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Nov 24, 2024

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MAEducation about my experience and journey in education filed My career in the field of administration began when I took on the role of a supervisor for the primary section at Rosary School in Sharjah, United Arab Emirates. My exceptional leadership skills and commitment to fostering a nurturing educational environment led to my subsequent appointment as the director of the kindergarten department in Aqaba City, Jordan. During this time, I played a pivotal role in shaping the early educational experiences of young learners. There I noticed that all teachers were focused on one side of education which is "learning to know" and they totally ignored the other pillars of education, which I believe are the keys to the successful aims of teaching and learning as it was mentioned in Delors Report. At that time I decided to start reading and searching how I could help to make a difference in education in our schools. Continuing my journey in education, I took up the position of administrative supervisor for the boys' section at Rosary School in Abu Dhabi. My ability to effectively manage and support the academic and administrative aspects of the school contributed to its success. Recognizing my skill and dedication, I was then appointed as the deputy director at Rosary School in Sharjah, where I made valuable contributions to the institution's growth and development. Since 2019, I have been serving as an administrative supervisor at Rosary School in Sharjah, specifically at the Muweilah Branch. In this role, I continue to demonstrate my expertise in educational administration, ensuring the smooth functioning of the school and fostering an environment conducive to learning and growth. Outside of my professional endeavors, I enjoy indulging in my hobbies. Find my space in listening to calm music, which allows me to unwind and find inspiration. Additionally, I find joy in reading novels, which broaden my horizons and provide a welcome escape into different worlds. Driven by a strong desire to enhance my knowledge and contribute even more effectively to the field of education, I aspire to obtain a master's degree. By pursuing further education and gaining deeper insights into the principles of education and learning, my aim is to elevate my professional capabilities and better serve the school community. My commitment to continuous growth and dedication to improving educational practices exemplify my passion for creating an enriching and fulfilling educational experience for all. In summary, my pursuit of a master's degree reflects my commitment to professional development and my dedication to making a positive impact in the field of education. I need to have a reference.

My journey of education is part the world views especially the report of Delor and his recommended about learning. 1. Education policy should be diversified and designed to not contribute to social exclusion. It should strive to combine integration with respect for individual rights. Schools should contribute to the advancement and integration of minority groups while respecting their personality. 2. Education plays a crucial role in fostering social cohesion, national identity, and the desire to live together. However, education alone cannot solve the problems of severed social ties. 3. The four pillars of education are learning to know, learning to do, learning to live together, and learning to be. (“What are the importance of the four pillars of education ... - Answers”) Education should encompass multidimensional learning throughout life and seek educational synergies. 4. Education must address the challenges of worldwide interdependence and globalization. It should consider the roles and structures of international organizations and prevent a gulf between those who can navigate the new world and those who feel at the mercy of events. 5. Progress in economic and social terms has brought disillusionment, rising unemployment, and growing inequalities. Sustainable development and new forms of international cooperation are major challenges for the next century. Developing countries need to enter the world of science and technology for growth and cultural adaptation. 6. Educational reforms should involve the local community, including parents, school heads, and teachers. Attempts to impose reforms from the top down or from outside have failed. Successful reform strategies involve local community participation, dialogue with public authorities, and outside assistance. The 1996 report builds on from the 1972 report in several ways: 1. Lifelong education: The 1972 report, "Learning to Be," established the concept of lifelong education at a time when traditional education systems were being challenged. (“(PDF) Reconciling Society, State and Market - ResearchGate”) The 1996 report continues to emphasize the importance of lifelong learning and highlights the four pillars of education, which include learning to know, learning to do, learning to live together, and learning to be. 2. Diversification of education: The 1996 report acknowledges the extreme diversity of educational situations, conceptions, and structures, which was also a challenge faced by the 1972 report. It emphasizes the need for education policy to be diversified and designed to not contribute to social exclusion, while promoting integration and respect for individual rights. 3. Social cohesion and global challenges: While the 1972 report focused on the aims of education in the context of rapid changes in knowledge and societies, the 1996 report expands on this by highlighting the role of education in fostering social cohesion, national identity, and the desire to live together. It also addresses the challenges of worldwide interdependence and globalization, emphasizing the need for education to consider the roles and structures of international organizations and prevent a gulf between different groups. 4. Sustainable development: The 1996 report recognizes the need for a new model of development that shows more respect for nature and the structuring of people's time. It emphasizes the importance of sustainable development and the need for education to contribute to the goals of sustainable development and new forms of international cooperation. Overall, the 1996 report builds on the concepts and recommendations of the 1972 report by further exploring the role of education in lifelong learning, social cohesion, global challenges, and sustainable development. It takes into account the changing global context and the need for education to adapt to new challenges and opportunities. I want the activity to be part of it because it is the main reason why I have started my master degree.

