GETEX Autumn 2017

GETEX Autumn 2017 opens doors to more than 5,000 learners keen to take up higher education

 

Leading education event throws spotlight on occupational & industrial skills, continuing education & professional development

 

November 1, 2017 – Gulf Education and Training Exhibition (GETEX) Autumn Edition 2017, the latest edition of the leading student recruitment platform in the Middle East and Asia, has opened today (Wednesday, November 1, 2017) at Hall 5 of the Dubai International Convention and Exhibition Centre to help more than 5,000 learners around the region find the right educational choice from over 600 courses.

 

 

The region’s most trusted event for higher education features a wide variety of study streams from over 50 regional and international universities located in eight countries, which are set to open their admissions between November 2017 and April 2018. The courses are focused on occupational and industrial skills, continuing education courses and other professional development offerings.

 

 

Anselm Godinho, Managing Director, IC&E and organizer of GETEX, said: “We are excited to present to students and parents the range of new courses and career options they can choose from in this year’s Autumn Edition of GETEX. Universities are here to address student’s concerns and present their course options to learners aspiring to study further. Admissions officers and education counselors are ready to offer them career guidance on the appropriate program, including advice on scholarship opportunities.”

 

Date and Timings for GETEX Autumn 2017
Wednesday, 1st November 2017:  10:00  to 14:00  and  18:00 to 21:00
Thursday, 2nd November 2017:  10:00 to 14:00  and  18:00 to 21:00
Friday, 3rd November 2017:  15:00 to 21:00

Entrance to the show is free. For more information, please visit: http://www.mygetex.com/

Results of Global Teacher Effectiveness Survey released for the UAE, Saudi Arabia and Qatar

Students in the region value disposition over knowledge when assessing what makes an effective teacher.
15th December, 2016
Dubai: Pearson has announced the results of a global teacher effectiveness survey conducted across 23 countries, including the UAE, Saudi Arabia and Qatar.

Survey participants, which included students, teachers, parents, and school administrators were asked, “what do you think are the most important qualities of an effective teacher?”.
Survey respondents did not focus on how much a teacher knew or what kind of teaching methods he or she used, but rather on the teacher’s disposition. The most common response in the UAE, Qatar and Saudi Arabia, as in the other countries surveyed was that it is relationships between teachers and students that matter most.
Across all participating countries the ability of the teacher to develop trusting, compassionate relationships with students was valued most. This is true regardless of the respondent’s gender, public or private school affiliation, or whether he or she was thinking of a primary or secondary teacher. The next most valued quality was a patient, caring, and kind personality. Responses show that stakeholders most strongly value a teacher’s ability to connect with students and the personality characteristics that facilitate those connections.
The publication of the research comes at a critical time, as governments and education stakeholders in the countries of the GCC look to enhancing teacher effectiveness as a way of improving overall education standards.
Marketing Director for Pearson in the Middle East, Sue Mainey, believes that the research will be of great assistance to the region as the value of great teachers becomes increasingly recognised. She says:
“The evidence is clear – the single most important determinant of a learner’s school-based success is the effectiveness of their teacher. We therefore need to look at ways we can make teachers more effective, and this newly released research provides unique insights into what makes an effective educator. We can start to build the findings of this research into policies and programmes in this region, ensuring that this survey has a meaningful impact on promoting outcomes for teachers, and learners”.
The top 10 most important qualities of teachers identified in the UAE, Saudi Arabia and Qatar are as follows.
The top 10 most important qualities of teachers in the UAE were identified as:
1.   Ability to Develop Trusting, Productive Relationships
2.   Subject Matter Knowledge
3.   Patient, Caring, Kind Personality
4.   Teaching Skills/Pedagogical Practices
5.   Professionalism
6.   Engaging Students in Learning
7.   Ability to Make Ideas and Content Clear
8.   Knowledge of Learners
9.   Dedication to Teaching
10.               Emphasis on Developing Students’ Non-Cognitive Skills
The top 10 most important qualities of teachers in Saudi Arabia were identified as:
1.   Ability to develop trusting, compassionate relationships with students
2.   Ability to engage students in learning
3.   Subject matter knowledge
4.   Teaching skills
5.   Patient, caring, kind personality
6.   Professionalism
7.   Ability to make ideas and content clear
8.   Knowledge of learners
9.   Dedication to teaching
10.               Intelligence
The top 10 most important qualities of teachers in Qatar were identified as:
1.   Ability to Develop Trusting, Productive Relationships
2.   Subject Matter Knowledge
3.   Ability to Engage Students in Learning
4.   Teaching Skills/Pedagogical Practices
5.   Patient, Caring, Kind Personality
6.   Professionalism
7.   Ability to Make Ideas and Content Clear
8.   Knowledge of Learners
9.   Dedication to Teaching
10.               Intelligence   
For more information, including free access to the full reports, visit:  

