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:

TEN BIGGEST ‘MYTHS’ IN ENGLISH TEACHING UNPICKED AS RATES OF ELT LEARNING IN MIDDLE EAST CONTINUE TO RISE;

Leading names in ELT separate fact from fiction in new report that has implications for Middle East ELT educators
Dubai, 22 May 2016: A new report from Pearson and ELTjam, ELT: Fact or Fiction has been released in the Middle East.

ELT: Fact or Fiction questions ten of the most prevalent global ‘myths’ within the English language teaching sector today – asking which are fact and which are fiction.  Some of the biggest and most influential names in English language teaching have been enlisted to tackle assertions such as: online language learning is inferior to classroom learning; advances in automated translation services spell the end of English language teaching; individual learning styles don’t matter, and whether computers can evaluate language proficiency as accurately or better than humans.
With growth rates of the Middle East ELT and digital learning sectors some of the highest in the world, the new report holds relevance for parents, educators and policy makers across the region. A study from Ambient Insight titled The 2013-2018 Middle East Digital English Language Learning Market found that in every Middle Eastern country analysed, mobile English learning ‘apps’ consistently rank among the best-selling ‘apps’. The countries surveyed consisted of UAE, Saudi Arabia, Bahrain, Oman, Kuwait, Egypt, Lebanon, Jordan, Qatar and Yemen. The report attributed the high levels of growth in the ELT sector on a number of factors, including government-led initiatives to bolster English language proficiency and private sector demand for industry-specific forms of English (such as ‘Aviation’ English or ‘Oil and Gas’ English).
Karim Daoud, Managing Director of Pearson in the Middle East believes the ELT: Fact or Fiction findings will have a powerful impact on teachers and institutions in the Middle East, where English language skills are closely linked to employment opportunities and earning potential. He says:
“Improved English language capability has been proven to enhance earning prospects and improve living standards. English language uptake at a national scale is also linked to private sector development in key industry growth areas. With English language skills such an important aspect of an individual’s ability to secure meaningful work and earn a good wage, and widespread economic growth, it is only natural that a burgeoning number of people across the Middle East, from all stages of life, are looking to find high quality English language learning opportunities. It is therefore important that we continually assess ways in which ELT education can be improved and stay up-to-date with the latest global developments”.
New data accompanying the report highlights that English as a Second Language teachers feel the sector has been transformed by the digital revolution, but many are sceptical about its benefits and the capability of digital solutions. Whilst 79% of the 600 surveyed agreed that technology has transformed English language learning and teaching, just 20% thought that online learning could be as effective as classroom learning. Only 9% felt that computers are as effective as humans when it comes to delivering assessment scores.
Mr Daoud says of the statistics:
“Many countries in our region are finding it difficult to secure a requisite number of appropriately trained English language educators to meet rapidly increasing demand. Improving the quality of ELT educators, and the quality of the teaching tools available to these educators will therefore be an important step in ensuring all English language learners in this region have access to a high standard of English language education. This report is very helpful in demonstrating how technology can be used more effectively to enhance ELT learning, and which ELT teaching myths are helpful (and which are not) in promoting student outcomes”.
The full report is available to download at www.english.com/ELTmyths/
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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

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, 

ICDL Arabia is recognized by Ministry of Interior for raising awareness on cyber safety among children,

UAE, June 13, 2015 ICDL Arabia, the governing body and certification authority of the ICDL certificate program in Egypt, GCC States and Iraq, has been honored by the Ministry of Interior (Child Protection Center) during an event organized to recognize individual and institutional endeavors towards the safety of children.

The organization has taken on Cyber Safety as an integral part of its mission and was presented with a plaque in appreciation for exhibiting outstanding efforts in spreading awareness about cyber safety among the youth. Held at the Abu Dhabi Police Headquarters, the event was attended by senior officials and decision makers representing various departments in Abu Dhabi government and UAE ministries.

As an active supporter of IT security and cyber safety, ICDL Arabia has collaborated with several government organizations and private institutions to raise awareness about internet safety and the responsible use of various social media platforms. Moreover, it has launched several initiatives for school children about safe internet etiquette, digital safety education, appropriate online behavior, and cyber crimes.

 “It is a tremendous honor to receive this recognition from the Ministry of Interior as we strongly feel that it is the duty of every individual and institution, private or public, to protect children from the threats lurking on cyber space. ICDL Arabia remains focused on spreading awareness about the safe and secure use of the Internet and social media and is currently working hand-in-hand with the concerned authorities to educate society in general and children in particular about the mindful use of modern technologies. Rest assured, we will continue with our efforts to launch more initiatives so that the youth can enjoy the benefits of the Internet and social media without any having to face the risks and threats swarming all over the Internet,” concluded Jamil Ezzo.

Education expert: Regional workforce development depends on improvements to vocational training.

