Absolutely Education Emirates Issue 6 2018

E D U C AT I ON E M I R AT E S

EDUCATION Emirates

I S S U E 6 . 2 01 8

IS SUE 6 . 2018

Iftar TIME

Family-friendly meals for Ramadan

LOVE WORDS One student pens a memoir

Let’s

CAMP The world’s best summer courses

page. 28

Future of

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GREEN HOW THE UAE’S SCHOOLS ARE CHAMPIONING SUSTAINABILITY

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For more information please visit www.emiratesacademy.edu Email us info@emiratesacademy.edu or call us on +971 4 315 5555 Accredited by the UAE Ministry of Education - Higher Education Affairs Established in 2001

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Your pathway to a degree London Brunel International College (LBIC) is part of the global Navitas Group, an internationally recognised education provider with the knowledge and resources of staff in more than 120 colleges and campuses worldwide.

• Brunel is ranked 24th in the Top 200 universities for international students • Brunel is ranked among UK’s top 50 and London’s top 10 universities • Accommodation facilities ranked 3rd best in London • Brunel Language Centre ranked 2nd university language centre in London and 3rd in the UK • Business School accredited by AACSB placing it among the top 5% of Business Schools worldwide • 2nd in London for Engineering

Contact us now Brunel University London Russell Building, Kingston Lane, Uxbridge UB8 3PH, United Kingdom T: 01895 265540 • E: info@lbic.brunel.ac.uk W: www.brunel.ac.uk/lbic Apply: www.lbic.navitas.com/apply

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CONTE N ISSUE 6 • 2018

upfront

10 A BETTER WORLD The KHDA’s Hatta Wellbeing Campus

14 NEWS

74

What’s going on in UAE schools

18 ON THE COVER Hartland International School’s eco promises

20 TOP BUYS Must-have seasonal school supplies

23 FUTURE PLANET A word from the Environment Agency – Abu Dhabi

28 A PERFECT DAY One student’s award-winning memoir

s c h o o l’ s i n

36 GLOBAL CITIZENS

46 ALL RISE

Educating for sustainable development

The interesting teaching methods at Rising School

38 SUSTAINABLE SCHOOLS

51 SNOWBALL’S STORY

The UAE’s most eco-friendly facilities

The little brown rabbit who transformed a classroom

45 WATER IN THE DESERT

52 GIRL POWER

The opera project inspired by the Year of Zayed

How single-gender schools empower students

54 IDEAS AND TALKS Why organising a TEDx event is great for students

58 ATTITUDE AWARENESS Are international students struggling?

inclusion

64 A WORLD FOR EVERYONE The importance of gender equality in education

98 70

66 CHASING THE LIGHT Mike Arnold on Mawaheb from Beautiful People

MOOCS

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s c h o o l’ s o u t

70 FOLLOW THE LEADER One of Switzerland’s top leadership camps for kids

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GROUP EDITOR UA E

Katy Gillett

EDITOR-IN-CHIEF UK

Amanda Constance PUBL ISHER UA E

Amina Ahmed

A DV ERTISING M A NAGER

Leah Day

A RT DIR ECTOR

Phil Couzens

SENIOR DESIGNER

Pawel Kuba

DESIGNER S

Rebecca Noonan, Catherine Perkins,

PRODUCTION M A NAGER

Chris Couchman

FINA NCE DIR ECTOR

Alexandra Hvid

PA TO THE DIR ECTOR S

Eva Lehoczky

DIR ECTOR S

Greg Hughes, Alexandra Hunter

PUBL ISHING DIR ECTOR

Sherif Shaltout

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72 SUMMER CAMPS The world’s best environmentally aware courses

E D U C AT I ON E M I R AT E S

74 RAMADAN KAREEM Eight great family-friendly iftar feasts

EDUCATION Emirates

I S S U E 6 . 2 01 8

78 IN THE KITCHEN I S S U E 6 . 2 018

A chef’s tips on bringing up healthy, happy eaters

80 SIBA’S IFTAR TABLE

“America’s favourite teacher” comes to Dubai

Future of

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F RO NT COV E R Pupils at Hartland International School hartlandinternational.com

2018

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Let’s

CAMP The world’s best summer courses

page. 28

ZE ST.LONDON

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LOVE WORDS One student pens a memoir

Three classic recipes for Ramadan

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Iftar TIME

Family-friendly meals for Ramadan

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• E D U C AT I O N E M I R AT E S •

CON T R IBU TOR S

Fiona McKenzie Director, Gabbitas Middle East

Fiona McKenzie has more than 30 years’ experience in independent education across the UAE, UK and Australia.

She moved to Dubai in 2010. In this issue, she talks about the importance of incorporating sustainability in education, and what exactly that means, on page 36.

Meanwhile, on page 72, she also rounds up her favourite eco-friendly summer camps from around the world.

Graeme Scott

School Founding Director, Fairgreen International School

Graeme Scott is the Founding Director of one of the UAE’s first-ever fully sustainable schools – Fairgreen International School in The Sustainable City. As part of his piece on page 43 about sustainability in education, he says: “Today there is no doubt that resolving this issue and reversing the effects of climate change will be one of the most important challenges faced by our children.”

Dr Cedwyn Fernandes Director, Middlesex University Dubai

“You can’t solve the problem of the society with just a part of its population; everyone has to take a stand and help break the glass ceiling,” Dr Cedwyn Fernandes writes in his article on gender equality in education, from page 64. His university supports the HeForShe campaign, which addresses issues across education, health, identity, work, violence and politics.

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We l c o m e

From the

EDITOR

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his year marks 100 years since the birth of Sheikh Zayed bin Sultan Al Nahyan, the founder of the UAE and a visionary champion of environmental stewardship and global sustainability. That is why 2018 has been named The Year of Zayed. So what more fitting time than now is there to do an issue of Absolutely Education Emirates that uncovers the environmental efforts of schools and educational initiatives here in the UAE? After all, it is these policies and programmes that are, ultimately, going to inspire our children to work to protect our beautiful planet in the future.

There has been a sea change in the way our schools address such matters of sustainability, environmental justice, biodiversity, and so on.

Educating for sustainable development is nothing

lives and their futures.” And we can see this happening all around us today, with the opening of new schools committed to incorporating eco-awareness in everything they do (read more about this from page 38), or through the fantastic initiatives coming from the Environmental Agency – Abu Dhabi (see page 23), and, of course, programmes such as the Hatta Wellbeing Camp, led by the Knowledge and Human Development Authority (KHDA), which features on page 10.

Introducing plastic-free policies, building hydroponic farms, constructing bio-domes and empowering Positivity Patrol students are just a few of the creative ways the UAE’s schools have chosen to spread this message.

Whether at school or at home, however, we must remember never to become complacent.

It is as Rasha Ali Al Madfai, Section Manager for Environmentally Sustainable Schools at

“WHAT WE NEED TODAY IS TO BUILD THE CAPACITY OF TOMORROW’S DECISION-MAKERS” new. However, today, more focus is placed on encouraging our students to truly understand through project-based learning and real-world experiences. That is making all the difference.

As Fiona McKenzie, the Director of Gabbitas Middle East, writes in her piece on sustainability in education on page 36: “While it is important to embed key sustainable development issues such as climate change, biodiversity, poverty reduction, and sustainable consumption, this has to be done in the context of the children understanding what it means to be a global citizen through their personal

the Environment Agency – Abu Dhabi, says on page 25: “What we need today is to build the capacity of tomorrow’s decision-makers. If efforts were increased in schools to empower students with knowledge and the skills necessary for environmental protection from the early stages, it would then result in an environmentally savvy and efficient generation.” And this requires all of us to make an effort. We hope you enjoy the issue.

Kat y Gillett GROUP EDITOR

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ustainability”, “wellbeing”, “mindfulness” – these are all current buzzwords in the world of education for good reason; through activities and projectbased learning that encompasses these aspects of life, this is how we are going to empower our students and teachers to create a better world for the future. That is why we have set up the Hatta Wellbeing Campus, to allow our students and teachers to get back in touch with nature, learning more about our local culture and themselves in the process. Our programmes are an opportunity for them to escape the confines of the classroom and get involved with outdoor learning using engaging, hands-on activities set in a natural environment.

The Hatta Wellbeing Campus is designed to lay the foundation for healthy living and a life-long path to mindfulness. In an age of uncertainty and significant societal and environmental challenges, this has never been more important.

This season, which begins in November 2018, we’re inviting students aged 13 to 15 from Dubai schools to take part in the Discover The Treasures of Hatta programme, designed and delivered by our partners at Ground-Up Initiative, Ecoventure and the eco-friendly JA 10

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A Better TOMORROW The KHDA’s Hatta Wellbeing Campus aims to teach us more about mindfulness and sustainability through exciting, interactive, hands-on activities HIND AL MUALLA

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FOR EWOR D / K HDA

“This camp transforms the beautiful Hatta landscape and its community into an extension of the classroom” Hatta Fort Hotel. It is an exciting onenight residential camp that transforms the beautiful Hatta landscape and its community into an extension of the classroom. Students will embark on a journey of discovery through the 5 Ways to Wellbeing (give, be active, connect, keep learning, and take notice), inspiring within them the desire to take action for themselves and the communities in which they live.

For one night and two days, groups of 45 students per trip camp overnight amid the stunning mountainous surrounds of Dubai’s Hatta exclave, and take part in activities that include tent assembly, hiking, cooking, farming and mindfulness. They learn to:

Student View “Only when our teachers are flourishing in their own wellbeing will they become positive role models”

The thoughts of one young participant on the Hatta Wellbeing Campus...

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ere in Hatta a lot of the people who live in the local homes have originated here, have families, grew up here. They own farms and get water from Jebel Ali. Considering that they live in clusters, the relationships between the residents are close, and are more connected with others, talking and meeting face-to-face rather than using technology. Yet, they are all such kind, easy-going people, despite any difficulties they face in their daily lives.

This illustrates the beautiful connections people have here, being connected, grateful for everything you have, the roots found deep within the history.

We feel that seeing what we did today demonstrates how all of us should aim to use these treasures we discover, to learnt to be active, keep learning, not forget to give, take notice of the environment and people around us, and, most important, in my opinion, to stay connected.

embrace wellbeing in their daily life; get the opportunity to connect with team mates and work collaboratively; find calmness and focus; become more socially aware and gain a sense of community; see social, environmental and sustainability practices in action; and learn more about Hatta and its residents.

It is not just about the students, either, as we have also launched a Teacher’s Edition of this programme. Together, we take part in nature-based activities and help teachers rejuvenate and recharge in a new space, all while sharing with them new ideas and providing opportunities for them to interact, engage and connect with each other. Only when our teachers are flourishing in their own wellbeing will they become positive role models and help their students to succeed, too.

One Native American proverb says it all: “We do not inherit the Earth from our ancestors; we borrow it from our children.”

So let us make sure we leave the planet in a better state than we left it, and guarantee our youth feels empowered and confident that tomorrow will be a better day.

H I N D A L M UA L L A Chief of Creativity, Happiness & Innovation Knowledge and Human Development Authority (KHDA) khda.gov.ae 2018

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#FutureReady

+971 4 3619019

CONNECT

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Up Front

HARTLAND INTERNATIONAL SCHOOL

SCHOOL NEWS P . 14 MUST-HAVE SUPPLIES P . 20 THE UAE ENVIRONMENT P . 23

E C O - AWA R E

Our cover star for this issue is Hartland International School.

Turn to page 18 to learn all about its efforts in promoting sustainability across the board.

2018

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Opportunities fo r E m i r a t i s The second cycle of Mohammed bin Rashid Distinguished Students Programme recently accepted applications from Emirati families for enrollment in private schools. Fatma Al Marri (pictured), Chief Executive Officer of Knowledge and Human Development Authority (KHDA), said: “We aspire to provide Emirati students with high quality education and give them access to the best schools in Dubai. These efforts reflect the commitment of our wise leadership to support the educational needs of Emirati families.” Last year, the programme received more than 550 applications.

NEW N U R S E RY A new branch of Jumeirah International Nurseries (JINS) at Regent International School has launched at Emaar’s The Greens.

The curriculum is based on the British Early Years Foundation Stage (EYFS) framework and is enriched with the JINS’ “Positive Education” culture to ensure the holistic development of the child.

HAVING FUN FOR CHARITY Aldar Academies Al Bateen Academy, a British curriculum school in Abu Dhabi, held their own version of the Colour Run on Thursday 1 March. The Colour Run celebrates healthiness, happiness, friendship and having the time of your life. More than 200 students participated and raised AED10,000 for Red Crescent.

Up i n the air

BUILDING DREAMS

Dyson has launched an indoor air quality initiative for schools across Dubai to participate in a clean air programme aiming to raise the awareness of indoor air quality through activities for students.

A recent study found the total volatile organic compounds (TVOCs) found in classrooms were more than two and half times the acceptable levels as set out by Dubai Municipality.

The Arbor School recently hosted the school’s first hardhat tour as part of an official construction update. Set to open in the Al Furjan district of Dubai in September 2018, it revealed a structure that will exceed regional green building standards by 20% overall. The Arbor School promises to implement its environmentally mindful approach with every element.

BOOSTING B R A I N I AC S Aldar Academies is piloting a programme that supports its teaching of maths using the ‘Kumon Method’. It sees students complete worksheets daily, allowing them to master each concept before progressing to more advanced tasks, and learn critical thinking and self-discipline alongside technical maths knowledge.

“We never know the worth of water till the well is dry” THOMAS FULLER

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UPFRON T / NEWS Top Story

Fresh fa c e s Brighton College Dubai has appointed Sarah Brannon as Head of Preparatory School, ahead of its opening in September 2018. Brannon has more than 25 years of international leadership experience in education.

P R O M OT I N G I N C LU S I V I T Y Middlesex University Dubai hosted a conference on Inclusivity in Higher Education (HE) in March.

The event facilitated discussions around the new Inclusive Policy announced in 2017 by the Knowledge and Human Development Authority (KHDA), which will allow people of determination to receive admission in mainstream schools without hassles. The Colloquium also addressed topics in relation to specific learning difficulties in HE, mental health issues among students in HE and supporting foreign language learning in HE. Dr. Sean Pavitt, Senior Inspector for Inclusive Education at KHDA, delivered the keynote address.

F I R S T- C L A S S BENEFITS A new membership called ONE has launched for those who enjoy the finer things in life. It offers a host of exclusive membership benefits, including dining, lifestyle and travel options. Members can enjoy multiple perks encompassing dining out, exploring Dubai, or enjoying a round of golf at specially negotiated rates. It costs AED650 per year and AED170 per week for visitors. onememberclub.com

Aj m a n Education

“The greatest threat to our planet is the belief that someone else will save it.”

GEMS Education will develop a school at Al Zorah, a mixed-use coastal living development in Ajman. Imad Dana, CEO, Al Zorah Development Company, said: “Availability of school education will attract those looking for new areas to plant their roots and raise a family.”

R O B E R T S WA N

SOMETHING THEY SAID

“We cannot solve our problems with the same thinking we used when we created them” ALBERT EINSTEIN

2018

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UPFRON T / NEWS

S h owc a s i n g i n n ova t i o n

CAMPUS ADDRESS HE Dr Abdulla Al Karam, Director General of the KHDA, officially inaugurated the Swiss International Scientific School in Dubai, the city’s first day and boarding school to offer multilingual education in French, English, German and Arabic, at its newly opened school campus in Dubai Healthcare City, Phase 2.