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Pearson launches new Global English Language Teacher Award in the Middle East.

Award will recognise teachers in the region who go ‘above and beyond’.

UAE: Pearson ELT has launched a new award to celebrate inspirational teachers. The global Award will showcase teachers from the Middle East, and around the world, who have implemented innovative ways of teaching in their classrooms leading to improved learning outcomes; from the big innovations to the everyday.

Pearson expects to see a great response from the Middle East, where teachers are adopting new digital tools, implementing new ideas and coming up with innovative solutions that improve outcomes for their learners. With a growing recognition of the importance of English language skills, the Award recognises the crucial role that teachers from all walks of English teaching play.
English language is a major educational growth area right across the Middle East, as English language skills are increasingly seen by employers as an important way in which to grow business in a global environment. As a result, quality English language teachers are in demand, and this award will help to identify those teachers who excel in their role.
Sue Mainey, Director of Marketing for Pearson in the Middle East said; “English language is an important aspect of all levels of education, as it is a means through which individuals can progress their learning, as well as their prospects of career success. It is therefore critical that we have a body of first-class English language teachers available to schools, colleges and universities, so that our region’s learners are given the best prospects of success. This award will pay homage to those teachers who go above and beyond and who are helping to raise standards across the profession”.
Entries will be judged by a panel of experts from within the ELT community who will be looking for examples of best practice and innovative approaches to improving learner outcomes. Five inspiring teachers will each win an all-expenses paid trip to the forthcoming IATEFL or TESOL conferences where they will enjoy the opportunity to hear the latest theories and exchange ideas with fellow professionals from all sectors of ELT.
In addition, a People’s Choice winner will be selected by a public vote from the entries submitted. The winner will receive 20 Kindles for their class pre-loaded with a selection of Pearson English Readers. Teachers can self-submit entries or nominate colleagues for the award from now until 1 January 2017 via the Pearson ELT website. The winners will be announced on 25 January 2017.
Giles Grant, Senior Vice President ELT at Pearson said; “Behind every successful learner there’s a teacher providing fuel and encouragement along the way. This new award will celebrate teachers from all walks of English teaching, particularly those implementing new ideas, adapting tools or creating their own solutions to improve the learner experience“.
Visit Pearson ELT for more information on the Pearson ELT Global Teacher Award.
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About Pearson:
Pearson is the world’s learning company, with expertise in educational courseware and assessment, and a range of teaching and learning services powered by technology.
Our mission is to help people make progress through access to better learning. We believe that learning opens up opportunities, creating fulfilling careers and better lives. For more, visit www.Pearson.com
Pearson English is a division of Pearson and more than 1.5 million teachers and 35 million students use our English language learning resources and tools each year. We offer dynamic and effective learning solutions to individuals, institutions and corporations in over 150 countries.
Our key businesses include: Wall Street English (centre based learning for consumers) and ELT (institutional English language publications including brands such as Longman). In 2013, Pearson acquired Grupo Multi, the leading adult English Language Training company in Brazil.

Pearson and EdSurge Launch Adaptive Learning Report and Tool in the Middle East.

Free resource will help Gulf educators navigate region’s digital learning market.
27th September 2016
Dubai: A new report on adaptive learning has been launched in the Middle East by Pearson and EdSurge. The report, Decoding Adaptive, defines adaptive learning in plain terms and examines how an adaptive learning tool can adapt to learner needs and promote learning outcomes.
The research is the first serious attempt to provide a useful definition of adaptive learning, and a taxonomy to describe how the many different adaptive learning products on the market differ from one another.

