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/

World-class regional program sponsored by the Hamdan Bin Rashid Al Maktoum Award for Distinguished Academic Performance aims to reshape future of learning in Arab World.

HBMSU and UNESCO inaugurate communications for the forthcoming curriculum diploma initiative
UAE, December 05, 2016 – Marking a first in the Arab World, Hamdan Bin Mohammed Smart University (HBMSU) has launched the communications for the forthcoming curriculum diploma initiative – International Bureau of Education (IBE) – UNESCOorganized by the United Nations Educational, Scientific and Cultural Organization (UNESCO). The one of a kind diploma which is sponsored by the Hamdan Bin Rashid Al Maktoum Award for Distinguished Academic Performance underscores the university’s commitment to leading efforts to reshape the future of education and learning in the Arab World through innovative methods that keep pace with the requirements of the 21st Century.

The importance of the communications for the forthcoming curriculum diploma initiative – IBE – UNESCO lies in its being an integrated program specifically designed according to the highest international standards and provisions to meet requirements for the development of training and competencies in the curricula of Arab countries. It also involves the adoption of an international module for delivering high-level education characterized by equality, innovation and quality.
Dr. Mansoor Al Awar, Chancellor of HBMSU, explained that the launch of the pioneering program in the region reaffirms the university’s leadership as a global model for exploring the future of education based on creativity, innovation, scientific research and knowledge enrichment. He lauded the efforts of UNESCO and the Hamdan Bin Rashid Al Maktoum Award for Distinguished Academic Performance in launching this leading initiative that represents a major leap in curricular development, noting that it prepares a qualified generation capable of leading the process of modernization, renovation and innovation process – all of which he said are pillars for accelerating the pace of growth in the Arab World.
Al Awar said: “This unique program is consistent with our ongoing commitment to support the lifelong learning approach and provide the academic community with high-quality programs that expose students to unique experiences that are based on excellence in scientific research and knowledge transfer. This serves our aspiration of addressing challenges and overall development needs in the Arab World through our leadership in the field of smart education.”
“We look forward to meeting the desired objectives of the new diploma – the latest addition to our achievements – by effecting a radical change in higher education and scientific research locally and regionally through the promotion of a culture of smart learning under the leadership of H.H. Sheikh Hamdan bin Mohammed bin Rashid Al Maktoum, Crown Prince of Dubai and HBMSU President, who has tasked us to revolutionize the future of education and learning in the Arab World via innovative methods that are in step with the rapid changes of the knowledge ira,” he added.
For his part, H.E. Sulaiman Al Ansari, CEO of the Hamdan Bin Rashid Al Maktoum Award for Distinguished Academic Performance, commended the commitment of H.H. Sheikh Hamdan bin Rashid Al Maktoum, Deputy Ruler of Dubai, UAE Minister of Finance and patron of the award, to support qualitative projects that improve the efficiency of education and raise its outputs to a level that meets the challenges posed by modernity and contemporary changes. He emphasized that the partnership with a prestigious academic institution such as HBMSU and a global organization such as UNESCO represents a major leap in implementing an academic program that aims to develop curricula and scientific research across the Arab World.
Al Ansari concluded: “The award sponsorship of this international project offers an opportunity to enhance educational excellence in the Arab World, especially as it targets developers of curriculum, education policy-makers and teaching staff who are also the focus of the award on the programs of quality education”.
Preparatory sessions for communications for the forthcoming curriculum diploma initiative – International Bureau of Education (IBE) – UNESCO will continue from December 4 to 15, 2016 at HBMSU’s campus with the participation of several academics and international experts. The program agenda’s various major themes include ‘Curriculum of Smart Education and Custom Learning,’ ‘Technological Integration in the Curriculum,’ ‘An Introduction to Emerging Trends in the Curricula of Arab Countries,’ and ‘Needs Analysis and Dialogue Policy to Change the Curriculum.’ Other modern systems, models and frameworks for designing and developing curricula in Arab countries as well as special sessions on ‘Virtual Learning Environment” (VLE) adopted by HMBSU’ will be featured as well.

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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:

Education and Diversification Inextricably Linked.

Pearson points to recent IMF conference to demonstrate importance of education in successfully diversifying Gulf economies
Dubai, UAE, 3rd September 2014: Karim Daoud, Managing Director of Pearson’s Middle East Hub, says education is critical to Gulf States achieving successful economic diversification.