Gulf Education Conference and Exhibition Examines Importance of Vocational Education
Dubai, UAE, 22 March 2015: Delegates at the Gulf Education Conference and Exhibition have heard continued development of the GCC’s workforce depends on improving the quality and accessibility of vocational education in the region.

The Conference, held in Dubai, has brought together Education Ministers from across the region, along with global experts in education. The focus of this year’s event has been on vocational education and employer engagement with education providers – issues of great relevance to governments and educators throughout the region.
Sue Parker, Principal of Saudi Arabia’s Pearson TQ Colleges of Excellence in Buraidah, Mecca and Madinah, led a panel discussion at the Conference, calling for greater emphasis to be placed on vocational education in the development of the region’s education systems. Ms Parker said:
“For years now, employers have complained that new workforce entrants are ill-prepared for the demands of modern, globally orientated workforces. At the heart of the problem is a mismatch between supply and demand – that is, the type of workers education systems are producing, and the type of workers employers need. For too long, vocational education has been neglected in the region, as our young people follow education paths that fail to align with governments’ economic goals or boost productivity in the labour force. There is a clear need for a greater number of vocationally qualified graduates in the workforce, skilled in key industries, from oil and gas to building and construction. The lack of suitably qualified candidates available is in part to blame for the region’s higher than average rates of youth unemployment and underemployment, and is having a detrimental impact on the ability of Arab governments to achieve their long-term economic visions”.
Ms Parker says lessons learnt in other countries act as a useful guide in helping the GCC overcome educational and employment challenges.
“Singapore has one of the best vocational systems in the world, but this has not always been the case. Singapore invested heavily in linking educational programmes with employer needs, and importantly, on raising the status of vocational education amongst the population. Vocational education suffers from an unfortunate stigma, where it is seen as a lesser alternative to university. However, what we are seeing in the GCC is that those students who undertake recognized vocational qualifications often find meaningful work faster than those who have undertaken a university degree, and achieve quicker career progression and report greater job satisfaction”.
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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.

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.

“We are on the verge of big changes in assessment”, says new report by education experts;

Top performing countries have hit a ‘performance ceiling’according to a new report released today.
Dubai, UAE, 24 December 2014: ‘Preparing for a Renaissance in Assessment’, published today by the world’s largest learning company Pearson,and written by Pearson’s Chief Education Advisor, Sir Michael Barber and renowned assessment expert, Dr Peter Hill, says that new technologies will transform assessment and testing in education.

According to the authors:
       Adaptive testing (for example, tests that evolve in real time on screen) will help generate more accurate tests and reduce the amount of time schools spend on testing
       Smarter, automated marking of exams will help improve accuracy and reduce the time teachers spend marking “rote” answers
       Technology will help combine student performance across multiple papers and subjects.
       Assessment will provide on-going feedback, which, will helppersonalise teaching and improve learning.
       New digital technologies will minimise opportunities for cheating in exams or “gaming the system”.
The report argues that current assessment methods are no longer working, so that even the top performing education systems in the world, have hit a performance ceiling.
It concludes that governments, schools and those within them need to prepare themselves for this assessment renaissance.
Pearson expects governments and educators in the Arab world to take interest in the report, given the region’s willingness to embrace new technologies to drive improved outcomes for learners.
MrKarimDaoud, Managing Director of Pearson in the Middle East said:
“This region has been one of the fastest in the world to embrace new digital innovations in the education field and ensure that these innovations are used to promote a student’s uptake of skills and knowledge.
Government agencies, in their pursuit of realising the goals set out in their countries’ national visions, have looked to the latest thinking and developments in education to help build robust, knowledge-driven economies and societies.
This report demonstrates how technology can be harnessed to meet these goals by optimising the assessment process. It also provides a Framework for Action, showing the region’s educators and policy makers how student performance can be more accurately and meaningfully assessed and how tracking student outcomes can be done more efficiently and precisely”.
Sir Michael Barber, Chief Education Advisor at Pearson and co-author of the report said:
“We are about to see big changes in the possibilities of assessment as a result of technology. Current assessment systems around the world are deeply wedded to traditional testing and exams and, some might argue, are holding us back from potential reforms. We should seize the opportunity and not cling to the past.
“By using technology smartly, better assessment could improve teachers’ teaching, by giving them richer data. The biggest change created by the forthcoming assessment renaissance could be a vast improvement in teaching and therefore a big improvement in learner outcomes.”
Dr Peter Hill, assessment expert and co-author of the report said:
“This renaissance will bring about a ‘rebirth’ of the core purposes of assessment that will lead to a much better alignment with the curriculum and with teaching and learning.
“Assessment is only one aspect of education but it is often one of the most influential and controversial and we believe that the transformation we want to see across education will be held up unless we release the power of assessment to bring about improvements in learning.”
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Notes to Editors:
1.     Pearson is the world’s leading learning company, with 40,000 employees in more than 80 countries working to help people of all ages to make measurable progress in their lives through learning. www.pearson.com
2.     Sir Michael Barber joined Pearson in September 2011 as Chief Education Advisor, leading Pearson’s worldwide programme of efficacy and research. He plays a particular role in Pearson’s strategy for education in the developing world, and is Chairman of the Pearson Affordable Learning Fund. Prior to Pearson, he was a Partner at McKinsey & Company and Head of McKinsey’s global education practice. He holds an honorary doctorate from the University of Exeter and the University of Wales.
He previously served the UK government as Head of the Prime Minister’s Delivery Unit (from 2001-2005) and as Chief Adviser to the Secretary of State for Education on School Standards (from 1997-2001). Before joining government he was a professor at the Institute of Education at the University of London. He is the author of several books including Instruction to Deliver; Deliverology 101; The Learning Game: Arguments for an Education Revolution and The Making of the 1944 Education Act.
3.     Dr Peter Hill has held senior positions in education in Australia, the USA and Hong Kong, including as Chief Executive of the Victorian Curriculum and Assessment Board, Chief General Manager of the Department of School Education in Victoria, Australia, Professor of Leadership and Management at the University of Melbourne, Director of Research and Development at the National Center on Education and the Economy in Washington DC, Secretary General of the Hong Kong Examinations and Assessment Authority and Chief Executive of the Australian Curriculum, Assessment and Reporting Authority.