The report holds relevance for educators and school leaders across the Gulf, as adaptive learning tools are increasingly being taken up in schools as a way of improving student results.
Adaptive learning tools are described in the report as “education technologies that can respond to a student’s interactions in real time by automatically providing the student with individual support”.
The report is accompanied by an interactive decision making tool that helps teachers determine whether digital adaptive learning tools are appropriate for their students, and provides suggestions as to the category of tool that might be most suitable to their learners’ particular needs.
Report contributor, Michael B. Horn, a leading education thinker and author of the best seller Blended: Using Disruptive Innovation to Improve Schools, says:
“With the large number of adaptive learning tools now available in the market, it is important that educators and school leaders are able to identify the tools that best suit their learners’ needs. There is little merit in using adaptive learning tools that have no impact on improving learner outcomes. Many of these tools hold great promise for helping learners to achieve their potential. However, educators need to be given the skills and tools to navigate the differences between the thousands of different products on the market and select the best tool for their specific learner needs”.
Managing Director of Pearson in the Middle East, Karim Daoud, says:
“We are excited to bring this exciting piece of research to the Middle East, where adaptive learning tools are increasingly commonplace in the region’s classrooms and lecture halls. I believe the report, and the accompanying tool, will be of great benefit to our educators as they look to embrace the potential of technology in education. The report helps us all to better understand what adaptive learning actually is – and how it can make learning more personalised and ultimately more effective”.
The full report can be downloaded here:
The interactive decision making tool can be accessed at:

Pearson launches “Intelligence Unleashed: An Argument for AI in Education” in Middle East.

NEW PAPER PUBLISHED BY PEARSON MAKES THE CASE FOR WHY WE MUST MAKE ARTIFICIAL INTELLIGENCE IN MIDDLE EAST EDUCATION MORE SERIOUSLY
10th July, 2016
DUBAI, RIYADH: In a world where digital tools support virtually every part of our lives, why is it that the full power of such tools has yet to be unleashed to those who might benefit most – educators and learners? In the latest of its series of publications concerning digital learning, Intelligence Unleashed: An Argument for AI in Education, Pearson, in collaboration with the UCL Knowledge Lab, maps out how artificial intelligence in education (AIEd) can be used to create learning tools that are more efficient, flexible and inclusive than those currently available; tools that will help learners in the Middle East prepare for an economy that is swiftly being reshaped by digital technologies.