Mr Daoud’s comments follow the recent high-level conference held in Kuwait by the International Monetary Fund (IMF), “Economic Development, Diversification and the Role of the State”. High ranking officials from around the world gathered at the forum to discuss how effective economic diversification can take place in the countries of the Gulf Cooperation Council (GCC).
Panelists at the Conference agreed that diversification would be essential to ongoing economic growth in the region. There was also consensus that diversifying the economies of the Gulf away from a traditional reliance on oil will be critical to creating enough new jobs in the region, and meeting the employment demands of a rapidly growing youth population. A recent report from the World Economic Forum (WEF) found that approximately 75 million jobs needed to be created in the MENA region by 2020 just to sustain current levels of employment – in a region where youth unemployment is already high by global standards.
Mr Daoud says that a robust and efficacious education system must be at the heart of any successful diversification strategy:
“The Gulf states have made remarkable gains in economic and social development in a relatively short space of time. The next area for advancement must be developing the non-oil tradable sectors. The diversification experiences of countries such as Malaysia and Singapore demonstrate the importance of education in achieving diversification targets. Making education widely available and enhancing the quality of education is vital to ensuring future workers have the skills needed to thrive in new growth industries and foster the innovation and entrepreneurship necessary for generating new businesses and creating new jobs”.
The IMF Conference noted that improving education in the areas of mathematics and science, and raising the standard of technical and vocational programmes available were priorities, a point agreed on by Mr Daoud.
“Pearson is heavily invested in finding out what is working in education in this region, and what is not, having recently made a public, global commitment to efficacy. Our research in the GCC demonstrates that the public and private sectors desperately need an increase in the number of vocationally trained employees to meet the rising demand coming from non-petrochemical industries. Pearson is working with organisations in the region, such as Saudi Arabia’s Colleges of Excellence and the Saudi Petroleum Services Polytechnics, to give young people qualifications in these rapidly emerging industries. What we are also seeing is a need for workers who have had 21st century skills embedded in their educational programmes. Achieving vibrant new sector growth will therefore very much depend on the region’s education systems being able to cater to these needs – diversification depends on it”.
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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

Digital proficiency ensures better options for job seekers

Employers are in dire need for digital skills beyond Office applications
UAE, May 11, 2014 – ICDL GCC Foundation, an organisation dedicated to promoting digital skills and cyber safety for-all across the Gulf region, has revealed that fresh university graduates and job seekers must possess diversified and more ICT skills than ever before, to ensure readiness for today’s job market. According to the European Commission Digital Agenda, 90 per cent of jobs will need at least a reasonable level of ICT skills by 2015, adding that the GCC region is no different from the European market in integrating advanced technologies into the workplace.

ICDL pointed out that today’s job market requirements are no longer limited to the basic computer knowledge of the commonly used office applications. It, now, focuses on one’s proficiency in cloud computing, IT security, social media, online collaboration tools and project planning. That said, progress at the school and higher education levels are required to keep up with the region’s fast technological progress, to enable the educational system to provide graduates with the demands of the 21stcentury workplace.
The ICT landscape is changing at a rapid pace, evidenced by the introduction of technologies relevant to cloud computing, cyber safety, IT security, social media, collaboration, and web meeting. Employers in the public and private sectors are pushing to leverage these technologies in order to become more cost-efficient and customer service-oriented. These changes have also brought about drastic shifts in the GCC’s job market.
In a world where even job seeking is increasingly changing, a job seeker must possess the skills to leverage ICT in the job search. A job seeker must be able to use the available online search tools, upload a CV on the various job portals, and utilize the popular social media platforms.
According to a digital literacy survey provided in 2013 Prince’s Trust Report, one in 10 unemployed young individuals cannot even send their CV online, while more than one in six believe they would be in work today if they had better computer skills. With this alarming problem facing the world’s job seekers, let alone our own, the education system must prepare teachers to deliver the needed skills to students and must incorporate practical ICT training in the curricula before students graduate.
Jamil Ezzo, Director General of ICDL GCC Foundation, said: “Being ready for today’s job market requires a bit more than knowledge in using the Internet, email and the common office applications. Employers are demanding ICT skills that are aligned with the latest technologies, they are employing. The education system in the GCC must keep up with these technological developments and fully understand the region’s job market demands to ensure that graduates are ready with the skills to be able to take the first step in their careers.”   
“ICDL GCC Foundation has been working in collaboration with qualification and educational regulators to implement various internationally recognized computer certification programs that help UAE Nationals to be skilled, re-skilled and up skilled in line with the latest international trends in ICT training and certification. As the GCC countries moves towards knowledge-based economy, it is imperative the Nationals are trained with the latest digital skills for functional industry experience to give a boost to the policy of Nationalization”, Ezzo concluded.

