分类： education

The United Arab Emirates has launched a comprehensive crackdown on student absenteeism, particularly targeting the widespread practice of skipping school on Fridays and days preceding public holidays. The issue gained national attention during a Federal National Council session where Dr. Moza Al Shehhi raised concerns about the detrimental impact of these ‘mass absences’ on educational standards and social values.

Education Minister Sarah Al Amiri presented compelling data demonstrating significant improvements since implementing new measures. Overall attendance during the first term reached 94.7%, with 86% of students achieving perfect attendance—a remarkable increase from the previous 3.8% rate.

The ministry’s multi-faceted approach includes Ministerial Resolution No.79 of 2025, which standardizes attendance tracking and strengthens disciplinary procedures. A key deterrent involves counting absences on Fridays and pre-holiday periods as double infractions. The policy establishes a 15-day annual limit for unjustified absences, with consequences including withheld report cards and mandatory parental written commitments.

Enhanced technological solutions feature prominently in the new system, with electronic monitoring and instant parent notifications ensuring real-time accountability. Chronic absence cases now receive individualized assessment and may be referred to child protection authorities when necessary.

FNC Speaker Saqr Ghobash emphasized shared responsibility, stating that while ministerial efforts are commendable, parental involvement remains crucial. He invoked traditional practices where students required parental accompaniment to return after absences, highlighting the cultural dimension of attendance accountability.

The comprehensive reforms represent part of broader initiatives to elevate educational quality and institutional responsibility throughout the UAE’s school system, with continued field monitoring and policy refinement planned to sustain progress.

Educational institutions across the United Arab Emirates are implementing comprehensive adjustments to academic schedules and activities in preparation for Ramadan 2026, anticipated to commence around February 19 subject to moon sighting confirmation. These strategic modifications prioritize the physical and emotional wellbeing of fasting students while maintaining educational continuity.

In Dubai, numerous schools have established a framework limiting instructional hours to approximately five per day. Credence High School CEO-Principal Deepika Thapar Singh emphasized the institution’s adherence to KHDA guidelines, noting that while academic lessons continue through engaging classroom activities, fasting students receive exemptions from physical education. These students instead participate in supervised alternatives including library sessions, reflective activities, and light academic support.

Abu Dhabi institutions are adopting similarly flexible approaches. GEMS World Academy – Abu Dhabi offers families multiple timetable options to accommodate individual health requirements, sleep patterns, and family circumstances. Principal Shahina Ahmad OBE clarified that while daily duration is reduced, the exact cap remains fluid and aligned with official guidance. Notably, the school maintains physical education participation through adapted programming focusing on theoretical components and non-strenuous activities rather than complete exemption.

Dewvale School has implemented a condensed schedule from 7:30 AM to 12:30 PM, with Principal Seema Umar emphasizing the balance between academic rigor and student welfare. The institution will maintain in-person learning on Fridays throughout Ramadan, with Abu Dhabi schools potentially reducing Friday schedules to approximately four hours to accommodate family routines and declining energy levels late in the week.

Beyond schedule adjustments, schools are creating dedicated quiet spaces for rest and reflection, while enhancing communication with families through workshops, newsletters, and circulars. These resources provide practical guidance for supporting first-time fasters, including nutritional advice, sleep management strategies, and emotional reassurance techniques. Institutions like Diyafah International School offer exempt students alternative activities including quiet reading, academic assignments, and supervised study sessions in designated calm environments.

The comprehensive approach demonstrates the UAE education sector’s commitment to cultural sensitivity, student welfare, and academic continuity during the holy month, fostering environments of empathy and inclusivity for all students regardless of their fasting status.

While most university students embrace winter break as a period of relaxation, a pioneering cohort at Hebei’s Tianshu Academy embarked on an entirely different journey—mastering Olympic-grade ski slopes while advancing their academic pursuits. This innovative educational model represents a significant milestone in China’s educational development strategy.

Located in Huailai county, Tianshu Academy operates as a specialized branch campus of Beijing Information Science and Technology University (BISTU), established under the Beijing-Tianjin-Hebei coordinated development initiative. The academy welcomed its inaugural class of 500 students in September 2025 following comprehensive cooperation agreements finalized in 2024.

The institution’s creation embodies what faculty and local residents describe as the “Winter Olympic spirit,” with its state-of-the-art facilities constructed within an impressive two-year timeframe. Currently spanning 10.9 hectares, the campus is already scheduled for substantial expansion that will more than double its construction area to accommodate increasing demand.

Beyond its headline-grabbing skiing curriculum that allows training during weekends and holidays, Tianshu Academy’s core mission addresses deeper academic and economic objectives. BISTU has established three specialized research institutes on-site—focused on advanced manufacturing, new energy, and the data economy—specifically tailored to Zhangjiakou’s regional development needs.

According to Xie Jiangling, Party Chief of BISTU, the Zhangjiakou branch campus demonstrates the university’s commitment to supporting national strategies for regional coordinated development. “The university’s development needs are closely aligned with national and regional strategies,” Xie emphasized, noting that BISTU leverages its strengths in intelligent equipment, robotics, and big data to meet local industrial upgrading demands while enhancing its academic standards and influence.

The initiative addresses a crucial national priority: strengthening higher education in Hebei province, where educational resources have historically trailed behind those of Beijing and Tianjin. This development aligns with China’s broader 2035 blueprint for establishing educational leadership.