The paper addresses a number of important and provocative questions that hold pertinence for policy makers, educators, parents and students throughout the Middle East region as it rapidly takes up emerging digital innovations. Such questions include: How can teachers and learners benefit from AIEd right now? How might learner outcomes be improved by AIEd in the very near future? And, how can AIEd contribute to systemic challenges facing the education sector at large?
The authors, led by Professor Rose Luckin and Wayne Holmes of the UCL Knowledge Lab, highlight existing and emergent technology that could be leveraged to address some of the most intractable issues in education, many of which are felt acutely here in the Middle East, such as achievement gaps. For example, technology available today could be applied to support student learning at a scale previously unimaginable by providing one-on-one tutoring to every student, in every subject. Existing technologies also have the capacity to provide intelligent support to learners working in a group, and to create authentic virtual learning environments where students have the right support, at the right time, to tackle real-life problems and puzzles.
Pushing the bounds of practice and theory, the paper considers a future where teaching and learning is supported by the thoughtful application of AIEd. Imagine lifelong learning companions powered by AI that can accompany and support individual learners throughout their studies – in and beyond school – or new forms of assessment that measure learning while it is taking place, shaping the learning experience in real time.
Ultimately, the tools of AIEd help respond to the new innovation imperative in education – the need, in a jobs market re-shaped by technology, to help learners achieve at higher levels, and in a wider set of skills, than any education system has managed to date. However, that vision isn’t possible without deliberate efforts to elevate the conversation about AIEd.
“AI is already impacting education. To fully benefit from what AIEd has to offer, we must involve teachers, parents and learners to ensure that AIEd tools are grounded in learning, and that they deliver what is genuinely needed. We call for a radical change in the way that AIEd is currently funded, to break away from the today’s siloed and inefficient environment. It is our hope that this work will spark a positive and proactive debate,” commented Rose Luckin, Professor of Learner Centred Design from the UCL Knowledge Lab.
In their recommendations, the authors hone in on three critical forces that must be managed as the future of AIEd in the Middle East emerges: involving teachers, students and parents in co-designing new tools so that AIEd addresses real needs of the classroom and other learning environments; embedding proven pedagogical techniques in the design of new AIEd-powered edtech products; and creating smart demand for commercial grade AIEd products that work.
Karim Daoud, Managing Director of Pearson in the Middle East said, “Countries in the GCC like to be ahead of the game when it comes to education, with many in the sector keen to embrace the latest and most innovative learning technologies available. Therefore, I think that it is likely that AIEd will have a great role to play in the future of education in this region. Equipping the large and growing population of young people in the region with an education that welcomes the role of AI and uses it to the advantage of learners is important, and this paper sets out ways in which this can be achieved”.
Sir Michael Barber, Chief Education Adviser at Pearson said, “There is no doubt that AI will significantly influence what we teach and learn, as well as how we do it. The challenge is to ensure that it truly supports teachers, learners, and their parents. Many important decisions will need to be made as these technologies develop, mature, and scale; this paper offers some concrete options that will allow us to realize the potential of AIEd at the system level.”
This paper is published as part of the Open Ideas at Pearson series. The series features some of the best minds in education – from teachers and technologists, to researchers and big thinkers – to bring their ideas and insights to a wider audience. Future pieces on digital learning will feature topics including adaptive learning and how we can build efficacy into learning technologies.
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About Pearson
Pearson is the world’s learning company, with expertise in educational courseware and assessment, and a range of teaching and learning services powered by technology.
Our mission is to help people make progress through access to better learning. We believe that learning opens up opportunities, creating fulfilling careers and better lives.
About the UCL Knowledge Lab
The UCL Knowledge Lab (previously known as the London Knowledge Lab) is an interdisciplinary research centre at the UCL Institute of Education, University College London.
Our mission is both to understand and to design ways in which new digital technologies can support and transform learning and teaching throughout the life course, at home and at work.
We start from the belief that new technologies, when we fully exploit their possibilities, will change not only the ways we learn, but what we learn, as well as how we work, how we collaborate, and how we communicate. Based on research and evidence, we are devising new pedagogies, implementing innovative digital systems, developing new areas of knowledge, and informing policymakers and educational stakeholders.
Read the full report here:

Quality & Business Management Conference explores prospects of employing innovation in supporting knowledge-based economy.

HBMSU to launch Innovation Arabia 9 – Annual Congress 2016 in March
UAE, February 27, 2016 – Hamdan Bin Mohammed Smart University (HBMSU) has commenced preparations to launch Quality and Business Management Conference under the theme ‘Business Innovation: Imperative for Knowledge Economy.’ This will take place on the sidelines of the ‘Innovation Arabia 9 – Annual Congress 2016, which will be held with the theme ‘Accelerating Innovation Towards Sustainable Economy’ under the patronage of H.H. Sheikh Hamdan bin Mohammed bin Rashid Al Maktoum, Crown Prince of Dubai and President of the University. To be held from March 7 to 9, 2016, the strategically important event strengthens Dubai’s efforts to lead the march in deploying, transferring, producing and localizing knowledge in the Arab countries and the world.