Driven by the emerging trends and latest technologies, ICDL has revealed recently a new structure for its ICT certification offering prospective employees as well as employers the flexibility, diversity and relevance to acquire the ICT skills they need. The New ICDL has been widely reviewed and accepted by schools around the world and particularly in the UAE, Qatar and Bahrain.  

Lack of essential digital proficiency marked as major obstacle for job seekers in GCC.

Ezzo: Being ready for today’s job market requires more than knowledge in Internet, email and common office applications
  
UAE, April 22, 2014 – ICDL GCC Foundation, an organisation dedicated to promoting digital skills and cyber safety for-all across the Gulf region, has announced that fresh university graduates in the GCC are likely to face stiff challenges in securing good employment opportunities due to their lack of readiness with the essential ICT skills required by today’s job market. ICDL further stated that this is due to technology progressing much faster than education, and hence, our region’s education system falls short of providing students with the relevant skills needed in the 21st century workplace.

In a world where even job seeking is increasingly changing, a job seeker must possess the skills to leverage ICT in the job search. A job seeker must be able to use the available online search tools, upload a CV on the various job portals, and utilize the popular social media platforms. According to a digital literacy survey provided in 2013 Prince’s Trust Report, one in 10 unemployed young individuals cannot even send their CV online, while more than one in six believe they would be in work today if they had better computer skills. With this alarming problem facing the world’s job seekers, let alone our own, the education system must prepare teachers to deliver the needed skills to students and must incorporate practical ICT training in the curricula before students graduate.
Major changes in ICT are happening and happening too fast, evidenced by the introduction of technologies relevant to cloud computing, cyber safety, IT security, social media, collaboration, and web meeting. Employers in the public and private sectors are pushing to leverage these technologies in order to become more cost-efficient and customer service oriented. These rapid changes have also brought about drastic shifts in the GCC’s job landscape. According to the European Commission Digital Agenda, 90 per cent of jobs will need at least a reasonable level of ICT skills by 2015.
Jamil Ezzo, Director General of ICDL GCC Foundation, emphasised on the need of equipping the youth with the relevant ICT skills to ensure their readiness for today’s workplace. He said: “Being ready for today’s job market requires a bit more than knowledge in using the Internet, email and the common office applications. Employers are demanding ICT skills that are aligned with the latest technologies, they are employing. The education system in the GCC must keep up with these technological developments and fully understand the region’s job market demands to ensure that graduates are ready with the skills to be able to take the first step in their careers.”   
“ICDL GCC Foundation has been working in collaboration with qualification and educational regulators to implement various internationally recognized computer certification programs that help GCC Nationals to be skilled, re-skilled and up skilled in line with the latest international trends in ICT training and certification. As the GCC moves towards knowledge-based economy, it is imperative the GCC workforce are trained with the latest digital skills for functional industry experience to give a boost to the policy of Nationalization” concluded Ezzo.
Driven by the emerging trends and latest technologies, ICDL has revealed recently a new structure for its ICT certification offering prospective employees as well as employers the flexibility, diversity and relevance to acquire the ICT skills they need. The New ICDL is currently being widely reviewed and accepted by schools around the world and particularly in the UAE, Qatar and Bahrain. 
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About ICDL:

The International Computer Driving License (ICDL) is a global computer literacy initiative developed to provide knowledge about Information Technology (IT) and enhance competence of using personal computers and common computer applications for all the citizens of the world. The ICDL GCC Foundation is the sole body to implement and disseminate the program across the GCC States and Iraq with the support of leading educational institutions and accredited bodies. The Foundation mission is to enable proficient use of Information and Communications Technology that empowers individuals, organizations and society, through the development, promotion and delivery of quality certification programmes around the world. 

