It’s a long haul for ‘international’ schools following the 2010
Dubai Schools Inspection Bureau (DSIB) annual education report that highlights the low standards at US and UK institutions.
According to the report, which was made public on the Knowledge and Human Development Authority (KHDA) website today, many schools that claim to provide an international curriculum fail to meet prescribed criteria.
The curriculum in more than 23 of the 30 schools following the American education system ‘fall far short of what would be required in the US. Very few can be said to offer a curriculum with the choice and diversity that are hallmarks of a genuine US school.’
In some British curriculum schools, the teaching and learning methods are not fully based on the concepts and processes prescribed in the English National Curriculum.
Dr. Abdullah Al Karam, director-general of KHDA said some international schools provide outstanding quality and parents assess individual school reports to make decisions.
“As a parent, do not take the curriculum as the quality that you will get,” he said. “During the inspections we
looked into the implementation of the specific curriculum in the school and parents must use the reports to decide if they will get the education for their money’s worth.”
He said the international status of schools must not be taken for granted and the performance of the schools in the inspections must be used as a measure of their quality.
US curriculum schools not matching up
There are 30 US curriculum and
only seven have been found to offer a curriculum with the choice and diversity that is required by the particular education system.
Most schools fell in the ‘Acceptable’ and ‘Unsatisfactory’ category in the second cycle of inspections that were concluded this year.
From the first round of inspections that began in 2008, only four US schools managed to jump a category with 24 schools showing no significant improvement.
A large number of students in the emirate study at US curriculum schools including 17,870 UAE nationals who prefer an American education. Progress and attainment of students are not being measured against international benchmarks as many schools do not subscribe external tests like Scholastic Aptitude Test (SAT) or Advanced Placement.
The report highlights that students complete their education with a local school certificate that does not provide an international currency which hinders their entry into top universities.
Unsatisfactory teaching in US schools that was found in a quarter of all lessons in 2008-2009 by inspectors has reduced by only 8 per cent this year.
Concerns over quality at UK schools
In the UK curriculum schools, while 12 showed marked improvement, 12 declined in rank and 25 schools retained their grades from the first inspection cycle. Two were rated as ‘Outstanding’ in the recently concluded inspections.
The 2010 annual education report states that some schools that claim to follow the English National Curriculum do not offer the full range and content of the curriculum. They do not employ the framework of attainment targets to measure and benchmark their students’ progress against those in other schools.
Similar concerns over inconsistency in British education standards by schools abroad were raised earlier this year by the UK government. A new scheme was proposed by the Independent Schools Council and Council of British International Schools (COBIS) in January that will enable schools abroad to be inspected against common set of criteria. Information of schools that are approved will be made available by the Department of Children, Schools and Families (DCSF) for students and parents planning to enroll in UK schools outside the country.
At present, British tagged schools do not have any formal recognition and many have been found to be teaching a local curriculum being instructed in the English language.
Al Karam said the authority has ensured that schools that opened post 2006 were accredited by an international body. “The problem is of the older schools and that number is very large,” he said. “We hope through the inspections there will ultimately be a correction in these schools as well.”
Parents’ opinion
Parents are seen to base their decisions on the inspections reports published by the KHDA’s school inspection arm. Al Karam said that schools that have not made attempts to improve are facing enrollment difficulties.
“Parents gave them a chance and if they still do not improve their status then they will face the consequences,” he said.
Jameela K, whose daughter studies at an American school said she is dissatisfied by the teaching and discipline at the school and is compelled to shift her to another school.
“I thought enrolling her into an American curriculum school would ensure the best education but I’m not seeing that anymore,” she said. Her child’s school has not managed to change its status of ‘Acceptable’ this year.
“The inspection report that states the school must raise standards according to international expectations mirrors my concerns,” said the mother.
Though the GEMS Winchester School has received an ‘Acceptable’ this year as well, Linda Joan, whose son is at the school, is quite satisfied with the education.
“I believe the academics are at par with international standards and we are constantly updated about our child’s progress,” she said.
Key findings following KHDA inspections
Almost nine out of every 10 schools in Dubai provide an education of acceptable quality.
More than one in 10 of the private schools in Dubai are unsatisfactory.
Special education needs are not being met in most private schools
All private schools should ensure their compliance with Ministry of Education requirements regarding the time allocated for teaching Islamic Education and Arabic
Private schools should ensure that the processes for the care and welfare of students are in place
Public Schools:
The effectiveness of the teaching in kindergartens and overall quality of the education has improved over the past year.
Schools should develop robust systems for the continuous assessment of students’ attainment and progress in the key subjects
Improvement is required in Cycle 2 and Cycle 3 public schools with regards to the range of subjects offered, increase in teaching time and after school activities.
Many students have poorly developed analytical and practical mathematical and scientific skills.
There is poor motivation and a high drop out rate among older boys
Private (MOE curriculum):
Not much progress has been noticed among schools from the first inspection cycle.
Health and safety are unsatisfactory in a high proportion of schools
Leadership and management is weak
UK curriculum schools:
More than half of the teaching and learning is of good or outstanding quality.
A significant number of schools remain in breach of the requirements for Islamic Education and Arabic.
Some schools do not base their work fully on the English National Curriculum
US curriculum schools:
Only seven schools offer a curriculum with the choice and diversity typically found in the USA
Most schools do not enable students to achieve internationally recognised qualifications
There has been a marked improvement in the quality of self-evaluation and improvement planning
Indian curriculum schools:
The attitudes and behaviour of students are distinctive qualities and strength of the schools.
Majority of the schools are well led and enjoy good partnerships with parents and the community
The curriculum for younger students lacks breadth and they are given insufficient opportunities to be active in learning
International Baccalaureate curriculum schools:
Almost all schools are of good overall quality
Health and safety standards are outstanding
Schools do not always ensure that older students with little academic ability are provided with worthwhile courses
Pakistani National curriculum schools:
Two of the three schools inspected provide an unsatisfactory quality of education.
Teachers lack appropriate skills, qualifications and experience
All schools have serious weaknesses in their health and safety arrangements