Currently, all eyes are on ‘Quality and Business Management Conference’ as a world-class platform that will open up new horizons for decision makers, policy makers, thought leaders, entrepreneurs, researchers and academics to explore individual, organizational and contextual powers to enhance the quality and stimulate innovation. The upcoming event is expected to contribute in determining the best ways to apply quality and innovative practices to strengthen the position of the Arab region on the international map. This will be done through a series of extended discussions that will focus on the most important issues, including ‘Excellence in Government Services,’ ‘Entrepreneurship,’ ‘Innovation and Quality,’ and ‘Islamic Banking and Finance’ and their direct and indirect effects on innovation and sustainable development, regionally and internationally.
Dr. Mansoor Al Awar, Chancellor of HBMSU, explained that the importance of ‘Quality and Business Management Conference’ comes from its focus on identifying effective strategies to enhance the quality concepts and stimulate innovation as a solid foundation to start the process of building a solid and integrated economy that is based on knowledge, excellence and innovation.
Dr. Al Awar pointed out that the upcoming event represents an important addition to the tireless efforts that aim to enrich the knowledge and meet the urgent need for innovative and unique solutions. He further emphasized the need to invest widely in quality and innovation to enable governments and business community, enhance competitive advantages, accelerate the pace of economic growth, and achieve sustainable social development in the Arab World and the MENA region.
“The UAE has realized early the importance of investing in innovation as the best way to build a knowledge-based, competitive economy and accomplish the ambitious aspirations to become one of the world’s most developed countries by 2021. Today, the nation is taking advanced steps on the path to leadership, backed by the insightful vision and right guidance of the wise leadership, which has laid a strong foundation to achieve ‘smart’ transformation and attain a leading global standing in terms of innovation, Islamic economics, and government excellence. In this event, which is scheduled on the sidelines of ‘Innovation Arabia 9,’ we seek to support this strategic direction by activating the channels of knowledge transfer and exchange expertise to showcase the best practices in innovation and quality to support the overall development and create a better future for generations to come,” concluded Dr. Al Awar.
‘Quality and Business Management Conference 2016’ consist of four main themes, including ‘Quality Management,’ ‘Business and Management,’ ‘Public Management & Government Service Excellence,’ and ‘Islamic Economics, Finance and Banking.’ The panel discussions and extensive seminars are expected to witness discussions on vital topics related to quality and business management, such as ‘Quality Management in e-Services,’ ‘Intelligent Quality Tools and Methods,’ ‘Investing in Human Resources,’ ‘Creativity … the Heart & Soul of Innovation,’ ‘Green Marketing,’ ‘the Race for National Competitiveness,’ ‘Government as the Engine of Innovation,’ and ‘Innovation as a National Value.’ The event will also highlight the success stories of innovation in the public sector, as well as exchange the views on ‘Bridging the Gap between Theory and Practice,’ ‘Risk Management in Islamic Financial Institutions,’ and ‘The Role of Governments and Central Banks in Promoting Islamic Banking and Finance Services,’ among others.

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Major development to provide educational institutions in the Middle East with access to Ellucian training courses

Banner® by Ellucian Student Information System’ fulfills the requirements of a smart learning environment
Simultaneously HBMSU announces the launch of the first Ellucian Banner training center in the Middle East to help other institutions develop Smarter Information Systems for Learners using Banner® by Ellucian
UAE, October 24, 2015 – Hamdan Bin Mohammed Smart University (HBMSU) recently signed agreement with Ellucian Inc

. to launch the first official Ellucian Banner training center in the Middle East in co-operation with Ellucian, helping Banner users to develop smarter Information Systems for Learners. The facility will be based on the campus of HBMSU that will serve as Ellucian’s first Authorized Global Training Partner. Simultaneously, HBMSU also launched the latest version of Banner® internally to continue the development of providing exemplary services to students, faculty and staff. The co-operative launching of the Ellucian training center is of strategic importance as it sets solid foundations for providing quality classroom based vocational training through the use of the Banner® system. Banner® is the Student Information System (SIS) of choice for major  universities in the UAE,  KSA and other Gulf countries.

Dr. Mansoor Al Awar, Chancellor of HBMSU and Mathew Boice, Vice President of Ellucian, during the signing ceremony.