It is about the infographic of Sustainability, I include the whole view of the school I work in, and how it is trying to be a green school, focusing on some area of sustainable goals. Especially saving electricity and recycling the items. In addition, the school focuses on having a green area around it. I need to add a title for the infographic and to make a link between the sustainable development goals and the organizations’ aims and activities. And need to add resource for the infographic. I have learnt the role of intergovernmental organizations (IGOs) in influencing education policy and practice. And how UN has crucial influences on education especially with SDG4 Sustainable Development Goal 4: The UN has identified education as a fundamental human right and a key driver of sustainable development. Goal 4 of the Sustainable Development Goals (SDGs) is dedicated to ensuring inclusive and equitable quality education for all. The UN works towards achieving this goal by setting targets and guiding principles for education systems worldwide. In addition, The UN promotes the Education for All (EFA) movement, which aims to provide quality education to all children, youth, and adults. This initiative focuses on improving access, equity, and learning outcomes, particularly for marginalized and disadvantaged groups. I want to include this activity because it shows clearly how the political side influences the education system in the whole world.

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It is about the lesson plan. I admit that it was not good enough, need to be clearer. Global citizenship education emphasizes the development of values, skills, knowledge, and attitudes that enable learners to contribute to a more inclusive, just, and peaceful world. It aims to build a sense of belonging to a common humanity, sharing values and responsibilities, empathy, solidarity, and respect for differences and diversity. Global citizenship education also aims to develop learners' understanding of global governance structures, rights and responsibilities, global issues, and connections between global, national, and local systems and processes. On the other hand, global competence emphasizes the ability to understand and navigate complex global systems and issues. It involves the development of cognitive, socio-emotional, and behavioral skills that enable learners to engage with diverse perspectives, communicate effectively across cultures, and take action to address global challenges. Global competence also involves the ability to analyze and evaluate information from multiple sources, and to apply this knowledge to real-world situations. While there is some overlap between the two concepts, global citizenship education tends to focus more on values and attitudes, while global competence tends to focus more on skills and knowledge. Global citizenship education is often seen as a broader and more holistic approach to education, while global competence is often seen as a more specific and targeted set of skills.