US has been premiere destination for UAE students for higher education since the 60s, says Carian College Advisors’ chief.

Out of every 10,000 students that went to US in academic year 2012-13,      27 came from UAE; Business and Engineering were most popular majors
Dubai, UAE, 30 March 2014: Globally, out of every 10,000 students who went to the US to study in the 2012-13 academic year, 27 came from the UAE (Emiratis and expatriates).

These figures were released by Carian College Advisors, a specialist American education consultancy headquartered in Dubai, and based on the latest Open Doors report published by The Institute of International Education (IIE), an independent not-for-profit organization founded in 1919.
Peter Davos, Managing Director, Carian College Advisors: “The US remains one of the world’s leading destinations for UAE students. The demand for American higher education remained robust this year, not only from the UAE, but also from around the globe. The movement kept us very busy, catering to the individual needs of our clients eager to study in reputable US universities, as we use a highly individualised approach to the preparation and application processes to ensure each of our students find the proper ‘fit’.”
The most popular majors for UAE students studying in US universities are Business and Engineering, according to the same report.
Davos added: “We take pride in our ability to place students in over 4,000 leading degree-granting US institutions of higher learning in 50 states. As independent consultants, we have an edge in acting as non-biased advisors to students and their parents. We understand the stress and complexity of applying to US universities. Applicants have too many options and our job is to act as match-makers between students and universities, based on their academic, geographical, cultural, and professional preferences.”
Davos explained: “We recommend the US over other countries because of its flexible curriculum, interdisciplinary approach to education and emphasis on holistic development of individuals. US universities are well qualified to teach students how to become resourceful and analytical thinkers, as well as provide them with the right tools to integrate in any workplace. Since 2008, the US has become the top destination for international students, as overseas fees for students studying in the UK have tripled and no other country’s institutions can offer significant sums of merit aid to qualified applicants. Almost 100% of our students received merit based aid from at least one institution.”
“The United States is one of the most culturally diverse and inclusive societies in the world. It has been welcoming students from the UAE since the 50s and 60s,” he pointed out.
During 2013, Carian College Advisors held UAE students secure admissions to many leading US universities, such as Georgetown, Johns Hopkins, Dartmouth, Northwestern, Cornell, Yale, Brown, Colorado School of Mines, University of Chicago, Columbia, University of California Los Angeles, and New York University.
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Editor’s Note:

Carian College Advisors is a specialist US education consultant that offers a range of admission counselling services for students in the UAE. Headed by Peter Davos (MSt Oxon, MDesS Harvard), Carian College Advisors is one among the few education consultants in the country that specialises in offering admission-counselling services for universities exclusively in the United States. Carian College Advisors can assist with the entire or specific parts of the application process, such as college list creation, the submission of a personal statement, supplemental essays, letters of recommendation, summary list of extracurricular activities, description of past summer experiences, and the completion of a college interview.

Prestigious UK Military College Opens its Doors to UAE Students.

International Sixth Form students now being accepted through the Welbeck Private Scheme for Students
Dubai, UAE 19th January 2014: Welbeck, the United Kingdom’s prestigious Defence Sixth Form College (DFSC), is offering a unique opportunity to GCC students to study at the College’s Leicestershire campus in England. For the next 20 years, having already operated for eight years, the College will  been run by TQ, which is part of the world’s largest learning company, Pearson. TQ delivers science and technology based A Level education at the College as well as personal development training, through outdoor and physical instruction.