The Ellucian Training Center will be a key facility within HBMSU’s campus and represents a major development in helping educational institutions in the Middle East to access the best Banner® training services. The Training Center will enable academicians, faculty, administrative officials and IT teams to effectively use Banner® to improve operating performance levels. It also supports ongoing Emiratization efforts by working with local institutions and universities in training UAE Nationals on core SIS functions using the Banner® suite in all administrative processes ranging from Strategic Management and Records Handling to Learners Recruitment, Admissions, Registration, and Academic Advising.
During the official launch, HBMSU revealed that it’s highly innovative applications fulfill the requirements of the ‘smart’ learning environment and are able to be integrated with the Banner®. These applications include many new features, such as a personal and unified identification code for learners, additional options that support the use of ATMs, bank checks and electronic wallets to pay tuition fees, Academic Advising services, notifications via SMS and e-mail, as well as interface compatibility with smartphones and tablets.
Dr. Mansoor Al Awar, Chancellor of HBMSU was pleased with the signing of the MoU with Ellucian, explaining that it will bring about a radical shift in Banner®-related professional training. H.E. Dhahi Khalfa   pointed out that by choosing HBMSU to host the training center, Ellucian affirms the high international confidence that this joint venture brings. He added that the selection of the University reflects the advanced levels it has achieved as an educational institution that is re-shaping the future of teaching and learning and the development of human resources qualified to lead the transformation into an integrated knowledge-based economy and the building of a better future for the Arab World.
Al Awar added: “We are delighted with the success of our Banner project and our ability to leverage our existing proven applications and their integration with the Banner® Student Information System. The applications have features tailored to the character and uniqueness of our smart environment, which keeps pace with the rapid changes of the 21st century. The use of the new Banner® system is in line with our ongoing commitment to adopt the most advanced technological innovations in support of our tireless endeavors to enhance operational efficiency, the quality of performance, and service excellence. HBMSU’s cooperation with Ellucian on the Banner® Student Information System is an important motivation for us to continue consolidating our leadership as a first-class global training hub in various fields related to educational technology”.
Mathew Boice, Vice President, Ellucian, emphasized the importance of strategic cooperation with HBMSU in launching the Banner® Training Center  in response to the remarkable growth in demand for the Banner® solution over the past few years, particularly in Gulf states which are witnessing rapid economic development, strong interest in developing the education sector, and a growing focus on building knowledge-based economies. He commended HBMSU’s regional leadership in smart technology – enabled education, pointing out that it is the ideal partner for expanding the adoption of the Banner® system in educational institutions across the Middle East, one of the fastest growing education markets in the world.
He noted that HBMSU is “walking the walk” by itself adopting Banner® to serve students that are studying in a technology centric and mixed mode learning environment.  
Boice said: “The latest version of Banner®, has high training demand due to the new users. In addition, we have countries like the UAE helping their own citizens develop their skills on the latest technologies. These factors combine to create a significant demand for skilling and training. This exciting partnership with HBMSU facilitates the development of locally-grown Banner® expertise for addressing this gap in terms of the optimal use of the Banner® system and enabling higher education institutions to better serve their students and learners.”

The Ellucian Training Center at HBMSU will provide Banner®training courses in both Arabic and English. The first courses are scheduled to begin in early 2016. Under the terms of the Agreement, Ellucian will promote the Training Centre to Banner clients across the region and will provide the Ellucian certified training materials. HBMSU has been authorized to use Ellucian’s own cloud-based Banner virtual lab training environment. The University will provide world-class teaching and training facilities, as well as Certified Ellucian Trainers, 

BRITISH COUNCIL TO HOST ‘UK BUSINESS & FINANCE’ TOUR SHOWCASING PROGRAMMES OF 11 UK UNIVERSITIES.

UK universities rated among the best in Europe in helping graduates grab high-paying jobs in finance reveals a recent study

Dubai, UAE, 8 September 2015: In response to the increasing numbers of UAE students studying business and finance, the British Council, the United Kingdom’s international organisation for cultural relations and educational opportunities, will be holding the UAE Business and Finance Study Tour

on September 14 at Towers Rotana Hotel, Dubai. Business and Finance are the most popular subjects for UAE students who choose to study in the UK, with 975 choosing these subjects in 2013-14.

British universities were recently revealed to be among the best in Europe for opening doors to high-paying jobs in finance according to a recent study by Emolument. The survey – which ranked European universities – was based on the salaries of 700 London finance professionals who graduated post 2011, including those who graduated in BA, BSc and Masters degrees.
UK business and finance courses have an excellent track record, with UK graduates frequently becoming top earners in their fields and this study is just one more indication of that. In the UK, higher and further education is all about giving you inspiration to develop your knowledge and skills, freedom to be creative, and confidenceto help you achieve your best. A UK business or finance qualification is also respected by employers and academics worldwide,” said Marc Jessel, British Council Country Director.
Most British business students join the workforce after only three years of study, which is a factor we know appeals to many UAE students, who are searching for a world class education in business and finance studies,” he explained.
The UAE Business and Finance Study Tour will provide students in the UAE with a platform to meet representatives from 11 UK universities and colleges and gain valuable insights into the specifics of different programmes on offer. Representatives from UK institutions will be talking to visitors about the UK’s wide range of business and finance courses and degree options, as well as entry requirements for studying in the UK and what student life in the UK is like. 

