a negative attitude towards teaching as a practice.

The teachers have to lead dreadful days in the schools since the impromptu supervision may be a direct termination of their contract. These aspects which are on the lookout are not necessarily the professional aspects and this makes the assessment to lose meaning. As a teacher, I had a very rough moments dealing with learners who had barely understood the previous units of study and due to the curriculum needs and supervisory structure, am subjected to a situation where the individual focus to the student perspective is phased off. The learners end up getting a very huge gap in the requirements and the content delivered to them. The behavioral management of the learners was a very huge challenge (Nematollahi & Isaac, 2011).

The disciplinary board had a very tough moment. Nonetheless, some of the learners exhibited mockery and as a new teacher, the students’ exhibited ill mannerisms.  I had to adopt fierce punitive methods to ensure that the students had good character. However, there was a fierce response on the canning approach to the punishment. I have little to offers since students should be disciplined in the best and most appropriate manner. It beats logic to have a curriculum which does not give a room for strict punishment as a correctional approach to learners. I had a very difficult time adjusting and fully fitting into these teaching aspects and requirements that I was subjected to (Qashoa, 2007). However, these can be resolved with adequate stakeholder participation and incorporation of workers’ views.

The case scenario above presents a rather ideological approach to learning and teaching as a whole. Education is the acquisition of knowledge and the entire process must involve the teacher and the students. Therefore, the teacher-student participation cannot be compromised at any given time. The working condition according to the international recommendations on the labor policies is that there should be no discrimination. In a case where one is overworked without extra payment for the work is deemed abuse. The labor laws are therefore supposed to be incorporated in the administration of justice to the teachers.

Analysis and Recommendations

Despite the nobility aspect of the teaching job, governmental interventions are made to improve the case and not cause imbalance or dissatisfaction. In this regard, the bodies established to conduct the supervision, monitoring and evaluation teams are mainly supposed to target all aspects of the educational gaps and not biased approach on the workforce (Lefoe, Cathy and John, 2007). It would be fair and more intricate view of the scenario if the members of the school boards are not undervalued and returns made from the departmental view. The curriculum should as well be made to suit the student’s future requirements. The case presents a genuine issue of concern in the aspect of practicality of the class work. Producing lowly qualified students will not at all be of any help to the community. Therefore, the students need to be all round. This is with regard to the quality of service offered, the relevance of the subjects taught in class to the real world scenarios as well as reliability of the content (Ibrahim & Shaikah,2010 ).

The resources amassed should be used to bridge this gap exhibited in the learning spheres. According to the education requirements of the international and global definition, the system should be able to incorporate quality as an aspect. Quality in education is determined by the practicality and the looming benefited to the learner, these may include capacity to utilize the skills gained in any manner. The educational system should therefore be able to feature in the practicality, relevance and usability aspects to fully benefit the students. In this regard, the teaching aspect of the United Arab Emirates needs a curriculum revision and evaluation to incorporate the missing aspects and adopt useful features (Arif & Eman, 2009). The content and means of delivery may make the effectiveness be realized. The science subjects should be made practical and the theory should be intermingled with the practices to bring into harmony all the aspects of functionality and application.  

The staff should be amicably treated to ensure that there is convenience in service delivery. Evaluations and assessments are very essential elements of any sector. Evaluation and inspection is aimed at identification of weaknesses and subsequent correctional mechanisms are advanced. In schools, this is very relevant but some aspects may deserve improvements on the way they are administered. They are not supposed to humiliate the teachers or disorient the learners while undertaking their studies. It should be a systematic way and should be done in a professional manner (Hokal and Shaw, 2015). The ministry should evaluate the teachers based on the sphere of practice and not any other area and scope of practice. Indeed, there should be assumed that the moral and practical goals of the evaluation are to bring infrastructural as well as technical skill building. The ideal situation in the workforce must take into consideration the basic requirements and offer their best. The performance of workforce should not be necessarily correctional. It should at sometimes be self driven and intrinsically motivated.

Conclusion

Finally, the teaching environment offers an appropriate environment in which mutual benefit must be exercised. This calls for workable terms and conditions which do not compromise or impede the teaching platform from achieving its missions (Gaad, 2008). Indeed, the teachers should have easy moments while undertaking the teaching role and all these issues should be ironed out by all stakeholders for efficiency and effectiveness to be realized in all aspects of practice. This is in assumption that the government and the schools have a universal goal of achieving success. United Arab Emirates need to invest and allocate more resources to the education sector in dire effort to give room for adequate curriculum evaluation, modification and better remunerations for the teaching staff.

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