Students from Dubai’s private schools showcased their creative and inventive ideas at an event for UAE Innovation Month. The showcase was part of an event hosted by the KHDA and OliOli, a play museum in Dubai. Hind Al Mualla, Chief of Creativity, Happiness and Innovation at the KHDA, said: “Empowering students to believe in their idea is what really brings a change. The ‘can do’ attitude makes a big difference and brings out the best in students. We are inspired by the ideas we’ve seen and hope to see more students take steps to turn their ideas into reality.”

S A T U R D AY CLUBS Students presented new ideas at the grand finale of the KHDA’s Dubai Saturday Clubs Season 3. This united 50 students aged 12 to 15 and gave them an opportunity to display their creativity in themed workshops and masterclasses held across 13 weeks.

New campus

C h a n ge m a ke r s

At GESS Dubai, Century Tech founder and CEO Priya Lakhani presented an Artificial Intelligence platform that presents real-time data on a student, a class, even a whole school, to support timely and evidence-based interventions, as well as multimedia content that can help automate certain tasks such as assessments and tracking of homework.

Trophies were awarded to teachers, schools and education professionals, suppliers and distributors in 21 different categories at the 2018 GESS Education Awards. The Lifetime Achievement Award, presented in association with Ta’aleem, was given to Ed Goodwin, OBE, for his long list of accomplishments in the region, which include setting up one of the best British schools outside of the UK.

CHAMPION OF HAPPINESS

READING RADAR

HE Dr Abdulla Al Karam, Director General of the KHDA, visited Sunmarke School on International Happiness Day. He met students who told him about the school and showed him the Happiness Hub, while Positivity Patrol students told Dr Abdulla about the initiatives they have introduced.

The National Media Council announced the winners of the Reading Radar competition, marking the Month of Reading, which takes place every March. A total of 762 students competed, from all emirates, and nine participants were crowned winners.

2018

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ustainability in schools is increasingly being recognised as an essential element in generating awareness within our young people, so that students can become catalysts for the future evolution of our planet. But, in order for schools to facilitate this, they must provide students with an educational programme and a culture that encourages and supports the development of environmentally conscious global citizens.

Teachers should be a source of inspiration for students, in order for them to begin to develop a sense of awareness and responsibility for the world around them.

At Hartland International School we encourage environmental responsibility across the school. All students in Key Stages 1 to 3 are members of our environment group throughout the year and have been responsible for initiating: the installation of paper recycling boxes; the sale of recyclable pencils; creating jewellery out of recycled paper; as well as making posters to encourage children not to waste water and to save electricity. Our Year 4 students are currently investigating the

On the COVER

Hartland International School encourages environmental responsibility in its students, says its Leader of Gifted and Talented HELEN GREEN

18 | E D U C AT I O N E M I R AT E S | 2018

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UPFRON T / OPINION

ALL IMAGES The Hartland International School campus is surrounded by greenery in line with its eco-friendly ethos

“We’re hoping to install solar panels to generate our own electricity” possibility for a bio-waste recycling station being installed. That will enable us to turn our school dinner waste into compost, which could, in turn, help plant trees and increase oxygen. Additionally, the school is investigating the installation of solar panels on the roof area to generate our own electricity.

In particular, the installation of recycling boxes across the school has been a really positive initiative. We receive a monthly report and are able to track how much water and oil has been saved, as well as monitor our carbon footprint, and find out how many trees we have protected.

What is more, the students have a vested interest in these initiatives, as they campaigned for them and have seen their efforts rewarded, with their suggestions being turned into a reality.

The school also takes an active part in spreading the eco-friendly word throughout Dubai and even the world. One of our teachers is the UAE ambassador for the UK charity Trust for Sustainable Living, and has been involved in

international debates around sustainability with like-minded educators globally. We are also very proud to announce that one of our students is travelling to the Seychelles in the summer as a finalist in an international essay writing competition entitled “Save our Seas”.

On top of all that, Hartland International School recently hosted its inaugural sustainability debate competition, where Dubai schools met to discuss such motions as: “Plastic Products Should Be Banned” and “Plastic is Not the Problem, People Are”.

Above all, the aim of the teaching staff here at Hartland International School is to strengthen our pupil’s action, so that they can meet life with a belief that current and future sustainability challenges can be conquered.

hartlandinternational.com

HELEN GREEN Leader of the Gifted and Talented Hartland International School 2018 | E D U C AT I O N E M I R AT E S | 19

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TOP buys E M I R AT E S E D U C AT I O N

HERSCHEL

Polka dot backpack, AED229; virginmegastore.com

FITBIT

Fitbit Ace for kids aged 8 and up, AED399; fitbit.com

OHH DEER

Potted plants A6 notebook, AED49; virginmegastore.com

OKAÏDI

Blue boys’ shirt, AED129; okaidi.com

TWENTY5ZERO5 Customisable sun hats, from AED80; twenty5zero5.com

CROCS

Woody Crocs, AED229; crocs.com

TUCTUC

Summer 2018 collection; tuctucuae.com

School supplies Fun and functional items for fashionable school kids

SKECHERS

Black trainers, AED269; skechers.com

MICROSOFT

13-inch Surface Book 2, AED5,949; microsoft.com/en-ae 20

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UPFRON T / SHOPPING

SCIENCE4YOU

First Steps in Geology: Volcano, AED85; virginmegastore.com

GO STATIONERY

A6 notebooks (set of 2), AED65; virginmegastore.com

VANS

SS18 Spongebob x Vans collection, prices vary; cncpts.com

Editor’s pick

ALICE SCOTT

160-page B5 notebook, AED95; ae.namshi.com

HAPPY JACKSON Beauty bag, AED160; ae.namshi.com

OKAÏDI

Summer 2018 collection, prices vary; okaidi.com

HOUSE OF BALLERINAS

Black gun metal ballerinas, AED375; houseofballerinas.com

PENNY SCALLAN Large pineapple bunting backpack, AED219.45; mumzworld.com

CAMELBAK

Bear Scouts water bottle, AED85; virginmegastore.com

2018

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The Arbor School in Al-Furjan provides a high standard of education based on the National Curriculum for England, which is enriched with a compassionate and ethical outlook focused on eco-literacy, sustainability and environmental justice. This vision will be embedded within the curriculum of the Arbor School and reflected in every lesson and task.

Through project-based, experiential and outdoor learning, children will make meaningful changes to the world around them in a fully inclusive and supportive environment. Arbor will also benefit from both a scientist and artist in residence, who will inspire the whole school community to think and act differently. In support of this vision, the school boasts top-class facilities, using climate controlled biodomes and learning gardens as key educational spaces to engage children in a richer and deeper understanding of their ecology and environment.* C

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UPFRON T / SUSTA INA BILIT Y

Our Environment,

OUR FUTURE Raising awareness of sustainability among our students is crucial in achieving the UAE’s environmental goals, and preserving our natural resources, explains an expert from the Environment Agency – Abu Dhabi R A S H A A L I A L M A D FA I

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n any discussion about environmental challenges and the reasons behind them, we find that human activity is a large part of the problem. However, it is also a key driver of the solution.

Environmental regulations and legal frameworks that protect the environment are essential if we want to achieve sustainability and preserve our natural resources. To make these regulations effective, it is vital that the public has a strong understanding of environmental issues and commits to abiding by environmental laws and regulations.

The Human Development Report issued by the United Nations in 2011 states that the most effective way to reduce pollution and greenhouse gas emissions is to eliminate the activities that cause these emissions in the first place. For example, the human contribution to carbon dioxide emissions in Norway is estimated at 11 tonnes per capita. This is one-third less than the UAE’s per capita emissions. According to this UN report, Arab countries were the largest consumers of fossil fuels, which puts the sustainability of the Arab region and its development at risk. In addition, the report stated that four Gulf countries were among the top five countries in the world when it comes to emitting carbon dioxide.

With fast economic growth in the Gulf region, and the shift in lifestyle in these countries, the demand for water and power resources has increased. The dependence on transportation is now greater than before, which has led to an increase in the rate of greenhouse gas emissions.

Thirteen years ago, the United Nations Environment Programme adopted a long-term strategy that aims to encourage youth to get involved in the environmental initiatives. Instigated by the belief of the pivotal role youth play in shaping the future, this strategy aimed at increasing their environmental awareness. Instilling this in individuals at an early stage is a long-term investment that leads to a sustainable community where environmental issues top government and private sector agendas.

The academic sector has a critical role to play in this process. Educational institutions can adopt initiatives, which empower teachers and students to actively engage in environmental issues and enable

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youth to become a part of the decisionmaking process.

Student’s behaviour, when it comes to the environment, forms in the early school years. For example, students participating in the Environment Agency – Abu Dhabi’s Sustainable Schools Initiative measure the ecological footprint of their schools, which enables them to develop an action plan to reduce this footprint. This initiative, along with others, does not rely on theory alone but also adopts an applied method of education. It provides students with the knowledge necessary to face environmental issues such as climate change. These initiatives also pave the way to qualify a generation of environmental leaders who are fully able to make sound decisions and shoulder the responsibility.

Another initiative launched by the Environment Agency – Abu Dhabi is Enviro-Spellathon. The objective of the programme is to promote eco-literacy and

“Arab countries were the largest consumers of fossil fuels, which puts the sustainability of the Arab region and its development at risk”

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UPFRON T / SUSTA INA BILIT Y

environmental skills between students.

The agency developed a braille version of its Enviro-Spellathon programme, in collaboration with the Zayed Higher Organisation for Humanitarian Care.

Additionally, in collaboration with the Department of Education & Knowledge – Abu Dhabi, EAD developed i-EnviroSpellathon to replace the printed books.

The programme, which targeted 1.7 million students over the past 17 years, will now address visually impaired pupils and will help open up a whole new world of understanding for them.

On top of all this, there are global environmental occasions that can inspire schools and community members to participate. Such occasions include World Water Day, World Environment Day, World Biodiversity Day, Earth Day and Earth Hour, which can bring the community together and help in spreading environmental awareness around the world.

To achieve a more aware community, we need to promote and encourage such local initiatives in the Gulf region.

This would help reinforce sustainability projects, especially since the environment and the challenges we face in the Gulf are of a similar nature.

The educational initiatives already in place deserve appreciation, but, in order to achieve more results, we need to see environmental education as part of the academic curricula in schools, colleges and universities, with the same level of importance as other subjects such as Mathematics, Science, Literature and sports.

Luckily, we are confident that the vision of the UAE’s wise leadership is in line with ours. Our leadership recognises the ABOVE Abu Dhabi is home to the lush Mangrove National Park that is protected by the Environment Agency

significance of integrating environmental education with the curriculum for students, who are a critical segment of our society, and the backbone of our community for achieving sustainable development and growth.

What we need today is to build the capacity of tomorrow’s decision-makers.

If efforts were increased in schools to empower students with knowledge and the skills necessary for environmental protection from the early stages, it would then result in an environmentally savvy and efficient generation.

In essence, environmental education can help minimise the time and effort required to protect our future.

R A S H A A LI A L M A D FA I Section Manager Environmentally Sustainable Schools, Environment Agency – Abu Dhabi 2018

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Project: Sustainability The Environment Agency – Abu Dhabi is working hard to inspire our students to be agents of change through these unique educational projects and programmes…

K AT Y G I L L E T T

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he Environment Agency – Abu Dhabi (EAD) has been protecting and enhancing air quality, groundwater and the biodiversity of our desert and marine ecosystems since 1996. It is an incredibly active organisation and, through its collaborations with government entities, private sector establishments, NGOs and global environmental agencies, the EAD has achieved much over the decades. One of the most noteworthy accomplishments being the breeding and successful re-introduction of the Arabian oryx to the wild after the species was declared extinct nearly 20 years ago.

Notably, the EAD also organises a range of educational initiatives, working with students and schools across the UAE to raise awareness of environmental issues facing this region. Here are just a few…

“The SCI mission is to build leadership capacity among the youth”

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Sustainable Schools Initiative

n 2009, the EAD launched the Sustainable Schools Initiative (SSI) for four main reasons. Firstly, it allows school communities to assess their own environmental impact and then address it efficiently. Secondly, it empowers students to be environmental citizens and translate environmental awareness into action. Thirdly, to “capacity-build educators to arrive at the necessary outcomes and meet with objectives of Environmental Education (EE) and Education for Sustainable Development (ESD). Lastly, the

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programme gives students opportunities for hands-on field trips, allowing them to “learn from the environment, about the environment, for the environment”.

Above all, the SSI encourages schools to reduce their ecological footprint by increasing their “ecological handprint” – actions towards achieving sustainability.  sustainableschools.ead.ae

Jane Goodall’s Roots & Shoots Programme

r Jane Goodall is a world-renowned primatologist and anthropologist from Britain who is the driving force behind Roots & Shoots, originally founded in 1991. This engaging programme essentially encourages young people to truly identify and understand human and environmental challenges in their local community, and then come up with solutions to solve them. The aim is to improve the lives

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LEFT & BELOW Students learn to grow plants and organic vegetables

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ABOVE An eco-club workshop RIGHT Raising awareness

“The aim is to improve the lives of animals, protect and nurture our environment, and generally contribute to a more mindful society” of animals, protect and nurture our environment, and general contribute to a more mindful society, and whether you’re a parent, teacher or student, you can sign up, get involved and have an impact.

The EAD is an enthusiastic supporter of the programme, and has helped it spread from seven to nearly 100 schools, nurseries and universities around the UAE. In January, Roots & Shoots also held its fourth annual awards ceremony in Abu Dhabi, with Dr Jane Goodall herself as host.

This year also saw three representatives from EAD and Roots & Shoots go on a climate change expedition to Antarctica with the Explorer’s Passage, which was led by Sir Robert Swan, the first explorer to walk to the North and South poles.

The team put on the Zayed Solar Lights Show and lit up the Antarctic night using 100 solar lights, with the aim of sending a message of unity, hope and action on climate change. Mariam Al Qassimi,

communications specialist at EAD and a member of Team Zayed, said: “Alongside other passionate environmentalists from around the world on this international expedition, we wanted to come together and also send a unified message in solar lights from Antarctica; a message of change. Global warming and plastics are the environmental challenges of our time – as a global community we need to stop, think and act to come together and change our unsustainable lifestyles.”  rootsnshoots.ae

Sustainable Campus Initiative (SCI)

his is a project that specifically targets university and college campuses in Abu Dhabi, undertaken by the EAD and sponsored by Borouge, a provider of plastics solutions.

The SCI mission is to build leadership capacity among the youth, encouraging them to “address issues of environmental sustainability and be the main agent of change in the emirate in working towards and shaping sustainable communities”.

There are three main components: Green Audit, of which there are five types – land, climate change, biodiversity, water and waste; the Sustainability Action Project (SAP), which encourages students to form a club or work with an existing club to undertake a project in the community; and the Green Youth Majlis, a quarterly inter-college gathering for all registered SCI students, which allows like-minded individuals to come together and work towards a common goal.  sustainablecampus.ae

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University resource usage These are the numbers from audit data received from the Sustainable Campus Initiative universities in the UAE last year…

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201

The average amount of water consumption per day, per capita, in litres

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706,868.1

This amount in kilograms of carbon dioxide is generated by routine energy per day



134

The average amount of energy consumption per day, per capita, in kilowatt hours

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754

The average amount of waste in kilograms that is generated every day

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98,833

In square metres, this is the average measurement of green area in campus

2018

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A Perfect

DAY

Fourteen-year-old Megan Bridget Sigalos, a UAE-based student, came third in her category at this year’s Oxford University Press Story Writing Competition, with this colourful memoir*...