I did the education system in UAE, and its values and I specified the rosary school, which is has same values of the country and how it applies these values among the children, and within the time the country has changed some values to be more wider, the one which is related to religion and it make it globally instead of focusing on the religion to be a reference for values, the country have moral education curriculum as a starting to apply the values with global understanding. I got formative feedback from Zinovia which is: Your artefact is impressive and gives the viewer a complete understanding of UAE's values and how these are applied to Rosary School. I was also shocked to learn that, until 2021, you couldn't explain students' mistakes with tangible arguments. Didn't that impede students' concrete development of their character and identity? it is important for schools to apply the values of the country for several reasons: 1.Socialization: Schools play a crucial role in socializing children and adolescents. By aligning their values with those of the country, schools help to instill in students a sense of national identity, cultural norms, and societal expectations. 2.Citizenship Education: Schools are responsible for educating students about their rights, responsibilities, and duties as citizens. By incorporating the values of the country into their curriculum and practices, schools can promote active citizenship and civic engagement. 3.Cultural Cohesion: When schools uphold the values of the country, it fosters a sense of unity and cohesion among students from diverse backgrounds. It helps to create a shared understanding and respect for the cultural heritage and traditions of the country. 4.Consistency and Continuity: When schools align their values with those of the country, it ensures consistency and continuity in the education system. It provides a framework for educators to deliver a cohesive and unified educational experience to students. 5.Preparation for the Future: By applying the values of the country, schools prepare students to become responsible and ethical members of society. It equips them with the necessary skills, knowledge, and values to navigate the challenges and opportunities of the future. The values of a country can be applied in schools through the shared values and norms that are implicitly or explicitly shared among members of the school community. Just like national cultures have their own set of values, schools also have their own set of values that guide the behavior and practices within the school. These values are expressed through school rules, teaching practices, relationships between teachers and students, and more. The regulations and practices of the school should reflect the values of the school, and they serve the purpose of socializing new members to hold these values. By promoting and emphasizing certain values, schools aim to shape the behavior and attitudes of students and create a positive and conducive learning environment. There is a relationship between individual values and the values of a country or culture. The values of individuals are influenced by the cultural context in which they live, and there is a degree of congruence between personal values and cultural values. Cultural values are shared by members of a society and shape their attitudes, behaviors, and social norms. Additionally, there may be differences in values between countries or cultures. Some cultures may have "tight" values, characterized by strong social norms and a low tolerance for deviance, while others may have "loose" values, characterized by more flexibility and tolerance. These cultural differences in values have been studied across multiple nations. It is important to note that values can also vary within a country or culture, as different subgroups may hold different values. For example, in the context of schools, teachers may have different values compared to students, and this can influence the overall values of the school.

it is about UAE Values and how the school included in its values The effectiveness of innovative pedagogies in a specific context depends on various factors such as the teachers' professional habits, motivation, ontological security, routinization, and the time and space available for implementation. Teachers' pedagogical decisions can be influenced by these factors, which may either inhibit or enable the expansion of teachers' knowledgeability and inform their choice and development of pedagogy. In the case study mentioned, some teachers resisted change, stating that their current approach worked for them, while others embraced the new pedagogical challenges and found it to be the best thing they ever did. The success of implementing innovative pedagogies may also depend on the willingness of all teachers in a school to accept the change and adopt a whole-school approach. The availability of professional learning teams and opportunities for teachers to share ideas and successful approaches can also support the implementation of innovative pedagogies. Overall, the success of implementing innovative pedagogies in a specific context depends on factors such as teacher attitudes, support systems, and the willingness to embrace change and collaborate with colleagues. Barriers or challenges for exploring the use of innovative pedagogies in a specific context: Resistance to change among teachers who are comfortable with their current practices. Lack of awareness or understanding of innovative pedagogies and their potential benefits. Limited time and resources for professional development and training on implementing innovative pedagogies. Inadequate support systems or structures within the educational institution to facilitate the adoption of innovative pedagogies. The influence of professional habitus, which may lead to a reliance on established frames of practice that do not align with innovative pedagogies. Challenges in adapting innovative pedagogies to the specific needs and characteristics of the students in the context. The need for a whole-school approach and collaboration among teachers to effectively implement innovative pedagogies. These barriers and challenges highlight the importance of addressing teacher attitudes, providing adequate support and resources, and fostering a culture of innovation and collaboration within the educational context to successfully explore and implement innovative pedagogies.

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Authentic assessment for year one students. Represent the real life of pretending supermarket, and give students a paper to write the items with their prices. I have learned many kinds of assessments and about the differences between superficial understanding and deep understanding. Assessment of deep understanding is considered effective when it is ongoing, based on authentic performances, and interspersed with further opportunities to learn. It is important to assess understanding through performances rather than just testing knowledge in our heads. This allows students to demonstrate their ability to apply knowledge in real-world contexts and think flexibly. Additionally, assessment should be accompanied by learning support and provide opportunities for students to continue learning and improving their understanding. By using performance-based assessment and providing ongoing support, educators can effectively gauge the depth of students' understanding and guide their learning journey.

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