Welbeck specialises in developing young people for a career in the military or defence civil service. However, under the Welbeck Private Scheme (WPS), students can attend the College and are not be committed to joining the armed forces or civil service. For the first time a limited number of international students will now be accepted to undertake A Levels at the College as part of the WPS.
The College expects a number of high-calibre applications from the UAE and Saudi Arabia, given the institution’s reputation as one of the United Kingdom’s top performing Sixth Form colleges. Over the last five years, 100 percent of Welbeck students have passed their A Level examinations, and in 2012 Welbeck students achieved an average 87 percent pass rate at A and B grades. The College also sends an increasing number of students to Oxford and Cambridge each year. The College anticipates a high demand for placements from international students due to the state-of-the-art facilities, inspirational teaching and a dynamic community which together make Welbeck one of the country’s leading co-educational boarding schools.
Mr Peter Middleton, Principal at DFSC says that this is a once in a lifetime opportunity for young GCC nationals wanting to attend one of the world’s best regarded military colleges: “The opening up of the Welbeck Private Scheme to international students will give high school students from the region the chance to attend a college that places strong emphasis on helping all students achieve their potential, whether in an academic, sporting or extra-curricular arena. This is a unique place which aims to provide an outstanding education that enables each student to achieve the academic credentials that will qualify him, or her, to continue to a top university.  Such an education is founded on moral integrity, responsibility, and a genuine sense of service, which together lead to inculcating the core leadership values which are not only strong in our community, but will endure when our students leave.
Through the Welbeck Private Scheme, young people from all around the world are being given the opportunity to become part of a cohort of 175 high calibre young men and women who join each year.  Living and learning with like-minded individuals and under the careful mentoring of skilled and experienced staff, they will benefit from an environment that is geared not only to shaping a successful career in the Armed Forces or Ministry of Defence Civil Service, but one that is equally applicable in the civilian world.  As you would expect, academic studies combine with developing core skills and values, but here at Welbeck, we provide a broader learning environment through our programme of intellectual, personal and physical education to build the essential personal skills which are as important in leadership as they are in making a valuable contribution to the wider community.”
He says that attendance at the College also helps international students progress smoothly into higher education at university in either the UK, or further abroad: “Students who have undertaken the Welbeck Private Scheme have an excellent track-record of securing entry into first-class universities. Students from the Gulf region who obtain their A Levels at Welbeck have the choice of carrying on with their studies at a higher education institution in Britain, or in one of many other countries around the world. The opportunities for further study provided through the scheme are quite unique, and go a long way to helping young people fulfil their educational ambitions”.
Mr Middleton is clear as to the benefits of a ‘Welbeck education’: “When students arrive at the College they enter an exciting new chapter in their lives.  They will join existing students who are focused with clear career aspirations and this creates a constant buzz of enthusiasm, energy and determination to achieve their best.  Students can expect to leave resolute, skilled in communication and with ambitions broadened and significantly extended.  What I, as the Principal, ask of each and every student here, is that they strive to be the best possible version of themselves – so that they leave without regret, having challenged themselves, and having achieved goals and aspirations that they could once only have dreamed of.”

Welbeck Defence Sixth Form College is currently accepting international applications for the September 2014 intake of Welbeck Private Scheme students.

Oil and Gas Sectors to Drive Vocational Training in the Gulf.

More technically trained employees needed to sustain region’s growing petrochemical companies.
Abu Dhabi, UAE, 19 November 2013: Education and training providers will meet with some of the world’s largest oil and gas companies at this year’s VTEC MENA Conference, held at Abu Dhabi Polytechnic from the 25th to 27th November. The Conference, which is run by Getenergy, provides an opportunity for representatives of the oil and gas industry to discuss the personnel and training challenges they face in ensuring the long-term viability of their companies.

One of the main difficulties facing the industry is the lack of technically trained personnel available from within the region. The shortage of industry workers arising out of this expansion is being exacerbated by the large percentage of the industry’s global workforce that is approaching retirement age. According to a 2012 International Labour Organisation (ILO) report, the industry is currently suffering from shortages in a wide range of skilled occupations. The report says that almost four out of five oil and gas companies complained that technical skills were a main area of staff shortages.
This global problem is particularly acute in Gulf countries, where oil and gas companies have traditionally relied on an expatriate workforce to meet labour force demands. However, as the global talent pool dries up and expatriate labour becomes increasingly expensive to maintain, these companies are looking to the local workforce to fill more positions across a range of technical areas.
This increased reliance on local talent has many benefits for Gulf countries where youth unemployment rates are significantly higher than base unemployment rates. In addition, many of the skills being learnt by new entrants to the industry are transferable to future employment outside of the oil and gas sectors – helping to fuel the drive in Gulf countries towards more diversified, knowledge-based economies.
However, the up-skilling of local populations presents a major challenge not only for oil and gas companies operating in the GCC, but also for local governments and training providers. VTEC MENA offers an excellent opportunity for the industry to connect with education and training organisations that have the knowledge and experience necessary to help tackle this deep-set skills crisis.
Mark Andrews, the Regional Director of Pearson Qualifications International (PQI), says that vocational training is critical to ensuring the long-term success of the industry.
“The fast growing oil and gas and unconventional energy sectors are driving huge demand for vocationally trained employees throughout the Arab world. It is unsustainable to continue to have key technical functions in these businesses carried out by a transient, expatriate labour force.
“Developing partnerships between large petrochemical companies and training providers is one way in which oil and gas companies can build local talent in their organisations. Investing in the development of nationals working in the industry by providing them with an internationally accredited qualification has shown to be effective in safeguarding the future prosperity of both individuals and the companies in which they work”.
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About Getenergy:
Getenergy is an independent, privately owned, organisation that brings together education providers with national and international upstream oil and gas companies and governments. Getenergy’s mission is to develop human capital for the energy industry.
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.