MEGAN BRIDGET SIGALOS

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gazed out onto the vast Mont Salève, which emerged over the city of Geneva. Coniferous trees covered the slope like a furry cloak. Immense protrusions of beige rock rippled along the slope. The mountain was colossal in comparison to the diminutive European buildings which composed only a fraction of the valley in which the city lay. A brisk wind rustled the leafy trees around me and skimmed my face, sending my hair in all directions. I breathed in the fresh scent of summer botany, a cool and restoring warmth filling my body. The path on which I stood framed a magnificent view of the calm and hushed landscape. As I further examined the mountain, suddenly – sparks of colour fluttered into view. Parachutes!

They soared down like feathers, their microscopic bodies hard to quite make out. There were many of them, miniature splotches of radiant colours against the tremendous hill. I imagined being one of the little specks of colour, floating and flying through the wind. How I wished I could drift in the arms of the summer breeze.

I ambled through the tranquil street, en route to my friend’s home. She lives amidst broad vineyards and fields, while I live in the heart of the subdued hustle bustle of the city. Though only a brief twenty-minute

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bus ride to her home, the idyllic countryside of blue, his wrinkles carved by the knife vastly differed from the urban downtown of time. I wondered what his life had been scene. Chirps of birdsong echoed through like, where he had been, what he had seen. the branches of the flourishing trees. A Had he witnessed this city change from motorcycle flew by, a sudden blast of wind decade to decade? trailing behind. An elderly woman walked Stepping off the tram in a gaggle of by, her basket of fresh vegetables in tow. boisterous friends, we strolled through I felt the extraordinary gift of time slow the vibrant and narrow Geneva streets, down to a simple serene sensation as I buzzing with anticipation. Each building sauntered down this bucolic path. Life possessed its own unique architecture and was calm, life was slow, life was peaceful chromaticity. Clusters of fresh summer here in the countryside. flowers dangled over the edges of balconies.

Once united with my friends, we set Older women sat on petite stools off for the city centre. We ascended smoking cigarettes, the smoke onto a cramped tram, everyone wafting down through the RIGHT huddled together in the narrow, streets. Bright patches of The OUP Prize confining space. Struggling sunlight frosted the tops of Giving ceremony to get comfortable, standing the buildings, against the BELOW squished amongst the Megan receives her brimming crowd of people, I award for writing observed a group of university students stood together, conversing in aggressive German.

Notes from an un-tuned accordion crept into my ears as a humble man attempted to make some change by singing in a peculiar mix of Spanish and Italian. An assemblage of people I recognized from school joined my group of friends, exchanging laughs.

I then heard the faint voice of an elderly French man asking to sit in an adjacent seat. A young woman humbly gave up her seat for the man and he thanked her with a sincere smile. His eyes were a faded shade

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UPFRON T / LITER ATUR E

T H E S TO R Y

“The luminous sparkle of afternoon sunlight reflected on the lake” cloudless blue sky. Cafés along the pebbled streets were filled with people making bubbly conversation and sipping teas and coffees; then an odour of rich coffee, perfume and cigarette smoke overwhelmed my senses. Just ahead of us in the distance, the luminous sparkle of afternoon sunlight reflected on the lake, shimmering in a radiant dazzle. The substantial crowds of people gathering at the water’s edge were visible even from where I stood. The ambience was light, happy and carefree.

As we arrived at the lake front, my wandering gaze focused on the hectic scene in front of me. Music blared from various speakers. People lay tanning and chatting on multi-coloured towels. Children whirled by on their scooters and bicycles.

Ice cream stands stood bursting with customers. Sailboats sprinkled the lucid

lake. My friends and I laid our towels down on a crowded concrete bench amongst the swarm of peppy people. We set our things down, and rushed down to the water front, dipping our toes in the turquoise and translucent lake water. It was a cooling and refreshing contrast to the smouldering summer sun. I swam to the diving tower and climbed to the highest one, 10 metres up. Sharp gusts of wind caressed my shoulders, sending rippling shivers along my skin. The view was brilliant. I saw the entire city, the rolling Swiss alpine hills with the great Mont Blanc resting tall and magnificent in the distance and partially hiding behind a blanket of fluffy clouds.

I saw clusters of sailboats, docked in the harbour. I saw the small specks of miniscule people lounging along the grass and sand.

Boats zoomed by, a trail of waves following closely behind. Patches of light blue water scattered the vast lake. A truly halcyon day.

As day turned to evening, and the sun declined into the craggy indents of the distant mountains, a blanket of pink engulfed the sky. Then a warm aura of fiery reds and purples set it ablaze with splashes of clouds that dusted the vibrant

The Oxford University Press Story Writing Competition 2018 coincided with the 10th anniversary of the Emirates Airline Festival of Literature. The theme was “Memories”, and students from across the UAE shared their creative stories and personal experiences.

There were three winners (first, second and third place) in four categories – ages 11 and under; 12 to 14; 15 to 17; and 18 to 25.

• To read all the fantastic winning entries, visit emirateslitfest.com

atmosphere, while below, the city still clamoured with lively evening chatter.

The sky gradually receded into a coat of darkness and my friends and I retired to our homes. Sitting on the tram one last time for the day on my journey back home, I felt fatigued by the sun’s rays that had soaked my skin. The hymn of the crowded Saturday buzz had been replaced with a slow and comforting silence. Strolling back through the dim streets to my home, a harmonious chorus from a street musician echoed against the walls. I walked in tune to the song back to my building, a glow of euphoria filling my mind and my spirit. I listened once more for the song, but it had stopped. The glorious melody of peacefulness filled the Geneva streets, and I felt happy. *This story has not been edited.

2018

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U N L O C K I N G

POTENTIAL We meet the winning school teams from this year’s brandnew Project Design Space Challenge, and discover a world of talent on our doorstep K AT Y G I L L E T T

ore than 1,200 students from 60 schools across the UAE took part in the Project Design Space Challenge, organised by the Dubai Institute of Design and Innovation (DIDI), a new not-for-profit design university based in Dubai Design District (d3). It was a rare opportunity for students to work on real design projects for actual clients – which included Expo 2020, IBM, adidas, Splash and Alserkal Avenue – allowing them to create exciting and unique concepts and then present their ideas to a panel of judges.

The standards were very high, says DIDI’s president Mohammed Abdullah. “[It] really highlights the design potential in this region,” he said. “DIDI’s goal is to nurture the next generation of designers in the UAE and there’s definitely a lot of talent for us to do just that.”

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“We have learnt to build up our confidence and to resolve problems”

solutions that encourage Expo 2020 visitors to connect minds and share knowledge.”

The team from Nord Anglia International School, which won the Expo’s challenge, also said they learned a lot from the experience. “The Project Design Space has changed our thinking towards design challenges… we have learnt to work together as a team. By pitching in front of judges who have witnessed other pitches, we ABOVE have learnt to build up our The crowd at the confidence and to resolve Project Design Space Challenge problems that any ordinary human beings wouldn’t have thought of.”

Team Millennial from GEMS Millennium School, Sharjah, which won best design concept for Splash, felt the same way.

“Rather than presenting just mere ideas, we learnt to work on them and improve them to have people feel comfortable with and buy them.

“Project Design Space 2018 was a brilliant opportunity for the team to prove our mettle, and we are thankful to DIDI for providing us with this chance.”

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ABOVE The winners of the Expo 2020 challenge BELOW Alserkal Avenue’s winning team

The Winners DUBAI S CHOL ARS PRIVATE S CHOOL  This team won best design for the adidas challenge, which was to develop an environmental campaign that inspires the public to take action. The students’ idea was to design an interactive recycling machine so that consumers can recycle their plastic bottles and, in return, get discounts from the clothing brand. On top of that, they also presented an alternative solution to the plastic bottle, introducing the idea of “organic plastic” made from banana peel.

GE MS MILLENNIUM S CHOOL , SHARJAH  A wearable tech design challenge was set by the affordable fashion brand, Splash.

The winning team from GEMS Millennium School, Sharjah – made up of Avikalp 2018

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lived up to the challenge. They presented an innovative transportable car showroom, complete with 4D seats, that would allow customers to get the ultimate car experience before they made any purchases.

THE ENGLISH COLLEGE  The team who won the best design concept set by Alserkal Avenue were asked to design outdoor solutions to drive pedestrian traffic. The pair presented a shading design concept, placed on two levels, run by a solar power pulley system, and which creates interesting shadows across the space. They also came up with the idea for an interactive map for visitors, and chair-table hybrids to sit against walls so visitors can rest.

LEFT Teams of students got the opportunity to pitch their ideas to a panel of judges

“We felt our products could add a new value point to consumer life” Kishore, Daria Yaseen, Mohammad Haneen and Naurin K – presented four fashion designs. This included a sports bag with an integrated waterproof speaker and Bluetooth availability, which can be connected to multiple devices. They also dreamed up removable heels, fibre-optic accessories for dresses and a hydration T-shirt. The team commented: “Splash isn’t a company that launches products with no foreseeable future; it’s a brand that launches products to make a difference. We felt that our products – The Bag, Glave, Framps and HydraShirt – were capable of adding a completely new value point to consumer life, while also eliminating the need for sui generis markets that deal only with wearables.”

out an extensive survey throughout Dubai and getting the opinions of the people, and focusing on the main point connecting minds and creating the future.

“By creating the prototype, we are resolving the challenge of being bored in long queues in Dubai and, by fulfilling the four Expo 2020 objectives – innovation, partnership, engagement and impact – we are resolving language barriers between people from around the world, and, by doing this, we are connecting minds.”

THE APPLIED S CHOOL OF TECHNOLOGY RAK  To create a car room of the future was the brief from IBM, the internationally renowned technology company. And the team from The Applied School of Technology RAK

ABOVE TOP RIGHT Splash’s winners ABOVE Nord Anglia’s team LEFT IBM’s chosen top team

NORD ANGLIA INTERNATIONAL S CHOOL  “Expop” is what Capucine Caulliez and Aliyah Braithwaite – the winning team from Nord Anglia International School – designed for Expo 2020. It is a game that allows visitors from a range of backgrounds and cultures to interact with each other and connect easily at the Expo, as well as have fun, win merchandise or redeem points. “Our inspiration for this idea came from carrying 2018

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School’s In

SWISS INTERNATIONAL SCIENTIFIC SCHOOL IN DUBAI

ECO-FRIENDLY SCHOOLS P.38 FOR GIRLS ONLY P.52 STUDENT WELLBEING P.58

GO GREEN

We explore six sustainable schools in the UAE, including Swiss International Scientific School in Dubai (pictured), from page 38.

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Growing

Global Citizens Our education expert explores why sustainability in education is not just about climate change and the environment. It means much more than that‌ FIONA MCKENZIE

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“EDUCATION IS NOT ABOUT FILLING A PAIL, IT IS ABOUT LIGHTING A FIRE” WB YEATS

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ustainability is high on the agenda of education these days, as we can see with the exciting new arrivals in the region of schools with a very specific eco-friendly agenda.

However, educating for sustainable development (ESD) is not a new initiative.

It has, in fact, been around for a lot longer than you may think.

In 1998 the Sustainable Development Education Panel defined ESD as: “the learning needed to maintain and improve our quality of life and the quality of life of generations to come... ESD enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future.”

So educating for sustainability is not just about saving the planet, it is about trying to achieve a balance between people, the economy and the environment. But how can schools give their students the knowledge and understanding needed to achieve these goals and this balance? How can teachers motivate and empower students to take action for sustainable development and change their behaviours? What skills do children need to acquire to be part of a sustainable future?

Five key skills have been identified by a leading think tank at Plymouth University, an early proponent of ESD...

CRITICAL REFLECTION

• Alongside traditional teaching, it is also important to get children to reflect on their learning and they can start to do this by working in discussion groups or by keeping a learning journal.

I L L U S T R AT I O N B Y P H I L C O U Z E N S

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COLLABORATIVE LEARNING

“The goal is to allow every human to shape a sustainable future”

SYSTEMIC THINKING AND ANALYSIS • Project-based learning is a valuable tool for getting learners to work through and present a topic in a systematic way and to learn how to research and analyse information, especially if it is based on a real-world situation.

PARTICIPATORY LEARNING • This places an emphasis on experiential learning and peer or group learning. One way of doing this can be to use real-world case studies, which helps to root learning in an applied and understandable way. The school campus and the local area is a great learning resource and can be the basis of many stimulus activities designed to get students thinking.

THINKING CREATIVELY

FOR FUTURE SCENARIOS • Real-world enquiries can then lead to children engaging in “futures visioning” and using role-play to see how things could develop. Giving students a real-world problem to solve and seeing what they come up with can be an exciting way of getting them to discuss issues and come up with creative solutions.

• This type of learning enables everyone to share his or her opinion and contribute to the discussion. It enables learners to draw on knowledge from other disciplines and pull together different strands of information. It also enables them to reach out to others and invite guest speakers to come in and share their knowledge.

Learning to work together as a team and make decisions in a collaborative way is a great foundation for problem solving on both a small and large scale.

The goal of ESD is to allow every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. These five skill sets can certainly set children up to view problems holistically and from multiple viewpoints, giving them the tools to identify solutions.

While it is important to embed key sustainable development issues such as climate change, biodiversity, poverty reduction, and sustainable consumption, this has to be done in the context of the children understanding what it means to be a global citizen. It means introducing them to the concept of environmental stewardship and to consider the role they can play in their future lives. Concepts such as social justice, ethics and wellbeing are all key to understanding how to achieve the balance between population, the environment and the global economy.

Most importantly, educating for sustainable development requires students to be future facing and to learn to think about the consequences of actions so that they can help society to adapt systems to ensure a sustainable future.

FI O N A M C K E NZI E Director Gabbitas Education Middle East 2018

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Sustainable

SCHOOLS We take a peek behind the gates of some of the UAE’s most eco-friendly education facilities…

K AT Y G I L L E T T

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hile many schools across the UAE have adopted more ecofriendly practices, these six institutions have taken it one step further and made sustainability integral to their teachings and facilities. From biodomes to project-based learning, and the utilisation of solar power to plasticfree policies, these educators realise the importance of protecting our planet. Every day they are making sure the school has a positive impact on the world, while fostering a deeper understanding of our environment, and instilling ethical values in our children.

visits to key places in the community regularly to discover and explore.”

It is not just education that is the main focus here; the physical health of the children is also important to the CreaKids team. That does not just mean including exercise in their daily activities, but also that all the furniture is handmade and eco-friendly and a lot of time and attention has gone into making sure everything your kids touch is safe.

This includes the water-based paint on the walls to the filtered drinking water available, and the LED lighting to the recycled materials used in the construction phase.  creakids.ae

CREAKIDS NURSERY

FAIRGREEN INTERNATIONAL SCHOOL

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ast January, Norway’s international childcare and education brand, CreaKids, opened its doors to a new nursery in The Sustainable City. It offers a combination of Montessori and the Norwegian Curriculum in English, and infused with Arabic and French.