Students like Guo Jiahao, a financial management major, benefit from the academy’s flexible credit system that enables exploration beyond their primary disciplines, including science and engineering courses. Meanwhile, local officials recognize the university’s potential to accelerate technological conversion. Zhang Qi, Party Secretary of Huailai county, noted that the institution’s research capacity and talent pool align perfectly with regional industrial goals, providing the necessary “brainpower” to transform scientific innovations into practical applications, positioning Huailai as an innovation hub.

In a significant educational reform, the United Arab Emirates has announced that private schools following the Ministry of Education’s curriculum will transition to teaching mathematics and science subjects exclusively in English. The policy change, reported by Emarat Al Youm, will commence in the 2026-2027 academic year and be implemented through a carefully structured four-phase rollout scheduled for completion by the 2029-2030 academic year.

The initiative begins with Grade 9 Advanced Track students, who will receive instruction in mathematics, physics, chemistry, and biology in English during the inaugural year. Subsequent phases will expand English-medium instruction to Grade 10 (2027-2028), Grade 11 (2028-2029), and finally Grade 12 (2029-2030), ensuring a systematic and balanced transition across all secondary levels.

According to an official circular distributed to private school administrations, the Ministry of Education emphasized that this strategic shift aims to create educational equity by standardizing the language of instruction between public and private institutions. The reform specifically targets enhanced student preparedness for higher education pathways, where these subjects are predominantly taught in English. Additionally, the policy seeks to boost academic competitiveness, facilitate smoother transitions between educational sectors, and better align graduate competencies with both labor market demands and national strategic objectives.

School administrators have responded positively to the announcement, acknowledging that the previous discrepancy between secondary and university language mediums created significant challenges for students. Many institutions have already begun preparatory measures, including teacher training and curriculum development, to ensure a seamless implementation that maintains academic stability throughout the transition period.

The Ministry has committed to providing all necessary educational resources and support to guarantee full operational readiness across the private school network, marking a transformative step in the UAE’s ongoing educational modernization efforts.

In a significant expansion of Sino-Thai educational cooperation, over 40 Thai students are scheduled to undertake specialized high-speed rail training programs in China throughout 2026. This initiative follows a newly established partnership between Tianjin Railway Technical and Vocational College and Thailand’s Mahasarakham University.

The collaboration will see 30 Thai students arriving in Tianjin this April for an intensive 40-day practical course focused on rail transit systems. Additionally, between 15 to 25 students will participate in a joint ‘2+1’ undergraduate program specializing in railway signal automatic control, representing a deepening of academic exchanges between the two nations.

This educational partnership operates under the framework of the Luban Workshop initiative, China’s vocational training cooperation program with Belt and Road participant countries. The program aims to share technological expertise and establish standardized training protocols across participating nations.

Since initiating cooperation in 2018, Tianjin Railway Technical and Vocational College has actively collaborated with Thai educational institutions to transfer Chinese high-speed rail standards, advanced technologies, and specialized training equipment. Notably, Chinese-developed training equipment has been integrated into Thai campus curricula and has received official designation for Thailand’s national skills competitions, demonstrating the practical implementation of this knowledge transfer.

The partnership was highlighted during a recent visit by Mahasarakham University President Prayook Srivilai, who experienced Chinese railway technology firsthand through a subway driving simulator. This hands-on demonstration underscored the practical nature of the technological and educational exchange occurring between the two countries.

United Arab Emirates educational institutions are significantly increasing capacity for Foundation Stage 2 and Grade 1 classes to address substantial enrollment demand following recent adjustments to national school entry regulations. The capacity expansion comes as Dubai’s private education sector implements revised age eligibility guidelines issued by the Knowledge and Human Development Authority (KHDA).

In December, the Ministry of Education extended the enrollment cutoff date from August 31 to December 31 for Foundation Stage One admissions within the British curriculum system. This regulatory change has subsequently influenced placement decisions for FS2, Year 1, and Year 2 admissions across the country.

The implementation has created logistical challenges for both families and educational institutions. Numerous parents have reported limited availability at preferred schools, necessitating alternative placement arrangements. Concerns have emerged regarding developmental readiness as some children are being placed in older age groups earlier than originally anticipated.

Marah Kadoura, Principal of Woodlem American School in Ajman, indicated that schools are strategically planning enrollment while prioritizing early applicants. “Although some classes such as KG2 and Grade 1 are approaching capacity, institutions are implementing measures to increase seating availability where feasible,” Kadoura noted, while acknowledging physical infrastructure and class size limitations.

The KHDA has clarified that children born between September 1 and December 31, 2021, who were previously ineligible for the 2025-2026 academic year, may now register for FS2 or Year 1 for the 2026-2027 session. Final enrollment decisions remain subject to individual assessments of developmental readiness and seat availability.

Education experts emphasize the critical importance of transparent communication during this transition. Neil Hopkin, Director of Education at Fortes Education, highlighted their comprehensive outreach to affected families: “We have engaged closely with parents to explain how the updated KHDA guidance functions and its implications for individual placements.”

Developmental considerations remain paramount amidst the regulatory changes. Vandana Gandhi, CEO of British Orchard Nursery, emphasized that “not all children meeting the new age criteria may be developmentally prepared for FS2.” Her organization has implemented an Enhanced Readiness Programme specifically designed to support children requiring additional preparation before transitioning to more formal educational environments.

As the academic community adapts to these regulatory modifications, maintaining educational quality while accommodating increased demand represents the primary challenge facing UAE educational institutions.