HSBC Lends a Hand to 200 Orphans and Underprivileged Kids from the UAE through Digital Learning Summer Camp.

Partners with ICDL GCC, local Education Zones and Charities to Teach youngsters Key Skills in Social Media and Cyber Safety
]UAE, August 19, 2013[ – ICDL GCC Foundation, an organisation that promotes digital skills and cyber safety across the Gulf region, and leading global financial services organization HSBC Middle East have renewed their partnership for the second year in a row to empower 200 orphans and underprivileged youngsters from Ajman, Fujairah, Ras Al Khaimah and Sharjah with essential skills in social media and cyber safety.

This initiative launched yesterday (18thAugust)runs until 5thSeptember 2013, and is delivered in the form of a Summer Camp; and it is dedicated to educate participants on safety concerns when using social media websites and smart devices. The Summer Camp will offer the students a chance to learn new skills as well as to socialize with others in a fun learning environment and receive gifts.

At the ICDL GCC Summer Camp in 2012, 72 underprivileged boys and girls from the Emirates of Fujairah and Ras Al Khaimah received ICDL computer skills through funding from HSBC Bank Middle East. The initiative represents a unique and sizable public/private sector partnership between a number of educational authorities, charities, ICDL GCC and HSBC Middle East aimed at bridging the digital gap for youth from impoverished backgrounds and helping them to engage responsibly and safely in today’s connected society.
The three week long Summer Camp is coordinated in partnership with (Fujairah Welfare Association; Fujairah Education Zone; Fujairah College; Ras Al Khaimah Education Zone; Ras Al Khaimah Red Crescent; Al Ihsan Charity Association; Sharjah Social Empowerment; and Sharjah Education Zone). The training and test services is delivered by each of Fujairah College and the National Institute of Vocational Education (NIVE) in Dubai.
The Summer Camp will also include a group of national job seekers in partnership with Sharjah Human Resource Department that will go through the ICDL international certification programme.
Director General of ICDL GCC, Mr. Jamil Ezzo highlighted the robust and durable partnership it has managed to create and strengthen over the years with members of the regional corporate community. “We are very grateful to HSBC Bank Middle East for continuously supporting this noble endeavour. We’ve always believed that the task of effectively nurturing the next generation’s talent and upgrading their digital skills is a collaborative effort – a responsibility shared by the government and private entities including educational institutions, non-profit organisations and corporations,” he said. Ezzo added ‘HSBC’s generous help received by our Summer Camp initiative since 2012 is a reflection of its strong commitment to the local society and its support to good causes through CSR initiative’.
Ammar Shams, Regional Head of Corporate Sustainability at HSBC Bank Middle East added “We recognize the importance of sustainable development in this part of the world and young people are key for future success. We are proud to support an initiative that gives youngsters access to learning opportunities that they would not have otherwise and empower them to make informed decisions.”
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About ICDL:

The International Computer Driving License (ICDL) is a global computer literacy initiative developed to provide knowledge about Information Technology (IT) and enhance competence of using personal computers and common computer applications for all the citizens of the world. The ICDL GCC Foundation is the sole body to implement and disseminate the program across the GCC States and Iraq with the support of leading educational institutions and accredited bodies. The Foundation mission is to enable proficient use of Information and Communications Technology that empowers individuals, organizations and society, through the development, promotion and delivery of quality certification programmes around the world.