It is open to children from 45 days old to age four, and has a student capacity of 180 in its spacious, bright and airy facility. There, you’ll find nine sunny classrooms, a shaded courtyard and green outdoor area, and five defined areas: Maths (Counting Connie), Language (Rhyming Roger), Nature (Woody Woo), Creativity (Color Paletta) and the Heart Programme (Hearty Howard). This comes alongside access to all the fantastic amenities that make up The Sustainable City community, too.

“We have made it a point to incorporate the outdoor community in the children’s learning,” the nursery has announced. “They will be going on nature walks, picnics and

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nother fabulous facility based in The Sustainable City is the brand-new Fairgreen International School, which springs into being this September. The school, founded

by Esol Education, will tailor the IB continuum programme to integrate sustainable education curriculum, allowing students to fully understand and learn how to

tackle global challenges brought about by climate change, the impact of conventional energy sources and food scarcity. Esol’s chairman Walid Abushakra, says: “From the campus and architecture to the curriculum and activities, the entire school will adhere to a ‘sustainability first’ ethos. Our graduates will understand the urgency and importance of sustainable living, which will guide their academic and career choices.

They will be pioneers of renewable energy research and urban agriculture, eco-entrepreneurs and public policy change makers.”

Naturally, Fairgreen’s campus is designed to minimise the schools’ environmental impact. It uses solar power for all its energy needs, recycles all its water for agricultural use, and the team has implemented waste separation and wind energy generation. The curriculum will also feature hands-on project-based learning, along with technology initiatives and partnerships with leading experts in the field, including “America’s favourite teacher”, Stephen Ritz, who will lead its Health, Wellness, and Learning Centre, located in one of The Sustainable City’s bio-domes.  fairgreen.ae

LEFT The Arbor School, which opens in September BELOW JVC, Dubai’s ecofriendly nursery

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ABOVE JBS has a hydroponic container farm

JUMEIRA BACCALAUREATE SCHOOL (JBS)

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ubai’s Jumeira Baccalaureate School (JBS) is also jumping on the eco-friendly bandwagon by introducing a range of initiatives at its facilities, including a new hydroponic farm. This is because operating in a green and sustainable way is extremely important to its ethos, Principal Richard Drew tells Absolutely Education Emirates.

“Research confirms that ‘green facilities’ have a positive impact both on students’ abilities to learn, as well as teachers’ abilities to teach, and it is a key part of our curriculum that young people come to understand the importance of sustainability,” he explains. “After all, we are creating the leaders of the future.”

In terms of the curriculum – JBS follows the IB programme – sustainability is taught to students from Grade 1 upwards. As for the facility, the team has changed all its lights to LEDs, all taps have been fitted with devices to reduce water use, and the school recycles all non-

BELOW CreaKids Nursery in The Sustainable City

food waste. “Most recently, we have also been delighted to become the first school in Dubai to benefit from the region’s first installation of a hydroponic container farm on a school campus,” Drew adds. “In collaboration with Madar Farms and school food experts, Slices, the farm is made from a recycled shipping container and students and staff at the school are using the farm to grow pesticidefree premium leafy greens for use in the school meals.”

The 40-foot hydroponic container farm can grow up to 1.5 acres worth of product, using less than 40 litres of water per day.  jbschool.ae

LADYBIRD NURSERY

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umeirah Village Circle is home to Dubai’s Ladybird Nursery, which has been providing early childhood education to children aged one to four since 1996. Most interestingly, its campus is a purpose-built LEED Gold certified nursery school that was carefully constructed with

“Students and staff are growing pesticidefree leafy greens for use in school meals”

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environmental sustainability and a low carbon footprint in mind. This means that 25% of the nursery’s construction material was recycled and a quarter of it was imported from within an 800-kilometre radius in a bid to save on carbon emissions.

We are told measures were also taken to ensure Indoor Environment Quality is at an optimum level, and the air-conditioning is switched off automatically as soon the windows are opened. On top of that, the team makes sure the A/C drain water is recycled and re-used for irrigation, and each of the 15 classrooms incorporate energy-efficient fans and lighting.

Monica Valrani, CEO of Ladybird Nursery and Early Learning Centre, says: “Our young pupils of today are the planet’s custodians of tomorrow so we owe it to them – as well as to our fragile Earth – to cultivate a lasting legacy of the importance of being environmentally astute, especially in a water-scarce location such as Dubai where the hot climate requires high air-conditioning usage.”  ladybirdnursery.ae

SWISS INTERNATIONAL SCIENTIFIC SCHOOL

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ackie Schemenauer, the sustainability coordinator at the Swiss International Scientific School in Dubai (SISD), tells us how they have worked with various organisations to develop the first-ever purpose-built infrastructure in a desert climate to meet Minergie standards. “The building is designed as a high-grade envelope with the best airtightness and the highest insulation standards to reduce air loss as well as heat transfer,” Schemenauer explains.

“At the same time, the light transmission is optimised to reduce electricity consumption.”

Recently, SISD celebrated Earth Day by having its own “Earth Week”, which focused on ending plastic pollution. This saw students lead an initiative to become a glitter- and sticker-free school, and each class has made its own Zero Waste Party Kit. The school continues to work to phase out single-use plastic items at its facility, plus it has also joined the #SimplyBottles recycling campaign, where bottles are turned into T-shirts, and introduced eco-friendly handwash technology.

Students are involved in the decisions to be more sustainable every step of the way, Schemenauer tells us. “In Grade 4D, students realised they had enough natural light during the day that they could reduce the number of lights being turned on,” she adds. “At the end of the day, one designated student is now responsible for making sure the switch on all electrical sockets is switched off.”

Another example is in KG1, where there is now a Water Monitor who makes sure students do not waste water at the water play stations.

“For SISD, sustainability is not just about minimising the environmental footprint, but about fostering a healthy, comfortable learning environment for the children… Our school values – Bilingual, Excellence, Sustainability, Together – are at the heart of everything we do.”  sisd.ae

THE ARBOR SCHOOL

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n September, The Arbor School is set to open its doors to its first cohort at its Al Furjan campus, initially serving FS1 to Year 6. The new English National Curriculum School embeds eco-literacy, sustainability and environmental justice every step of the way. The aim is that through project-based, experiential and outdoor learning children will plan, collaborate, reflect

“It is a higher ethical

sense that we aim to instil in our students” and make meaningful changes to the world around them in an inclusive and supportive environment.

There will be both an artist- and scientist-in-residence that the whole school community can learn from, while the facilities boast three climate-controlled bio-domes and learning gardens, allowing children to gain a deeper understanding of their ecology and environment.

Meanwhile, the buildings have been constructed to the standards of LEED Gold Certification, and the school promises to pay close attention to resource utilisation and ecological footprint.

Dr Sa’ad Al-Omari, the CEO of Praxis, the company behind the school, explains his vision: “A contemporary ethic based on compassion and responsibility towards both the human and nonhuman world is needed now more than ever. It is this higher ethical sense that we aim to instil in our students, in the hope that they will form a vanguard generation that can begin to reverse the harmful trajectories we see unfolding around us.”  thearborschool.ae

RIGHT Sustainability is one of four values at Swiss International Scientific School in Dubai

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23/04/2018 19/04/2018 11:03 23:25

SCHOOL’S IN / SUSTA INA BILIT Y

Empowering

EDUCATION Incorporating eco-awareness in our curriculum has never been more important, says the director of a brand-new, sustainable Dubai school

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GRAEME SCOT T

raduates leaving universities now are entering a very different world – even compared to a decade or so ago. It is marked by uncertainty, complexity and rapid change, manifested through a complex range of global issues, including climate change. The consequences of increased urbanisation, depletion of natural resources, and dependence on fossil fuels are rippling around the world. Today there is no doubt that resolving this issue and reversing the effects of climate change will be one of the most important challenges faced by our children.

There is now an urgent need for educators and policymakers A B OV E opportunity to contribute to these to come together to affect change tenets of reducing consumption, reusing Fairgreen goals, surrounded by a likeat a grassroots level, instilling the goods, refusing unsustainable practices, International School opens in minded community of individuals values of sustainable development recycling and minimising their carbon September and businesses that are dedicated within young learners. The footprint both as individuals and as future to sustainable development.

UAE is already making great leaders of industry. Our education team is Sustainability education can be exciting, strides towards achieving the sustainable fortunate to work with global sustainable engaging and empowering for students. It development goals (SDGs) as outlined education leaders such as Mr. Stephen Ritz, allows them to take responsibility for their in the United Nations’ 2030 Agenda for who will spearhead the Health Wellness actions and to contribute their vision for Sustainable Development, adopted by the and Learning Centre at Fairgreen, offering a more sustainable future. It also enables Dubai Plan 2021 and the UAE’s National students project-based learning through them to develop knowledge, skills, values Committee on SDGs. The Sustainable City, farming, food technology and other and motivations for achievement, allowing Dubai, which is Fairgreen International initiatives that promote health, wellness, them to maintain their own School’s home, gives us an unprecedented and sustainability. wellbeing, and that of their Our sustainable way of community and the planet. learning also ensures students As a key part of the understand and demonstrate learning experience at values of international Fairgreen, sustainability is mindedness, mutual respect, being integrated throughout civic responsibility and global and across all subject areas, citizenship. Student voice is at using the IB framework, to the centre of our community, create a unique curriculum inspiring a hunger for learning GRAEME SCOTT School Founding Director for the school. Here they and a lifelong commitment to Fairgreen International School will understand the basic social responsibility.

“There is now an urgent need for educators and policymakers to come together to affect change at a grassroots level”

2018

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• Strong systems of care and guidance, that lead to a strong personal and social development.

• Bright stimulating classrooms that promote innovation and creativity.

• Excellent sports hall, dance studio and swimming pools.

• Highly trained and qualified teachers.

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SCHOOL’S IN / DR A M A

Desert W AT E R I N T H E

Cranleigh Abu Dhabi’s new opera project celebrates the Year of Zayed and pays tribute to the UAE’s founding father’s vision for sustainability K AT Y G I L L E T T

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here are three objectives behind Cranleigh Abu Dhabi’s new sustainabilitythemed opera project, Water in the Desert.

Firstly, the team wanted to find a new way to celebrate the UAE’s heritage and the Year of Zayed, which marks 100 years since the birth of HH Sheikh Zayed bin Sultan Al Nahyan, the founding father of the UAE, whose lifelong commitment to sustainability became a hallmark of his presidency. Secondly, it aims to inspire and develop children through performance and visual arts. And, lastly, raise awareness of the power and importance of culture and the arts in education. Opera Director Karen Gillingham tells us more…

Karen Gillingham directs Cranleigh Abu Dhabi’s new opera project

“Sheikh Zayed’s lifelong commitment to sustainability became a hallmark of his presidency” What is Water in the Desert all about?

It is an innovative educational development project that Cranleigh Abu Dhabi is working on in partnership with the Office of HH Sheikh Nahyan bin Mubarak Al Nahyan, Minister of Tolerance. I will be working with an expert team of creative professionals from the UK, as well as with Cranleigh Abu Dhabi’s Performing Arts faculty. Together, we will lead 80 school children as they devise, create, rehearse and perform an original opera in October 2018.

The project kicks off in June when the children will use the theme “Water in the Desert” to discuss, debate and create words and music during a four-day workshop. They will devise the shape, storyline and core content of a new and original piece of operatic theatre, informing and inspiring all aspects of the production including the costume design and the set. Over the summer, a librettist and composer will use this material to produce the final piece and the whole team will return in October for rehearsals, staging and the final performance.

Q

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What inspired the project?

Cranleigh Abu Dhabi was looking for a meaningful way to celebrate the Year of Zayed, using a mechanism that would allow for its pupils to be inspired and involved. In discussion with the Office of the Minister of Tolerance, it was decided that Sheikh Zayed’s vision for a green desert and his environmental legacy would provide a compelling artistic theme. We will be remembering the conservation programmes he led and supported, while also examining the issue of water security both today and in the future as the UAE – and the world – works to develop sustainable water management strategies.

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What will the kids learn?

This is a cross-curriculum initiative where the children will embrace the environmental, scientific, social and historical themes through music, drama, dance, art and design. The children will lead the project. Our job will be to encourage and nurture their ideas and thoughts, but this will be their piece. It will require quick thinking, tolerance and team work, resilience, leadership and thinking outside the box – the kinds of character and life skills the arts help to develop effectively.

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Q What do you hope the audience takes away with them after seeing it?

A I hope it will serve to remind them of the power of Sheikh Zayed’s vision, to inform and educate them about the importance of water sustainability, and trigger questions about what role each of us can play in this significant human challenge.

I also hope that the audience will be surprised and captivated by just how much children are capable of when they are empowered and encouraged to step beyond their comfort zones.

Q Why is it important for schools to work on more projects that raise awareness of matters of sustainability?

A The current generations are in danger, at the very least, of doing irreversible damage to the planet. The more we can teach young people at an early age about the importance of the environment – and their role as the future guardians of our world – the better.

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All RISE

Here’s how one Dubai school is achieving its sustainability goals through technology and creative teaching techniques…

K AT Y G I L L E T T

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ising School, the newly opened American curriculum facility in Nad Al Sheba, Dubai, is using a range of creative, interactive techniques to teach its children. This includes the introduction of materials from National Geographic Learning.

We speak to Founding Executive Principal, Dr Michael S Bartlett, to find out more.

Q What are the materials you’ve introduced from National Geographic Learning?

A In Grades 1 to 5, we have adopted the Reach Literacy programme and the National Geographic Science programme from National Geographic Learning and Cengage.

This includes all reading and literacy

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aligned with a student’s level of reading, as well as grade level as identified in the NWEA MAP assessments (American Common Core Curriculum diagnostic testing). This confirms that Rising School Students are differentiated specifically to their learning needs and allows our teachers to monitor individual progress. In addition, we have adopted the Big Book strategy in our KG. Again, this is specific to beginning learning, including brain development, use and development of fine motor skills, etc.

We have a very hands-on environment for our science lessons and we use National Geographic Learning resources to bring some of the topics to life. We often take “nature walks” as we are learning parts of the life cycle or water cycle, and also spend considerable time in

A B OV E

Rising School has recently opened in Nad Al Sheba, Dubai

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SCHOOLS IN / SUSTA INA BILIT Y

WE A RE I N TH E P RO C E SS O F DE SI G N I N G A H Y D RO P O N IC S L A B SP EC I F I C TO O U R LO CATI O N I N D U BAI

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SCHOOLS IN / SUSTA INA BILIT Y

LEFT

The school uses National Geographic Learning and interactive walls BELOW

Students learn about different environments throughout the years

are in the process of designing a hydroponics lab specific to our location in Dubai.

discussion with our students about “what is right” in all aspects of their life, including the planet and our UAE living environment. By doing so, we are not only giving students a broad knowledge, but also nurturing a desire to care for the environment around them.

Q What are the benefits of having tools such as interactive wallpaper in the school?

A Study after study shows that allowing students aged two to 12 years old to develop fine-motor skills while also developing their knowledge allows for “learning” to happen at a faster rate. Our choice of interactive wallpaper lets the student use these kinaesthetic skills while also gaining knowledge about a particular subject. Because the kids think it’s so cool, they constantly want to “play” with it while the teachers understand that “hidden learning” is happening while “interacting” with the wallpaper.

Q What kind of emphasis is given to the UAE’s environment?

A As a KG to Grade 5 school (up to Grade 6 next school year) we focus a lot on the smaller environments, such as their classroom or playground or lunchroom. As they get older, we expand these skills into the Dubai and UAE environment while moving to international issues as the students move into high school and teenage years.