The tour also offers a unique opportunity for students to meet some of the most renowned business and finance education providers from the UK, and to find out about the many opportunities – from networking to tailored career advice – that UK institutions provide alongside their world-class degrees.
This tour will make it simpler for students in the UAE faced with an abundance of choices to define what type of UK course and qualification suits them. With the right qualification, these students will be able to return to the UAE with the necessary skills to contribute to the economy and drive growth and innovation across the business and finance sectors.
Participants in the tour include University of Salford, Coventry University, Liverpool John Moores University, Northumbria University, Oxford International Education Group, Queen Mary University of London, Staffordshire University, The University of Law, The University of Sheffield, University of Kent and University of Southampton.
English is the global language of business and finance. More and more UAE organisations now recognise its value in creating a globally competitive workforce. As the world’s leading English proficiency test, IELTS has helped millions of people worldwide access employment opportunities in finance and business,” added Nick Godfrey, Country Examinations Manager, British Council UAE.
As a world authority in the English language, the British Council aims to contribute to the economic development of businesses in the region through its English teaching and assessment services.

British Council IELTS is the Gold Sponsor of this year’s Business and Finance Study Tour. 

GCC poised to increase use of ‘smart’ devices in classrooms to 100 per cent by 2017

GCC education sector’s IT investment total to USD 616 million
  
UAE, March 9, 2015 According to a recent study, the GCC’s education sector is set to increase the use of ‘smart’ devices for teaching and learning purposes to 100 percent by 2017. ICDL Arabia, the governing body and certification authority for the ICDL certificate program in Egypt, GCC States and Iraq, has welcomed this move, stating that the increased use of information and communications technology (ICT) will help in delivering quality education and raising the bar in line with international standards.

The GCC education sector witnessed investment in the region of USD 616 million, accounting for nearly 2.3 per cent of total investments, and is expected to grow at an annual rate of the GCC 10.4 per cent between 2013 and 2017. This is at par with global IT investment in the education sector which is set at 2.5 per cent or USD 51 billion. Over 90 per cent of the region’s educational institutions utilize laptops and tablets in order to transform from a teacher to a learner -centric learning approach.
Jamil Ezzo, Director General, ICDL Arabia, said: “ICDL Arabia commends the GCC education sector’s move towards ‘smart’ literacy to ensure a more informative and interactive way of learning. The use of ICT technology in schools and educational institutions will also mean an increased utilization of ‘smart’ devices for transfer of knowledge from teachers to students. Such a move should be supported by appropriate training programs of teachers for a successful transition so that they quickly adapt to the new changes in their educational environment and curriculum.”  
Nationwide, the UAE Ministry of Education has expanded its programme to bring ‘smart’ learning to classrooms for the 2014-2015Academic Year, providing almost 25,000 students with tablets. Nearly 123 more schools will be integrated under the three-year programme which has been allocated a budget of AED 253 million and will conclude in September 2015. The government has plans to integrate all its 440 public schools with ‘smart’ technology by 2020. Qatar, on the other hand, has earmarked USD 7.2 billion for its education sector in 2014 with a 100 per cent increase for the next five years. Lastly, Kuwait’s expenditure on education is expected to touch USD 8.3 billion by 2016.
ICDL has worked closely with a number of educational and vocational standards authorities across the world and designed a certification program specifically for educators so that they are able to employ mobile devices in the class room. The program offers a range of skills involving smart devices such as smart boards, projectors, personal computers and tablets. In addition, the new ICDL skills program combines skills in IT Security and Online Collaboration so that teachers can guide students on the safe and secure use of modern devices and social media.

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Pearson Makes New Investments to Improve Learning Outcomes.

