Teaching Arabic through communicative language teaching approaches informed by new understandings of literacy in primary schools in Tabuk, Saudi Arabia

This thesis seeks to document the perspectives of 24 male primary educators of the Arabic language on teaching Arabic through communicative language teaching (CLT) approaches informed by the new literacy theory (NLT) in Saudi Arabia (Tabuk). In Saudi Arabia, there is little focus on the importance of communication skills in using Standard Arabic, whether in conversation, listening and speaking. This study aims to fill the gap in the research literature on Arabic language teaching in primary education, drawing on the NLT. Arabic is a global language and this study has international significance as the findings will inform the teaching of Arabic as a first and additional language. Therefore, this study investigates the usage of CLT approaches into the teaching of Arabic through the use of various activities that are contextual and meaningful. The focus of this study is on language in relation to listening, speaking, viewing, reading, writing, critiquing and creating in purposeful contexts. It utilises a mixed method mainly drown on qualitative research methods to examine five case study sites (government primary schools in urban Tabuk) to investigate the use of technology in Standard Arabic Teaching using CLT approaches. Furthermore, the study examines the use of a contemporary curriculum in order to contrast it to traditional approaches. Data was initially gathered with a survey to collect demographic data about the study and its subjects. Participants were then interviewed to obtain deeper and more detailed information. The study covered five schools and four supervisors. Moreover, this study draws on connectivism theory, which presents a concept of information being presented via complex networks that enable the educational process to occur. In the connectivism theory, learning occurs via networks through a mix of technological and social interactions. The findings indicate that there is a lack of understanding the NLT, and tensions between traditional and contemporary curriculum supporters exist. The professional development and academic preparation (pre-service) received by students in colleges and universities was one of the most prominent findings in this study, because it shows a weakness in the preparation that student teachers receive in educational institutions. In addition, the findings highlight issues in providing information technology (IT), access to the use of technology, leadership and change. In conclusion, this study revealed that curriculum change in Saudi Arabia is a controversial topic in relation to Saudi societal ideologies. In particular, the study highlighted that curriculum change, leadership, contemporary views of literacy learning and Arabic education are as important as other issues such as religion, Arabic identity, resistance to change and Westernisation. Hence, this study points to the significance of professional development in curriculum change where teachers, principals, educators, curriculum designers, policy makers and parents are involved in the development of curriculum in order to provide high quality education for their children

Education to Employment: Designing a System that Works

Considering the education-to-employment system as a highway with three critical intersections -- enrolling in postsecondary education, building skills, and finding a job -- this research has determined places where students take wrong turns or fall behind, and why. With increased data and innovative approaches, employers, educators, governments and youth can create a better system

Entrepreneurship education and development as an integral part of the enterprise system in Saudi Arabia

The impact of entrepreneurial activity on the economies of both industrialised and developing countries has been well established and theorised in the normative literature. However, it is besides eminent that the development of entrepreneurial activities and behaviour, through facilitation of education institutions, is less understood. As an engine of economic growth, there is intense interest from policy makers and academicians towards entrepreneurship and entrepreneurship education. Many economists and politicians agree that entrepreneurship stimulates the generation of employment opportunities and wealth creation. As a result of these theorised conceptions, this paper takes a step forward and explores the role of Higher Education Institutions (HEIs) in entrepreneurship education and development in the context of Saudi Arabian economy. In doing so, the authors propose their conceptual framework that incorporates facets (based on entrepreneurship/experience and entrepreneurship education) of two theoretical frameworks. In summarising the conclusions, the authors present their research approach employed for validating their conceptual research framework

A proposed guide for accreditation of teacher education in developing countries (A descriptive analytical study) (Kajian deskriptif analitikal tentang cadangan panduan akreditasi pendidikan guru di negara membangun)

High quality education can only be delivered by high quality institutions that are well established to meet with today’s quality challenges. Thus, the present study strongly advocates for accreditation of Teacher Education in developing countries. The study aims to introduce a guide for accrediting Teacher Education that is hoped to serve as a common reference authority for Teacher Education institutions in developing countries.This aim also embraces the following objectives: to explore the main concepts, objectives, methods and procedures of accrediting Teacher Education, to explain the rationales of accrediting Teacher Education, to illustrate international evaluation measures of accrediting Teacher Education, to explore some models of various focuses of Teacher Education accreditation and to present standards of Teacher Education accreditation proposed to be applicable in developing countries.The study used the descriptive analytical method that describes the phenomena and participates in its analysis. To achieve the optimum advantage of the proposed guide, each institute of Teacher Education should utilize it according to its own mission, vision, and objectives.This guide is perceived to be a pertinent platform for Teacher Education institutions in developing countries to exchange innovative ideas, issues of common concern and to foster accreditation network among them. Although developing countries have various histories, cultural backgrounds, colonial experiences and political orientations but these notwithstanding they have common basic philosophy, goals, objectives and challenges regarding quality education and its recognition. The guide has been made transparent in order to increase its flexibility, validity and portability

The Jihadi Terrain in Pakistan: An Introduction to the Sunni Jihadi Groups in Pakistan and Kashmir

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Spartan Daily, August 28, 2002

Volume 119, Issue 2https://scholarworks.sjsu.edu/spartandaily/10646/thumbnail.jp

Why leadership matters for micro and small firms in the East Midlands?

This report was produced with data and assistance from East Midlands Chamber of Commerce and is being made available to business organisations in the East Midlands.This report highlights the importance of micro- and small firms in the East Midlands economy and the role of leadership in their development. It explores the adverse and rapidly changing conditions, and explains why business leadership, resilience and competitiveness are vitally important in addressing them. The strengths and vulnerabilities of the micro and small firm sectors in the East Midlands economy are summarised, including concerns over productivity levels and their effects on smaller firm competitiveness. Local Enterprise Partnership strategies for productivity improvement in Nottinghamshire, Derbyshire and Leicestershire are summarised. It highlights the lack of a single voice for business leadership in the region, and introduces the 'Leading for Growth' pilot programme led by the Small Business Charter with three regional universities