Q What kind of topics do you focus on with your students specifically?

A We follow the US Curriculum specific to its Common Core Outcomes and skill development.

This is done in blended learning and also using many other school resources. Specifically, this month, one grade is reading Charlotte’s Web as their book of the month. In addition to the reading, they are creating scenes from the book using our Lego resources. As they create the scene, they use the iPad to “voice over” (or read from the book) the scene in their own words. Then we use stop-motion video to recreate the scene in the children’s own voices over six to 10 second snippets. At the end of the unit, the children can see the book from start to finish in Lego form AND hear it in their own words.

Another grade has been focused on the life cycle and, specifically, the water cycle. They have researched the “cloud seeding” in the UAE and how that affects the water cycle in this area. They have now taken it steps further by collecting rainfall data from the past few years and analysing this data to form patterns and make predictions for 2018, 2019 and beyond. These were our Grade 2s!

Q Why is it important to the Rising School to put an emphasis on the planet and our environment in its curriculum?

A Teaching our children to be responsible human beings is the core of any curriculum. This must include the planet and our environment. Allowing them to learn more about their direct environment in terms of waste, recycling, etc., encourages more exploration and inquisitive thinking.

Q Why is this important for you, too, personally speaking?

A As the Principal, I remind our staff that every interaction with a student might be the trigger to new thoughts and inquisitive brain connections. I take very seriously what these five-year-olds will be as 15-year-olds and 25-year-olds in terms of maturity, critical thinkers, respect for their decisions and how those decisions affect their direct environment, from their home to their community to their city to their emirate and out into the planets and beyond.

Q How else do you focus on preparing students for a more sustainable future at Rising School?

A We (students and teachers)

“Teaching our kids to be responsible human beings is the core of any curriculum.

This must include the planet and our environment” 2018

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1/31/2017 31/01/2017 12:55:36 PM 15:25

SCHOOL’S IN / A NIM A LS

SNOWBALL’S STORY A pet rabbit has been introduced to one Dubai school’s KG2 class and has brought with it some powerful learning opportunities V I C TO R I A M O N AC O

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s soon as I walked into Clarion School I asked if I could bring a pet into my classroom. As a former zookeeper, I know the power of animals. They are a calming force to even the most active child and the science behind petting and being near an animal has been researched and studied many times over. So bringing an animal into the class was a no-brainer.

Now we have Snowball, our little brown rabbit for the class. Before we got her, the students were able to vote on the type of animal they wanted (either a guinea pig or a rabbit). Then, once we had found her, we held three rounds of voting to pick her name (hence how we wound up with a brown rabbit called Snowball).

“Having Snowball in our class has empowered my students to be the teachers”

ABOVE Clarion School’s KG2 class has recently taken in a pet rabbit

Our students feed, pet, love and care for Snowball daily. She sits calmly while they pet her, she listens to their stories and their songs, and she provides comfort when someone needs to step away from the class and regroup.

Every week a student has the job of taking care of her in the classroom and every weekend she heads home with another friend to be spoiled. She loves it, but more importantly, so do they. My students have quickly learned how to care for her, how to be gentle, and how to teach their fellow students in other classes how to do these same things.

Having Snowball in our class has empowered my students to be the teachers.

In fact, they recently got to teach their Pre-K buddy class how to care for Snowball.

The best part was not just that they gained

the confidence to write and read their own words, or that they were able to celebrate their learning with another class, but that they inspired others to want to do something to help Snowball. Our Pre-K buddy class later decided they would make Play-Doh and slime to sell, raising money to purchase food, hay, and toys for Snowball.

They then took a field trip to the pet store to make their purchases, and delivered everything to our class, teaching my students what they learned while they were on their mission.

Firstly, my KG2 students became the teachers to their Pre-K buddy class, and then the roles reversed and the Pre-K students became the teachers. Now we have a strong, genuine bond that makes its way outside of the classroom, too.

When they are outside at recess the two classes speak independently without teacher facilitation. You will see KG2 children helping Pre-K children and Pre-K students being asked to join in with the KG2 students’ games. All because a little brown rabbit named Snowball entered our classroom this year.

The power of animals is real and we prove it every day at Clarion School.

VI C TO R IA M O N ACO K2 Teacher Clarion School 2018

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Girl

POWER In a society that’s stepping closer to total gender equality and women empowerment, what role do educators play?

CHRISTINE WOODS

ABOVE Girls are encouraged to gain STEAM skills RIGHT A class at Al Mamoura Academy, Abu Dhabi

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he empowerment of women begins when they’d more accurately be described as “girls” – during the crucial, formative years of education when knowledge is imparted, soft skills are nurtured, and girls start on their life path. With their focus fixed solely on the futures of young women, girls-only schools have a particularly influential role to play in empowering our next generation of females. But, how, exactly? Christine Wood, Principal at Aldar Academies Al Mamoura Academy, an Abu Dhabi-based co-ed primary and girls-only secondary school, explains more...

TEARING DOWN GENDER ROLES

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t’s relatively easy to identify gender roles in society, but within the girls-only classroom, they don’t exist. Girls are free to assume and grow in every role available to them – budding scientist, star footballer, master computer programmer – free from the pressures of gender conformity. The freedom and willingness to make these decisions, unbiased by external pressure, carries through to later life when girls must decide which university degree to study and career to pursue.

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EMPOWERED WITH CHOICE

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he “anything is possible” mentality encouraged at singlegender schools prompts many girls to shrug off self-imposed limitations and pursue the career they’re most passionate about – not the one they believe they should follow. Studies have shown that students of girls-only schools are more likely to favour a career related to the STEAM skills (Science, Technology, Engineering, Art and Maths) than their co-ed peers, which are all stereotypically “boys’” subjects.

However, in the MEA region, choice also means respecting and supporting the influence of local culture on girls’ futures.

This is particularly true at a school like Al Mamoura Academy, which teaches

“Some girls will feel much more comfortable being vocal and collaborating with peers”

an international pathway – the English National Curriculum – and opens the door to the leading universities anywhere in the world.

Empowerment therefore requires girls to learn about the traditional role of a mother and a wife in local culture. Schools in the capital have made this happen by adopting ADEK’s (Abu Dhabi Department of Education and Knowledge) My Identity programme, which is designed to promote Emirati national identity and values among local and expat students. The programme broadens a girl’s knowledge of the world around her, presenting her with more opportunities, and therefore giving her more choices when deciding what direction her life will take.

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SCHOOL’S IN / A BU DH A BI

CONFIDENCE , MULTIPLIED

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longside choice, the singlegender environment encourages girls to take centre stage in their education, free from the influence of boys’ sometimes more outgoing personalities. As a result, some girls will feel much more comfortable being vocal and collaborating with peers, which builds confidence and self-esteem from a young age. These are two of the most empowering skills a girl can carry into her university studies and career. They’ll prompt her to continue collaborating and forming strong professional relationships with influential individuals, while having the confidence to take calculated risks.

“The ‘anything is possible’ mentality encouraged at single-gender schools prompts many girls to shrug off self-imposed limitations”

Such traits are important for any leader to possess, and this is something we actively encourage at Al Mamoura Academy through activities like Model United Nations. By participating in the event, girls are taught about diplomacy, negotiation, and critical thinking, as they apply them to a simulated UN General Assembly.

The empowering force of education – no matter your age – is undeniable. But, for some young women, earning a quality education in a girls-only environment provides a catalyst to success that no other learning option can match.

C H R I S T I N E WO O D S Principal Aldar Academies Al Mamoura Academy 2018

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Ideas Worth

Spreading Organising your own TEDx event at school can be an invaluable learning lesson for students. Vanessa North, who has co-organised four in Dubai, explains exactly how to get started…

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ED, the non-profit organisation that’s devoted to spreading ideas, usually in the form of short, powerful talks, began in 1984 as a conference where Technology, Entertainment and Design converged (hence the name TED). It has since expanded to cover all manner of topics, from science to business, and politics to wider global issues, and does so in more than 100 languages. Ten years ago, TED also extended their platform to provide the opportunity for individuals across the globe to host TED-like events. These are known as TEDx. And these events are independently run and organised to help share ideas in communities around the world.

When we at Jumeirah English Speaking School (JESS) first heard about the opportunity to host a TEDx event more than eight years ago we decided we had to be a part of it. We had to bring the magic of TED to our school community.

If you’ve ever been inspired by a TED talk, then you’ll understand the passion that underpinned this thought process.

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But where did we start?

There are many rules TEDx organisers need to adhere to in order to meet the TED standards. First and foremost, you need to apply for the TEDx license. Organisers cannot start planning a TEDx event until they have this, and the process can take between eight to 12 weeks (almost a third of a school year), so this needs to be done as soon as possible. Overall, a TEDx event typically takes around six months (minimum) to plan and accomplish, excluding the license process. So, in reality, you are looking at a whole school year from start to finish.

When you apply for a license you’ll be asked to choose an event type.

That is exactly what it sounds like, as there are different kinds of TEDx

“We wanted to provide students with the opportunity to create an event that would showcase the stories of amazing and inspiring individuals”

events. Schools generally decide to choose “Youth” events, as this means the event is either organised by students or includes student speakers. For JESS, we have found working with our sixth form students (16-, 17- and 18-year-olds) works best, but students of any age can be involved.

When we started out we definitely had a lot to learn about organising such an event. However, the end goal was always clear. We wanted to provide students with the opportunity to create an event that would showcase the stories of

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SCHOOL’S IN / TED TA LKS

RIGHT The set up for the latest TEDx JESS called Space LEFT An art installation at the Art Space BELOW A team of students organise the event themselves

amazing and inspiring individuals (students, staff, parents and external speakers), and, at the same time, provide our students with the skills to be part of a team that could coordinate and host such an experience as this.

One piece of advice I remember us receiving before embarking on our initial TEDx event: if you want to organise one, then attend one first.

So, that is exactly what we did – we took a group of students to watch an event at Zayed University in Dubai, hosted by James Piecowye, Associate Professor.

The experience and initial advice we gained from Piecowye was invaluable. One of his top tips was: “Before you get started, select your TEDx organising team carefully”.

Everyone needs to be extremely hard working and you need a great mix of skills, from organisational to technology and creativity. Also, you are going to be working long, long hours together, so you need to get along well – really well. This was a great learning curve for our students – the ability to work closely in teams to achieve a common goal. To quote TED’s recruitment process: “We only hire(d) really nice people :)”.

While there was certainly a lot to learn, the TED team is also, of

TEDxJESS x Space he latest TEDx event at JESS Dubai, which was hosted by the school’s IB students and staff, was called Space. The evening sought to challenge everyone’s idea of space: space in the mind, outer space, digital spaces, home spaces or environmental spaces.

One speaker was Omran Sharaf, the Hope Probe Project Manager at the Mohammed Bin Rashid Space Centre, who is responsible for the UAE’s Mission to Mars. “Our mission is all about progress,” he says. “The oil age will not last forever, and we as a nation are turning to space to find progress and to develop our future for the UAE and all its residents. We plan to launch our mission within two years.”

With regards to the environment, James Duthie, who has been working with the Environment Agency – Abu Dhabi, talked about successfully reintroducing the scimitar-horned oryx to the wild after the species were declared extinct in 2000. He said: “If we look at the world’s problems through the lens of space, only 15.4% of our planet is currently protected.”

Meanwhile, Vahid Fotuhi, a sustainability pioneer, explained that if you recycle just one aluminum can you can power your phone for three hours.

The event also touched on digital and visual spaces in the “Art Space”, as well as space within virtual reality through a demonstration of the Tilt Brush software, which was used to created live artworks.

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course, on hand all the way to help guide you through your event.

The instruction manual and guidelines provided on the website are super clear and easy to follow and we were even able to Skype with TED team members. This was another great experience for our students, being able to chat and learn first-hand from the TED staff themselves.

TEDx events can be as large or as small as you choose. One organiser in South America hosts an event for 10,000! While at the other end of the scale some are as small as just ten audience members.

This year more than 60 JESS students and staff took part in our event, which hosted 200 audience members. Initially, however, TEDx events cannot have more than 100 audience members until approval for larger events is given by TED. Yet, whatever the capacity, students will always benefit.

Yes, organising a TEDx event will be hard work, but, ultimately, it will be one of the most rewarding and valuable experiences ever – for both teachers and students.

Vanessa North and Laxmi Kerai have co-organised four TEDx events together in Dubai. In the true spirit of TED, they would be delighted to share their TEDx experience with any really nice people wanting to get started with TEDx. Email: Vanessa North; vnorth@jess.sch.ae or Laxmi Kerai; laxmi.kerai@kingsburyhigh.org.uk

VA N E S S A N O R T H Head of ICT & Computer Science TEDxJESS Curator

ted.com 2018

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SCHOOL’S IN / TUTOR ING

Skills that

Work

BELOW Joanna Lynch at the UAE’s The Tutoring Centre

As we gradually move away from a traditional workforce structure, it is more important than ever that children are learning intangible skills early on, says a UAE-based expert J O A N N A LY N C H

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he world will see a number of changes take place prior to this generation of students entering the workforce, with a new economy forming the crux of such changes. Taking into consideration technological trends, it is foreseeable that automation, robotics and artificial intelligence have a high probability of replacing many jobs that currently exist in the market today.

These changes may also lead towards a workforce structure whereby the traditional stance towards employment is no longer adopted, but individuals operate predominantly as independent contractors and freelancers.

I believe, in order to cope with this shift in industry operations, education systems of today will need to undergo various changes.

Rather than adopting a fixed approach, education will diversify in nature – from the content taught and the developed aptitudes, to the grading/marking ecosystem.

Education will focus on providing students with the knowledge and tools to be a lifelong learner, prioritising addressing intangible skills like determination, motivation and grit. These programmes will most likely include augmented and virtual reality elements, in addition to a gaming aspect embedded within learning processes, both inside and outside of the classroom.

“The values taught to students in the traditional education structures will be rendered obsolete in a work environment” The values taught to students in the traditional education structures will be rendered obsolete in a work environment that requires adaptability and ingenuity. Bearing this in mind, skills needed include critical thinking and problem solving to be able to efficiently manoeuvre in a fluid market. Furthermore, if the workforce is indeed to centre on freelancers in a contractual market, it is essential that students are encouraged to show initiative and be self-starters over and above being highly inquisitive, as this is the only way students will be able to seek out work and entrepreneurial opportunities.

In order to share progress and keep work circles up-to-date with unique projects, effective oral and written communication are more vital skills to be engrained in the younger generations. On top of that, a strong sense of emotional and social intelligence would benefit the future youth, providing them with the best chances for

progress and success. Finally, the most vital of the skills to be taught would be digital literacy. This comes of no surprise, given the rapid pace at which technology has been integrated into today’s society, showing no signs of slowing down. With technological products having yet to reach its point of market saturation, digital literacy will come in handy when the future workforce endeavours to build upon and improve such products.

In efforts to adapt to these changes, many schools are currently looking to complement their traditional system, stemming from the typical three Rs: reading, writing and arithmetic. Many children have difficulty in school because their academic skills are not at the level that they should be, which leaves them focused solely on grade betterment. What students need is exposure to new and innovative programmes that focus on STEM, robotics, design thinking and entrepreneurship.

There are two ways to combat this: tutoring can help children overcome academic challenges, as well as aid concentration, confidence, study habits and motivation. Meanwhile, utilising online learning platforms can also offer many opportunities to students looking to learn a range of skills from a young age.