Pearson Affordable Learning Fund to invest additional $50 million to support education entrepreneurs
           
New Literacy Project seeks to improve literacy rates.
Dubai, UAE, 24 February 2015: Pearson, the world’s leading learning company, has announced two new initiatives to increase its support for better educational outcomes in the developing world.

Karim Daoud, Managing Director of Pearson in the Middle East says: “Pearson has announced new plans to invest $50 million (£33 million) in ventures that provide education to low-income learners in emerging markets, through the Pearson Affordable Learning Fund. Through the new $50 million investment, Pearson expects to reach millions of additional students and young people by 2020. In addition – by providing financial backing, good governance, and operational support to education entrepreneurs – the Fund aims to foster and scale innovation throughout Africa, Asia, and Latin America”.
The Fund launched in 2012 with $15 million of capital. It sets improvements in learning outcomes and market-based returns as conditions of continued investment. The Fund has already invested in innovative education start-ups in South Africa, Ghana, India, and the Philippines. Half of the fund is currently invested in companies with female CEOs.
In a further commitment to education in the developing world, Pearson is launching Project Literacy, a new social impact campaign to improve global literacy rates over the next five years. Despite The dramatic gains achieved in improving the literacy rates in countries such as the UAE, Qatar and Saudi Arabia, global levels of illiteracy have not improved since 2000. Today, nearly 800m people around the world cannot read and write.
Project Literacy will combine Pearson’s expertise in education with financial support from the company with the aim of accelerating improvements in literacy throughout the developing world. Pearson expects to announce its first Project Literacy partnerships in the first half of 2015.
Pearson chief executive John Fallon said: “Every parent wants the best possible education for their children. Yet, around the world, one in ten children don’t attend primary school because high-quality schools just aren’t available. The Pearson Affordable Learning Fund has already shown it is possible to address this challenge by making low-cost, high-quality schools and services accessible to parents in the developing world. We are tripling our investment in the Fund because we know that this approach works, and makes a transformative difference to lives across the world.
“Through our new investments and the Project Literacy campaign, our goal is to support entrepreneurs and campaigners who want to transform education for millions of students across the world.”
Katelyn Donnelly, managing director of the Pearson Affordable Learning Fund, said:
“The Pearson Affordable Learning Fund supports the brightest entrepreneurs aiming to transform education in the developing world. Our much-needed capital helps improve standards and push for scale to benefit those learners who are most in need of a world-class education.
“We believe that start-up culture can inject innovation and determination into some of the world’s toughest educational systems.”
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For further information, please contact:
Virtue PR & Marketing Communications
P.O Box: 191931
Dubai, United Arab Emirates
Tel: 00971 4 4508835
About the Pearson Affordable Learning Fund
The Pearson Affordable Learning Fund makes capital investments in for-profit companies to meet a burgeoning demand for high quality affordable education services in Africa, Asia and Latin America. The fund was launched in July 2012 with $15 million of initial Pearson capital. The fund invests in private companies committed to innovative approaches and improving learning outcomes for the poorest families in the world. For more information, please visit www.affordable-learning.com.
Current investments in Ghana, South Africa, India and the Philippines are summarised at:
http://www.affordable-learning.com/the-fund/investments.html#sthash.Kogw8lzM.Eu0I5mZY.dpbs
About Project Literacy
Project Literacy is a major new campaign convened by Pearson, dedicated to building partnerships and new action that can put reading within everyone’s reach, unlocking the potential of people, communities, society and whole economies.
By collaborating on literacy, organisations around the world can accelerate progress on this issue and achieve lasting impact on poverty.
To read more about the campaign and our activity at Davos, visit www.projectliteracy.com.
About Pearson:

Pearson is the world’s largest learning company, operating in more than 80 countries around the world, bringing powerful learning solutions to millions of learners every year. Pearson takes learning personally. Our courses and resources are available in print, online and through multi-lingual packages, helping people learn whatever, wherever and however they choose. Our education imprints combine 150 years of experience and include online support for every learner.  Our innovative and dynamic digital learning products and services are changing the learning landscape all around the globe and our qualifications are positively transforming the futures of learners of all ages and backgrounds.  Pearson can boast a comprehensive English Language offering that consists of engaging content and cutting edge testing solutions. To find out more, visit www.pearson.com.