J OA N N A LY N C H UAE Center Director The Tutoring Center 2018

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Attitude AWARENESS One in ten international school students have attitudinal roadblocks to learning, a new study has found. Absolutely Education finds out why – and what we can do to tackle it K AT Y G I L L E T T

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ore than one in ten children at international schools in the Middle East and across South East Asia have attitudinal roadblocks to learning, the Pupil Attitudes to Self and School (PASS) 2018 survey by GL Education recently found. Data was collected from more than 95,000 children aged seven to 16 in both regions, and it found a significant minority of students struggle with low levels of self-belief, a poor perception of their own capabilities and little confidence in their own learning. Why? We ask James Neill, the International Director of GL Education, that very question. And find out what he thinks students, parents and teachers alike can be doing to foster more self-confidence and positivity in learning.

ABSOLUTELY EDUCATION: Why do

you think students struggle with a lack of confidence in their own learning in these two regions specifically?

JAMES NEILL: As the pressures on students to succeed increase, it is inevitable that there will be an impact on their levels of self-belief and confidence in learning. This is as true in the Middle East and across South East Asia as it is in other parts of the world.

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“More governments, such as the emirate of Dubai’s, are recognising the importance of wellbeing in education” of students speaking English as a second or even a third language, and moving between different countries frequently, also have a part to play.

Students may begin to perceive themselves as less able than they truly are, because they associate the difficulties they have with the English language with learning generally. Many international schools, and especially those in transient cities like Dubai and Singapore, also face a relatively high annual staff and student turnover. Both student and teacher can therefore have less time to get to know each other and develop rewarding relationships.

By knowing this, schools can provide additional support in these areas.

However, we also need to celebrate the fact that more governments, such as the emirate of Dubai’s, are recognising the importance of wellbeing in education – and this can only have a positive effect.

JAMES NEILL The International Director of GL Education

AE: What are the reasons behind their

low satisfaction in general work ethic?

JN: Almost one in six children (15%)

registered low or low moderate satisfaction in their general work ethic. Alongside self-regard and response to curriculum demands, general work ethic was one of the most problematic factors for students in the Middle East and South East Asia.

As one of our contributors put it: “The message from our data is that our students are saying, ‘I know I am capable, and I know how to be a good learner, but learning is hard and I’m not motivated to do or complete the work’.”

While each student and each school will be different, some of our partner schools have found that students’ general work ethic improves when teachers look closely at the balance between challenge and skills.

In other words, teachers need more support

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BELOW Happy students at Jumeira Baccalaureate School, Dubai

capability and confidence in learning. When viewed in combination with the factor that determines self-efficacy for self-regulation, preparedness for learning, these factors are key to driving improvements in other areas.

As Nicola explains: “A student’s selfefficacy will impact their academic achievement, goals, aspirations and confidence, drive resilience, and, therefore, increase their motivation. All this in combination creates students who have a love of learning, positive wellbeing and mental health, and increased motivation.”

AE: What can parents also be doing

to help their children overcome these types of hurdles?

JN: As Erika Elkady, Head of Secondary at Jumeira Baccalaureate School (JBS) in Dubai, says: “We can’t do it without our parents – we need [to] work together on messages about the importance of sleep, nutrition, exercise and good use of social media.” JBS involves their parents very closely in different ways of helping their students, focusing particularly on information sessions, guest speakers and good communication – and this is a powerful example of how the same message can be supported both at home and at school. gl-education.com/globalperspectives

The facts to allow for more effective differentiation.

We also often hear that general work ethic can improve when students start to search for potential career paths. This helps motivate them to work harder and to stick with a challenging task for longer.

AE: What is it about the curriculum demands that would warrant a negative response from 16% of students surveyed?

JN: The kinds of statements in our pupil attitudes survey that would indicate a negative response to curriculum demands would be: ‘Learning is difficult’, ‘I find school work too difficult for me’ and ‘I make mistakes with my work’. So, as you can see, some of the underlying causes of negative responses towards curriculum demands could be related to preparedness for learning and learner self-regard.

There are a number of strategies schools can put in place here to support their students. For example, teachers can use varied and imaginative acknowledgement and praise; teach students to self-praise and acknowledge their efforts and achievements; and further develop learners’ awareness of their own learning.

AE: Why would students have a more negative attitude towards school life than students in the UK, as per the research?

JN: Our study compared international schools to UK schools and found that international schools scored slightly lower in several factors, including preparedness for learning. We can hypothesise that the transitory nature of many expat communities, as well as high levels of EAL [English as an additional language] students, may impact those students’ confidence as learners.

AE: What factors should teachers and

educationists should be focusing on to raise levels of confidence in the region?

JN: As every school is different, there’s no one programme, intervention or approach that can be adopted to tackle the areas of development identified through data analysis. One of our report’s contributors, Nicola Lambros, has conducted extensive research and work in schools in the Middle East and around the world on this very question. She believes that the three factors that determine self-efficacy (or self-belief) for academic success are: learner self-regard, perceived learning

GL Education’s PASS survey in numbers

13

Thirteen percent of students have concerning levels when it comes to their self-regard as a learner

15

The percentage of children – one in six – who registered low or low moderate satisfaction in their general work ethic

16

The percentage of students who have a negative response to curriculum demands

86

The average raw score in percent of views around preparedness for learning in the Middle East and South East Asia, in comparison to the 90% from UK students in Year 3 to 9

95,000

The number of children, aged seven to 16, who took part in the survey

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LEOS for LIFE California’s University of La Verne recently launched its Alumni UAE Chapter, offering students a clear connection with its US campus, as well as mentorship from likeminded graduates based here.

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estled in the foothills of the San Gabriel Mountains – close to the glittering lights, cameras and action of Los Angeles – lies the University of La Verne (ULV), a safe, tree-lined campus in a welcoming, small town where students from all over the world gather to attend the 126-year-old educational institution. Pupils from the UAE are no exception, as graduates include public servants, entrepreneurs and business leaders such as HE Ahmed Shabeeb Al

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Dhaheri, First Secretary General of the UAE’s Federal National Council, and Mr Shuja H Jashanmal, Director of Jashanmal National Company. It is these two men who head up the brand-new ULV Alumni UAE Chapter.

A major factor in the university’s popularity is that it “holds diversity and inclusivity as one of its four core values,” Rod Leveque, Executive Director of the Office of Strategic Communications at the University of La Verne, explains. The other three are ethical reasoning, community and civic engagement, and lifelong learning, which is where the international network of

alumni chapters comes in. “All universities have a vested interest in maintaining relationships with their graduates, as they informally represent the institution wherever they might be. At the ULV, this is made easier by the fact that we have passionate and dedicated faculty members whose impact on our students is lasting.”

Leveque cites Dr Ahmed Ispahani as one particularly beloved professor of business administration and economics, who has taught more than 5,000 students during his time in La Verne. In 2017, the university’s president, Dr Devorah Lieberman, organised a tribute event in Abu Dhabi to

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“Students must actively participate and have the ability to think critically in an increasingly globalised society”

honour Dr Ispahani’s 50 years of service, which turned into a great opportunity for any UAE-based alumni to reconnect. Thus the country’s alumni chapter was born.

“Our long-term history with the region is a true asset,” Leveque says. “Because we have served students from the region for decades, there is a cultural acceptance and understanding here that stands above and beyond what students might experience elsewhere.”

This strong US-UAE connection also allows current students from the Middle East access to mentors with a similar background and culture.

In particular, ULV is well known for its rigorous Integrated Business Program that gives undergraduate students firsthand experience of running an actual business. In small groups, students develop a business plan for a product or service, and then they are provided with capital to launch and manage it. This involves product manufacturing, accounting, logistics, marketing and sales. “When students graduate, they possess more than theoretical business expertise; they are proven entrepreneurs with a demonstrable record of business management success.”

So, what does ULV look for in its potential students? “Students must demonstrate that they are ready for a curriculum that stresses active participation and the ability to think critically in an increasingly globalised society.” This means that a strong command of the English language is critical, as well as an eagerness to take part in activities and be a member of the La Verne community.

“Whether through a club, independent research, or a leadership position on campus, our students want to make the most of their time with us and take advantage of the wealth of opportunities available in Southern California.”

Then, when students eventually graduate, the learning, opportunities and advantages

gained from ULV do not end with getting that degree certificate. “We fondly refer to our alumni as ‘Leos for Life’ because they enjoy benefits that extend well beyond their time at university. They have access to a worldwide network of alumni in virtually all professions; they receive invitations to alumni networking events; they can take advantage of Alumni Perks, a programme of dining, entertainment and retail discounts; and they have opportunities for international educational travel with other Leos as part of our Alumni Travel Program.” New programmes and benefits are also being added all the time, Leveque says, in order to “keep pace with the needs and desires of our alumni at the various stages of their lives”. They really are Leos for life.

ALL IMAGES The beautiful campus of The University of La Verne, located in California

2018

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SSAT Education is a respected Education Consultancy working with schools across the Middle East SSAT is entrusted by both private and government schools in the Middle East to provide quality, pedagogically trained educators from around the world. SSAT Middle East is a British Company, with their recruitment department located in Abu Dhabi, the capital city of the United Arab Emirates. The United Arab Emirates is a safe, thriving and rapidly growing 21st Century Country.

GET IN TOUCH Abu Dhabi, United Arab Emirates PO Box 15703 Tel: +971 03 7640331 | Fax: +971 03 7640339 Web: www.ssat.me

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Inclusion

ARTWORK © MIKE ARNOLD, COURTESY OF MESTARIA

GENDER EQUALITY P . 64 MIKE ARNOLD ON VOLUNTEERING AND ART P . 66

ART FOR ALL Mike Arnold, an architect-turned artist, volunteers at Mawaheb from Beautiful People, a Dubai studio for people of determination. He tells us more on page 66.

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A World for

EVERYONE Middlesex University Dubai recently committed to the international HeForShe campaign, which promotes gender equality globally. Here’s why…

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s the proverb goes: “Educate a man you educate an individual, but educate a woman and you educate a generation”. This truly highlights the essence of why gender equality is of the utmost importance.

According to the Women 2015 study, 496 million women are illiterate, with significant hurdles to overcome in achieving the global goal of gender equality. Although tremendous efforts have been made globally and regionally, the issue still prevails.

The actions undertaken for gender equality include, first and foremost, access to primary education, followed by health and life expectancy, equality of economic opportunity, and political empowerment.

Education is an important aspect of gender equality that, at times, gets overshadowed by many other worthy causes. Knowledge, however, underlines the fundamental problem that needs to be addressed to lay a strong foundation for the future.

The blight of illiteracy goes beyond the ability of reading or writing. Figures indicate that illiteracy costs the global economy an estimated $1.2 trillion every year. It is our collaborative responsibility to create and implement strategies that aim to tackle and solve the matter at a grassroots level. Across the world, we witness the numerous steps 64

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“You can’t solve the problem of the society with just a part of its population; everyone has to take a stand and help break the glass ceiling” taken to address the issue. In the MENA region, women’s literacy rates have been on a steady rise – they jumped from 61 percent in 2001 to 72 percent in 2011. But, still, economic participation remains at a low.

In the UAE, addressing gender inequality has become a significant objective for the Cabinet. The constitution itself guarantees impartiality between men and women as a fundamental right, and now there are nine female representatives in the Cabinet.

Empowering communities and creating a knowledge-based society is one of the key pillars of the UAE’s 2021 Vision. The National Agenda emphasises the development of a first-rate education system, which will require a complete transformation of the current education system and teaching methods.

The establishment of the UAE Gender Balance Council in 2015 to enhance work environments by giving women equal opportunities in the public sector was appreciated across the region. The council in 2017 was also assigned the implementation of the UN Gender Inequality Index by His Highness Sheikh Mohammed bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai. The Index is designed to enhance the country’s efforts in driving women’s participation in national development. And the UAE aims to become one of the world’s top 25 countries for gender equality by 2021, where at present it sits at 42 on the Index.

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INCLUSION / GENDER EQUA LIT Y

ABOVE HeForShe campaigners RIGHT Middlesex University Dubai

The World Economic Forum’s Global Gender Gap Report 2017 states that the UAE is one of the region’s best-performing countries in closing the gender gap. The female literacy rate reached 91.5 percent in 2017 – above men’s 89.5 percent – and female enrolment in primary education achieved 93 percent, almost equal to boys’ (93.8 percent), with Emirati women accounting for more than 70 percent of university graduates. On top of that, 83 percent of Emirati women use the internet, and 66 percent hold an account at a financial institution.

In an effort to encourage and empower entrepreneurship, the government is undertaking tremendous efforts by providing opportunities and a platform for women to start their own enterprises. According to the UAE Ministry of Economy, women make up nearly half of the UAE’s SME [small and medium enterprise] sector, which is a clear indicator of the importance of women’s role in society, politics, education, and contribution to the country’s economy. The UAE also opened the region’s first military college for women, Khawla bint Al Azwar Military School, and women now make up 20 percent of the diplomatic corps.

At Middlesex University Dubai, we genuinely believe education is a fundamental right that should be equally accessible to everyone irrespective of their caste, gender, religion or socio-economic status. Middlesex University’s vision of “Transforming Potential into Success” is for all our students, staff and stakeholders.

international campaign addresses gender equality issues across education, health, identity, work, violence and politics. It provides insights on these issues and steps to tackle it.

It is predominantly an online initiative, so HeForShe is truly global, breaking traditional barriers to raise support across corners of the world. The ultimate success will primarily be measured by getting as many people as possible to sign the Count Me In commitment on the official HeForShe website. At the time of writing, the campaign has generated 1.3 billion conversations, 1.6 million commitments and 1,100 events across the globe in support of the campaign.

Education will continue to play a significant role to support gender equality, and, as a university dedicated to guiding and empowering the leaders of tomorrow, it is our collective responsibility to instil the change in the minds of the young that can only come through knowledge.

LEFT Students at the UAE campus

That’s why we recently held a studentorganised and -driven HeForShe campaign on campus. The UN Women’s international HeForShe initiative was formed on the simple premise – you can’t solve the problem of the society with just a part of its population. Everyone has to take a stand and help break the glass ceiling.

Bringing the international HeForShe campaign to the UAE saw participation, planning and execution entirely governed by students from the university who came together to help the common cause of equality across boundaries. The

Support the HeForShe campaign by signing the Count Me In commitment at heforshe.org

D R C E DW Y N F E R N A N D E S Director Middlesex University Dubai 2018

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CHASING the LIGHT

Architect-turned-artist Mike Arnold talks to us about volunteering at Mawaheb from Beautiful People and why art education in the UAE needs a boost K AT Y G I L L E T T

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or 40 years, Mike Arnold was a professional architect before he became a full-time artist in 2013. He was born in Philadelphia, Pennsylvania, US, but has spent nearly 15 years in the Middle East, where he spent the final 10 years of his career focusing on healthcare projects. Nowadays, he also volunteers at Mawaheb from Beautiful People, the Dubaibased art studio for adults with disabilities, all while producing mixed-media artworks for a number of group and solo exhibitions, as well as commissions (you can even find his work in the Middle East’s royal palaces and five-star hotels).

Absolutely Education Emirates catches up with the artist just as he wraps up his current exhibition, Chasing The Light, which is running at Showcase Gallery in Dubai’s Alserkal Avenue until 5 May 2018.

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ABSOLUTELY EDUCATION:

What made you start working with Mawaheb from Beautiful People?

MIKE ARNOLD: I started volunteering at Mawaheb in the spring of 2012. When I was transitioning my career from fulltime architect to full-time painter, I wanted to establish my art studio in one of the oldest villages in Dubai.

I began my search in the Bastakiya village (now called the Al Fahidi Historical Neighbourhood), along the Dubai Creek in the Bur Dubai area. I came across the original Mawaheb studio and met Wemmy de Maaker [the founder] and asked if they had studio space I could rent. Wemmy indicated they had no available space… but asked if I would be interested to learn more about Mawaheb. As I was about to leave the villa, Wemmy asked me if I’d noticed that the student body was a 50-50 split of male and female. I had not.

She then asked if I’d noticed that all of the volunteer staff and permanent

“Volunteering at Mawaheb has been one of the most rewarding life decisions I have ever made”

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INCLUSION / A RT

painting creation. As an architect, I had to worry about every small detail of a plan and construction document in order for my projects to be successful. In painting, if I focus on every detail it will often prohibit the looseness that I am trying to create in my process. So a careful balance between awareness of detail and allowing both my eye and the viewer’s eye to finish and interpret the feeling and meaning in my works is often the best.

AE: What do you think of the

UAE’s art scene?

MA: The art scene in Dubai and

throughout the UAE is growing and evolving at a wonderful pace.

AE: What would you want to see

more of here?

MA: The further development of

art education and instructional venues for people of all ages must be advanced so that the artistic education of the past and present will further advance the evolution of creation in this region.

AE: What advice would you offer

budding young artists in the UAE? MA: Since I am perhaps a budding,

staff were female and that they had never had a male volunteer as part of their team. That’s when I realised I was being skilfully manipulated and brought into the magical grip of the Mawaheb family. I said: “I guess you have your first male volunteer”. It’s been one of the most rewarding life decisions I have ever made.

AE: Why can art be beneficial

to people with disabilities in particular, in your opinion?

MA: Art, the interactive Mawaheb social and corporate (CSR) programmes and skilled leadership and life support skills of Wemmy, Gulshan [Kavarana] and Alan [Mongey], creates this magnetic sense of a close-knit Mawaheb community that helps establish a foundation of confidence, pride, friendship and continual sense of accomplishment among the student body – and within the volunteer ranks. It is so rewarding.

light interacts with faces, animals, architecture and the ever-changing landscape of the region. The minute-by-minute changes of light from daybreak through sunset, and then the play of light that forms the different phases of the moon, create extraordinary atmospheric conditions that motivate my creative sense to chase and capture those instant conditions and visions on canvas.

AE: What is your most memorable

ARTWORK Pieces from Chasing The Light

by Mike Arnold at Showcase Gallery, Alserkal Avenue.

Courtesy of Mestaria

young-at-heart artist, I am not sure I can offer advice to other budding young artists, other than: I believe we are at an exciting moment in time of the Middle Eastern art movement here in the UAE and GCC region.

There are not many places globally, if any, other than the UAE, that we can directly participate in, engage with and possibly – just slightly – have influence on an emerging, fast-moving and constantly changing artistic movement in its early phases.

Enjoy the ride and experience. mikearnold.art

piece of work that you’ve created?

MA: The most memorable body

of work that I created was for my present Showcase Gallery solo exhibition, Chasing the Light. Sharon Harvey, the gallery owner, challenged me with capturing in oil paint the UAE’s iconic architecture on largescale canvases. I then added my objective of chasing and capturing the different light of day and night and my interpretation of an instant that the reflective light catches my eye.

AE: What inspires you to create?

MA: I have found my inspiration

AE: How has your background in

for my different bodies of artwork to come from the amazing light of the Middle East and the way that

MA: Sometimes my architectural

architecture influenced your style? background helps my painting interpretation and hinders my 2018

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WE FIND THE SCHOOL THAT FITS

www.gabbitas.ae NURSERY & SCHOOL SEARCH UNIVERSITY, HIGHER EDUCATION & CAREERS ADVICE STUDENT SUPPORT SERVICES & GUARDIANSHIP +971 445 16933 | admin@gabbitas.ae Gabbitas Educational Consultants is registered in England No. 2920466. Part of The Prospects Group.

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School’s Out

TWO, A NEW RESTAURANT IN THE DUBAI MALL

SUSTAINABLE CAMPS P.72 FAMILY IFTAR FEASTS P.74 RAMADAN RECIPES P.80

FOODIES

As soon as the Holy Month of Ramadan begins, incredible familyfriendly iftar meals at top UAE venues will be on the table. Turn to page 74 for our suggestions.

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FOLLOW THE LEADER One special summer camp is turning our students into leaders through its innovative and engaging programmes in Switzerland. The Swiss Leadership Camp team tells us more...

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ear Lake Geneva, at a picturesque campus in Lausanne, Switzerland, a highly qualified team is working hard to instil solid leadership skills in its students.

The Campittet Summer Leadership Course is organised in partnership with The Swiss Leadership Camp and the Collège Champittet boarding school – part of Nord Anglia Education. This is where students are given the opportunity to develop leadership and communication skills, goal setting, time management techniques, etiquette, and collaborative teamwork, all while enjoying amazing activities and adventures in the Swiss Alps, amid the surrounding forests, lakes and cities. We sat down with the team in charge to find out how they are getting the best out of our children.

Q What type of techniques do you use to develop the children’s leadership skills?

A Experience shows that students learn best when they are happy, feel safe and can apply what they learn in a practical setting.

The programme is designed in such a way that students develop leadership skills through the activities, expeditions, trips

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“Students develop leadership skills through the activities, expeditions, trips and games” and games, as well as evening programmes and various outdoor challenges. In funfilled workshops, students learn various techniques that can be applied throughout camp. Workshops are highly interactive and are given by industry and educational experts involving dynamic presentations, games and evaluations.

Q How are the environment and surroundings significant to your mission?

A What better location for a summer camp on leadership than our wonderful campus in Lausanne, just a stone’s throw away from Lake Geneva in Switzerland? Switzerland is at the centre of Europe; it’s clean, it’s safe, it’s long been a hub for international organisations – such as the United Nations’ head office, which we visit – and is known for outstanding education. It also has the fantastic combination of modern indoor facilities that are surrounded by the pristine nature of the Alps.

The camp in 2018 Due to high demand additional sessions are opened. A full day-to-day programme can be requested at challengecamp.ch CAMPS CURRENTLY AVAILABLE ARE: • Monday 2 July to Sunday 15 July 2018 • Monday 16 July to Sunday 29 July 2018 • Monday 30 July to Sunday 12 August 2018.

AGES: Students between 11 and 17 years old.

ALL-INCLUSIVE FEE: Two weeks boarding CHF4,250 (AED15,890) Two weeks day camp CHF2,500 (AED9,345) Mandatory fees for non-Swiss resident CHF250 (AED935)

Q What can parents expect their kids to get involved with?

A Students receive expert instruction from professional guides and instructors on activities like canyoning, mountain hikes, a glacier expedition, water sports, and rock climbing while our trainers help students apply the variety of leadership skills throughout the activities. Students can also practise some more traditional sports like beach volleyball or build a campfire by the lake. There are great activities that suit everyone. The aim is to help to enhance students’ learning and personal development in a fun and inspiring way.

Q How do you ensure kids continue to use new-found skills long after their adventure?

A Senior trainers work with students around the clock to give feedback on what was learned and how to apply the learning outcomes during the camp activities. This learning doesn’t stop when camp ends; each student will also complete their own Action Plan, a useful tool that will help them apply what they learned at camp in their daily lives.

Q How do you cater to different types of personalities to ensure all children are achieving the same results?

A The Champittet Summer Leadership Course is open to children between 11 and 17 years of age. It’s a truly international camp, welcoming students of over 51 nationalities from around the world. Some of our students show natural leadership qualities, and we help them build on skills they may already have well developed. Other students might be

less confident or experienced, but that is fine.

Every child is different, has their own talents and we tap into individual potential and strengths. Through our programme, everyone will be given challenges, have the opportunity to improve teamwork, build on interpersonal relationships and learn to step up.

For us, leadership means more than just being able to lead a group of people; it means getting the most out of you. Students get that opportunity through the dynamic programme and the wide range of activities.

Our skilled personnel are adept at tailoring workshops and activities to each individual student. Whether natural leaders or not, every student can benefit from our training.

Leaders are made, not born.

Q Are there any new projects or developments coming up in the future?

A As one of the premier leadership specialists working with students from around the world, we also organise residential leadership trips for international schools and travel to schools to run workshops directly on campus. We constantly innovate and we have some exciting projects in the pipeline, so make sure you check out our YouTube channel (youtube.com/PupilCo) and Instagram account (@SwissLeadershipCamp).

We will soon be announcing something big and of interest to all international students on our YouTube and Instagram, so stay tuned!

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SUSTAINAB LE

SUMMER Our education expert rounds up seven of this season’s top eco-friendly camps FIONA MCKENZIE

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ummer schools and camps are a fantastic way for your child of any age to have fun, learn new skills and make new friends. They are also a unique opportunity to engage them in some of the key issues facing the world today, including the environment.

Here, Fiona McKenzie, Director at Gabbitas Middle East, shares her favourite courses from around the world that promote environmental sustainability and eco-awareness.

Kids forging in Cornwall at Camp Kernow

GREEN LIVING SUMMER CAMPS

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his offers a fun and hands-on learning experience that allows children to explore nature and the world around them. Each day promises to be a new adventure, which encourages curiosity and discovery of the natural environment and how it affects us. It allows children to experience life away from their screens and helps promote wellbeing and creativity, as well as healthy eating and connecting with nature.

ORGANISATION: Green Living DURATION: 1-5 days WHEN: Weekly between 2 July-20

September 2018 WHERE: Razzett tal-Qasam, Manikata, Malta AGES: 3-5, 6-9 and 10-15 years ACCOMMODATION: No FEES: Starting from €10 (AED45) per day greenliving.org.mt

GREEN CAMP BALI

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he Green School in Bali is worldrenowned for its sustainable credentials and creating “green leaders”. Now, it offers summer schools, too, so that children who are not part of their full school programme can have a taste of what it is like. The camp covers the basics of sustainability and green leadership, and they explore environmental awareness, as well as developing self-confidence and resilience in children. As an added bonus, family camps are also offered, so everyone can join in the experience.

Activities range from learning about irrigation systems in Balinese paddy fields to tubing in one of the local rivers or making chocolate from their very own cacao trees.

ORGANISATION: Green School Bali DURATION: 1 week WHEN: Various dates throughout summer WHERE: Bali, Indonesia AGES: 7-12 ACCOMMODATION: Overnight camps

available for ages 8-12 FEES: Prices vary greencampbali.com

CAMP KERNOW

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et in the heart of Cornwall, Camp Kernow offers pioneering environmental adventure camps dedicated to motivating and empowering children to take positive action towards a more sustainable future.

The camp is thought to be the only carbon-neutral activity centre in the UK, and offers an action-packed programme of challenging and fun activities. It looks at how to harness renewable energy resources and explores sustainable systems, such as reed beds and rainwater harvesting. Children learn to forage for food, do technical tree climbing and learn to shoot with a proper bow and arrow, as well as camp in yurts.

ORGANISATION: Camp Kernow DURATION: 1 week WHEN: Throughout August 2018 WHERE: Truro, Cornwall, UK AGES: 7-14 ACCOMMODATION: Yes FEES: £510 (AED2,650)

campkernow.org.uk

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ACTION FOR CONSERVATION CAMPS

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his camp is packed with conservation activities that help connect teens to nature and teaches them how to protect the environment and gain the skills to run their own environmental campaigns.

Plus, every participate is invited back the following year as part of the ambassador programme to mentor the next cohort. While registration has closed for this year’s camp, it is time to start preparing for a spot for 2019.

ORGANISATION: Action for Conservation DURATION: 1 week WHEN: 26-30 July 2018; 18 Aug-1 Sep 2018 WHERE: Pembrokeshire, Wales AGES: 12-16 ACCOMMODATION: Yes FEES: Free

actionforconservation.org/camp

SUSTAINABLE SUMMER

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very Sustainable Summer programme is built on their three guiding principles: sustainability immersion, challenge-based learning and global citizenship. They host courses all over the world, including India, Ecuador and the Galápagos Islands, and focus on themes such as conservation, sustainable building and design, homesteading, urban planning, international aid and development, as well as business and entrepreneurship.

ORGANISATION: Sustainable Learning DURATION: 2 weeks WHEN: Dates throughout the summer WHERE: Various locations globally AGES: 15-18 ACCOMMODATION: Yes FEES: Prices vary

sustainablesummer.org

ENVIRONMENT AND SUSTAINABILITY SUMMER SCHOOL

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his two-week summer school is great for university students who want to explore the sustainability agenda further. It offers international undergraduates a unique opportunity to expand their knowledge about the latest environmental and sustainability issues, looking at themes such as marine conservation, air quality, waste utilisation and biofuel. The course is run on a problem-based learning system, so students develop their understanding by applying the theory to a range of practical problems and work together collaboratively to find solutions. Space is limited, so you need to get this one on

The Green School in Bali is world-renowned B E LOW

Children having fun at Green Living Summer Camps B OT TO M

your schedule in advance (start planning for next year).

Students at a Sustainable Summer camp

ORGANISATION: University of York DURATION: 2 weeks WHEN: 2-13 July 2018 WHERE: University of York, Yorkshire, UK AGES: Undergraduates ACCOMMODATION: Yes FEES: £1,976 (AED10,280)

york.ac.uk

WILDWISE FAMILY CAMP

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ildwise Family Camp promises to be a wonderful adventure week, full of bushcraft and storytelling. It is an opportunity for your family to enjoy the great outdoors. The week is designed to be flexible and not too jam-packed, but you will definitely not be bored with the opportunities for wildlife watching, scavenger hunts, campfire sing-alongs, den making and much more.

ORGANISATION: Wildwise DURATION: 1 week WHEN: 7-12 August 2018 WHERE: Dartmoor, UK AGES: All ages ACCOMMODATION: Yes FEES: £260 (AED1,352) for the first adult;

£195 (AED1,014) second adult; £110 (AED572) kids aged 5-16; free for children under 5 wildwise.co.uk

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RAMADAN

KAREEM We round up eight delicious and kid-friendly iftar feasts to try with the family this season K AT Y G I L L E T T

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offers a stunning environment and a family-friendly feast for iftar that should suit even the most demanding of little diners.

There is a three-course meal on offer, with dishes that include lamb soup, meatballs in tomato lentil sauce and a traditional umm ali for dessert. It costs AED120, including soft drinks, and children under two dine for free. azzurro@hhh-me.com

he Holy Month of Ramadan is upon us, and with that comes a fantastic opportunity to introduce your children to the lovely traditions observed at this special time of year. That includes iftar, the meal taken at sunset in order to break the fast. Across Dubai and Abu Dhabi’s hotels and restaurants incredible feasts and buffet spreads are being laid out. Here are just a few of the more family-friendly ones we think you should visit this month…

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Address Boulevard

Galerie Lafayette Le Gourmet – City Walk

For something a bit fancy and elegant, the Address Boulevard’s iftar offering ticks all the boxes. The hotel is setting up a rather regal communal table so that friends, loved ones and colleagues can

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Common Grounds

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Dubai’s first entirely vegan iftar is being hosted at the healthy café by Tom & Serg, Common Grounds, in Mall of

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Fairmont The Palm

gather together and enjoy a family-style feast of traditional Middle Eastern dishes. An oud player will also be there to set the mood. If you pay before 15 May, you will get 15% off on AED195 per person. mydubairamadan.com

Azzurro

Over in Abu Dhabi, the Italian restaurant Azzurro, based in Souk Qaryat Al Beri,

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children aged six to 12 it is half price, while kids under five years old dine for free. fairmont.com/palm-dubai

Galeries Lafayette Le Gourmet City Walk

A set menu dubbed “My Morocco At Your Table” is available at Le Gourmet’s City Walk branch throughout Ramadan. Chef Hanane Ouaddahou, a popular TV personality and culinary whizz, has created traditional dishes that have been prepared in the most authentic way. You get four starters, three main courses, a dessert platter, and tea and soft drinks, all for AED125. And there is a new menu available every Sunday.

You will also find a range of international options on the restaurant’s à la carte menu in case you have any fussy diners in tow. Meanwhile, also on Sundays, from 5pm to iftar A B OV E

The Address Boulevard BELOW

Two (see next page)

the Emirates. You do not have to be on a plant-based diet to enjoy it, as each dish is substantial and has been thoughtfully created, plus packed full of nutritional goodness. You get a three-course à la carte meal for AED110, including a smoothie.

On the menu are dishes such as a Hokkaido, pumpkin and peanut stew; an umami mushroom and chia burger; and a vegan bread and butter pudding with tonka ice cream.

It is a great opportunity to introduce the kids to healthy yet delicious food, too. commongroundsdubai.com

Crowne Plaza Dubai

You do not have to choose cuisine from just one restaurant at Crowne Plaza Dubai’s Al Dana or Jumeirah Ballroom this Ramadan, as its international buffet selection also includes special dishes from its popular outlets, including wagamama,

Chamas and Trader Vic’s.

While you are there, diners are entered into a raffle draw, with prizes such as free meals and a two-night hotel stay up for grabs. On top of all that, if you book one iftar, you will get another one for free between 15 and 19 May. It costs AED165 per person, with 50% off for children aged seven to 12, and it is totally free for kids under six. crowneplaza.com/dubai

Fairmont The Palm

The family-friendly hotel’s impressive Fairuz Ramadan Tent and Arabian courtyard are back, offering both iftar and suhour from sunset to sunrise throughout the Holy Month. Feast on the spoils from a wide-ranging buffet while enjoying a spot of traditional entertainment. It costs AED195 per person (early bird) or AED215 (standard), and that includes Ramadan juices. For 2018

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The Els Club BELOW

Common Grounds (see previous page)

time, Chef Hanane will also be teaching cooking classes for a maximum of ten people per class, for AED350. Before you leave for the evening, also do not forget to check out the specialty grocery section, which has been transformed into a true Moroccan souq and features a selection of traditional ingredients and gourmet Ramadan hampers. galerieslafayettedubai. com/le-gourmet

The Els Club

This is easily one of the best options for families this Ramadan. Dubai Sports City’s 261 restaurant, based in the lush green surroundings of The Els Club, is offering a delicious buffet, plus free access to the kids’ zone, which will keep the little ones entertained. You will find traditional dishes such as hot and cold mezze plates, salads, Moroccan tajine,

lamb ouzi, grilled meats, and baklava for dessert. It all costs AED125 per person, including soft drinks, or AED75 for children aged five to 11. elsclubdubai.com

Two

“The Els Club iftar is easily one of the best options for families this Ramadan”

Launched at the end of April in The Dubai Mall is Two, where there are three offers on the table for iftar this year. There is a set menu for AED129 per person (minimum two guests), which includes lentil soup followed by a date garden salad and baked feta, and a choice of salmon, ravioli or baby chicken for a main course. For AED47, you could try the limited-edition dessert Rahash by Two (filo cigars, halawa cream, ghazl and halwa sauce) or, for AED49, there is “The Pick Me Up”, which includes coffee and dessert. thedubaimall.com 2018

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My Morocco at

YOUR TABLE Celebrity chef Hanane Ouaddahou chats to Absolutely Education Emirates about her new Ramadan menu and how to encourage happy, healthy little eaters at home B Y K AT Y G I L L E T T

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who’d like to learn how to cook them, I’ll also be leading cooking classes at Galeries Lafayette Le Gourmet – City Walk every Sunday throughout Ramadan.

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anane Ouaddahou is a mother, but also a busy career woman, as she works as a Moroccan culinary consultant, chef and TV host. She started out as a business intelligence consultant, but, in 2011, she followed her foodie dreams and opened her own restaurant in Paris. Now, as she prepares the menu for the Moroccan-inspired Ramadan menu at Galeries Lafayette Le Gourmet – City Walk Dubai, we have a chat with her about how she manages to keep mealtimes healthy at home.

Q What made you leave the corporate world and pursue a new career in the hospitality industry?

A Cooking has always played a central part in my life, as food was what would bring the whole family together. Having my own restaurant was always a dream and, although I had a corporate career as a business intelligence consultant, I kept cooking for myself, my friends and at home.

When I got pregnant with my first child, I finally decided to take the leap and fully live my passion. With the support of my family, I opened La Marocaine, a Moroccan restaurant in Paris. Two years later, my husband relocated to Dubai for work.

We closed the restaurant and a new adventure started here!

Q What are you working on at the moment?

A I’m working on three TV shows, which is something I’m extremely proud of.

Especially as the first time

Q What are mealtimes like for you and your family at home?

A We normally have a very hearty breakfast with Moroccan jerky meat, fried eggs, Moroccan msemmens and, of course, the Moroccan atay tea. Lunch is usually couscous time! We also enjoy pasta – we could eat it every day! I cook at home and my son loves joining ABOVE in with baking or making the Chef Hanane meatballs tagine.

LEFT New dishes for iftar

Q How do you encourage your kids to have an interest in I appeared on TV was BELOW Aubergine zaalouk healthy food and cooking? live, with no experience on A I got my kids used to eating camera, and during the most anticipated time of the year – lentils and beans, which makes for a Ramadan! Since September, I’ve very balanced meal as it contains wheat, also been on the show Al Qahera Al Youm, vegetables and protein. I also include a popular Middle Eastern show on OSN. As it’s aired live from Cairo, I travel there every week for three days of shooting. It’s been quite intense, but this has helped me gain a lot of experience.

I recently worked as a consultant for Martha Stewart for the new season of her cooking school, which focuses on Arabian Gulf cuisine. It’s been an incredible experience and I can’t wait to see the show air during Ramadan!

The month of Ramadan is actually going to be quite exciting, as I’ve also had the pleasure of collaborating with Galeries Lafayette Le Gourmet on a concept called vegetables in the food by hiding them in “My Morocco At Your Table”. Together with “briwates” (they are Moroccan sambousek) their culinary director, Russell Impiazzi, and disguising them as balls. And I involve we’ve put together an authentic Moroccan my son by making him cook with me – he iftar menu and you’ll be able to enjoy my loves following the recipes I use during my adaptation of traditional Moroccan recipes, shows. which my mother and my grandmother Q What are your kids’ favourite dishes passed on to me. The idea is to make people rediscover Moroccan cuisine. And for those from your repertoire?

A They love the couscous, kefta meatballs, sardines, the lentils and white beans, and zaalouk (see image on the bottom left), which is one of the dishes we’ll serve at City Walk during Ramadan.

“I recently worked as a consultant for Martha Stewart for the new season of her cooking school”

Q What’s your best advice for parents trying to make sure they are bringing up healthy, happy little eaters?

A Always try to include vegetables in kids’ meals, either by hiding them or making them fun. Getting them to participate in the meal preparation, to cook with you and discover the ingredients in the kitchen is also a great way to make sure they’re involved. Having their meals should never be seen as a chore, but as a time they look forward to.

2018

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A B OV E

TV chef Siba Mtongana with her harissa tabbouleh

SI BA’ S iftar table

The South African TV star Siba Mtongana shares three Ramadan-friendly recipes for time-poor parents Recipes by SIBA MTONGANA

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Harissa Tabbouleh Cook time: 10 mins Serves: 4-6 INGREDIENTS

• 1 cup uncooked bulgur wheat, cooked according to package instruction and cooled • 400g cherry tomatoes, quartered lengthways • 1 red onion, very thinly sliced • 4 spring onions, including the green part, chopped • 1 red pepper, diced • 1/2 cucumber, cored (to remove softer parts) and diced • 4 tbsps Italian parsley, chopped • 2 tbsps fresh mint, chopped • 1 tsp dried spearmint For the dressing • 1 tsp harissa paste • 2 tbsps extra virgin olive oil • Juice of 1/2 lemon • 1 tsp sugar • Pinch of sea salt • Freshly ground black pepper, pinch for taste

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Chicken kebabs B E LOW

Red pepper hummus

cooked and cooled bulgur wheat to the vegetables and mix. 6 Drizzle over the dressing and toss to combine. 7 Tip onto round platter in a mountain shape.

8 Garnish with toasted flaked nuts.

Chicken Kebabs

For the garnish • 50g flaked almonds, toasted DIRECTIONS

Bring 2 cups of salted water to a boil, add 1 cup bulgur wheat, bring it to the boil, get the lid on and simmer for 10 minutes, until the water evaporates.

2 Make the dressing: Separately mix together the harissa, lemon juice, oil, sugar, salt and pepper to make the dressing. 3 Toast the almonds.

4 Prepare the vegetables and herbs and add to a bowl. 5 Add the now

Cook time: 10 mins Prep time: 15 mins Serves: 4

1

INGREDIENTS

• • • • • • • •

4 skinless chicken fillets, cubed 4 tsps za’atar 4 tsps olive oil 2 garlic cloves, crushed 2 lemons, sliced 2 lemons to halve for garnish 8 store-bought mini pitas A bunch of flat leaf parsley

DIRECTIONS

Wrap the pitas in foil and put into 200°C oven for 10 minutes to warm.

2 Combine the za’atar, garlic and olive oil and pour over the chicken. Toss to combine. 3 Thread the chicken onto metal skewers, with a folded slice of lemon in between each piece.

Each breast makes two kebabs. 4 Heat griddle and cook the chicken for 6-8 minutes, 3-4 minutes on each side, rotating and pressing down the skewers to make sure they cook evenly.

5 Remove from heat and put on a platter. If you are not using straight away, cover with foil. Garnish with halved lemons and a bunch of parsley.

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Roasted Red Pepper Hummus Prep time: 5 mins Serves: 4 INGREDIENTS

• 2 roasted red peppers from a jar or can (or roast the peppers yourself in the oven until charred) • 1 x 400g can chickpeas, rinsed and drained • 2 tbsps tahini paste • Juice of 1 lemon • 1 garlic clove • 1/2 teaspoon ground cumin • Pinch sea salt, to taste • 2 tbsps sesame oil • 2 tbsps extra virgin olive oil • Coriander leaves to garnish, optional DIRECTIONS

1 Tip the chickpeas into a colander and rinse. 2 Place the red peppers in a blender with the chickpeas, tahini, lemon juice, garlic clove (whole), cumin, salt (rub the salt flakes to break them up) and sesame oil and process to a smooth paste.

3 Transfer into a serving dish and drizzle with extra virgin olive oil just before serving. Garnish with coriander leaves, if using.

S I BA’ S TA B L E Catch Siba’s Table Monday to Friday at 10.25am UAE time on Food Network

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seconds with

Stephen Ritz “America’s Favourite Teacher” talks to us about his move to Dubai’s The Sustainable City, and his plans to plant seeds around the world

Q What is it you are going to do here in the UAE? A We were fortunate that the KHDA [Knowledge and Human Development Authority] sent a team to visit us in New York to observe our work. With the $25,000 I was awarded as a top ten finalist in The Global Teacher Prize, I created The National Health, Wellness and Learning Center in the Bronx, which is now going to be replicated at The Sustainable City. So, to think that we’re going from the “food desert” to the Middle Eastern desert is really rather remarkable.

How do your farming and food projects translate here?

A Our ability to grow food efficaciously and exponentially using 90% less water and 90% less space is a thing of tremendous interest for many reasons in Dubai. On the back of which my students have lost weight, are eating healthier, are mindful, are more compassionate, more empathetic about things that are so in line with the greater global good, and part of the primary focus of work done at the KHDA. It has been love at first bite.

To think the technology that I pioneered in the Bronx is now touching 6,000 schools in America, and is the basis for the biodome at The Sustainable City, is just totally cool. I keep falling up the ladder of success.

My book, The Power of a Plant, really speaks to a theme of collateral positivity, if you will. Of passion, purpose and hope, and the notion that anyone can do something great.

It’s as Dr Abdulla says – and I quote him throughout the book – it’s not about adding days to our life, but life to our days. I think we want that for all our children everywhere.

greater global good, and that is just awesome.

Q Have you faced any challenges here?

A It’s remarkable, because in the UAE I’ve faced no challenges! It’s nothing but love, and the beauty of the UAE is that if you have a mission and a vision, and proof of concept, then it’s really easy to find someone on board, because the UAE is so proactively involved in education.

Q

Q How do you feel about living in Dubai and The Sustainable City?

A I’m so excited to come to the UAE yet again. It seems everywhere I go I get a standing ovation, which is awesomesauce.

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The children love me; I think there’s part of the notoriety with the cheese hat and bowtie, and the fact that I was on Disney, that resonates with the children.

My wheelhouse is simply two things: quality of teaching and quality of learning.

So the smoke and mirrors, if you will, are food and farming. And we grow a lot of food and do a lot of farming. The real benefit is happy teachers, happy students, resilient communities, people who are aligned for a Stephen Ritz will lead programmes at Fairgreen

Q Which project are you most excited about?

A I am most excited about my work with Esol Education and Fairgreen International School at The Sustainable City. To think that I’m coming from the South Bronx to ultimately live in The Sustainable City, in a place where I can walk to work in this beautiful green community, is great.

I like to say it’s the same soul with a very different personality, but that’s exciting.

People are coming together for a greater global good, to reduce their footprint, but to increase their impact on the world. That’s one thing my work has always been about – it’s impact-driven.

What are your plans for the future?

What I’d love to do with some of the partnerships in Dubai is really focus on global initiatives around health, wellness, innovation, food waste reduction, mindfulness. My goal is to spread seeds instead of spreading bullets. And the beauty of Dubai is that it’s such a global place. Everyone in Dubai comes from somewhere else. The ability to plant seeds there that go back to home cultures and home communities, in addition to serving Emiratis in the desert, is absolutely glorious to me.

Q

A

“It’s as Dr Abdulla says: it’s not about adding days to our life, but life to our days”

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ADMISSIONS OPEN FOR

SEPTEMBER 2018 FS1 onwards The Aquila School is an exciting new school with so much to offer your child, opening in the heart of Dubailand in September 2018.

We believe in providing students with ‘amazing learning’, helping children to learn to levels that amaze them and to inspire them to be successful now and equip them to be successful later. As well as a focus on academic achievement, students will be encouraged to be inquisitive, creative, independent and to make their own learning choices. Using our enriched curriculum, our teachers will use innovative teaching approaches to ensure every child makes as much progress as possible in all areas while developing the skills and knowledge they need for the future.

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Request more information at: Head of Primary the aquilaschool.com admissions@theaquilaschool.com +971 (0) 50 788 7207

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