He is currently a consultant advising on system reform in the areas of curriculum, assessment and certification. He has published numerous research articles and co-authored with Michael Fullan and Carmel Crévola the award-winning book, Breakthrough, published by Corwin Press.

3allimni.net to launch region’s first-of-its-kind online Arab platform to allow more collaboration and self-development among educators

Launch accompanied by release of ‘Akyumen Falcon,’ the world’s first patented projector educational tablet 
November 26, 2014
3allimni.net, an initiative aimed at raising the bar on education quality in the Arab World, has revealed its plans to launch the region’s first-of-its-kind online Arab platform that will allow more self-development among educators and encourages increased collaboration across educational and academic projects. The announcement was made during a press conference held today (November 26, 2014) at the JW Marriott Marquis Hotel.

The privately owned regional corporation, which is headquartered in the UAE and has regional offices in Jordan, aims to create an Arabian parallel knowledge exchange community of experienced providers/educators and knowledge learners to enhance learning outcomes and bridge the gap on skills required in private sector. Looking to reinforce their efforts among local knowledge experts, 3allimni.net will also be exclusively releasing the ‘Akyumen Falcon,’ the world’s first-ever patented projector-equipped educational tablet.

According to Mr. Isam Shahwan, CEO and Founder, 3allimni.net will offer educators and knowledge experts key advantages like the ability to promote themselves online—creating more visibility through their profiles, along with their achievements as educators and knowledge experts. Organizations can also tap into the online platform to recruit top talent. 3allimni.net acts as a strategic tool that allows for knowledge masters to create a side income based on their skills and value through the exchange of knowledge and expertise. The concept is similar to the Gerson Lehrman Group where knowledge experts are tapped for their knowledge and compensated for their services. In addition, the online portal will offer other services and products like virtual labs, an educational gaming portal, knowledge center, virtual educational institutions and an online community of fellow educators. 3allimni.net will also feature an online store offering a wide range of products such as books, gadgets, and learning devices.
“We are pleased to announce the launch of 3allimni.net, a new online portal that will definitely bring a big boost to the careers of educators in the region,” said Eng. Sobhi Batterjee, Chairman, 3allimni.net.“This strategic online platform falls in line with the vision of His Highness Sheikh Mohammad Bin Rashid Al Maktoum, UAE Vice President and Prime Minister and Ruler of Dubai, to fully develop the country’s academic and educational segments. As such, we are also releasing the Akyumen Falcon—a revolutionary new tablet that reflects our commitment towards introducing more modern ways in improving the value of knowledge providers and learning mediums.”
Mr. Shahwan further shared that the launching of the first phase of the new online portal is set to target the K12 Arab markets, which are currently made up of more than 62 million students and seven million educators. The second phase of the launch is expected to reach out to students from Higher Education via a B2B offering that is expected to be released in the first quarter of 2015. The portal is also looking to capture Arabic expatriate communities in the West as a means to address the demand for these services. As an example, the United States, Canada, The United Kingdom, and rest of West Europe currently have a community of over 50 million Muslim residents with an approximate figure of 5 million students in K12 who badly need to tap education and knowledge experts in the areas of Arabic and Islamic studies.
The Akyumen Falcon Tablet is a portable, lightweight, and easy-to-use tablet, ideal for today’s various education needs. The tablet offers key features like HD quality, bright projection technology and high capacity memory. The new device comes with a memory of 64 GB, which can also accommodate a 128 GB microSD card; 1080 P high definition projection; 50+ lumens for its projector light; an eight megapixel front and back camera and a two GB plus six GB memory partitioned RAM.
“Akyumen is honoured to be working closely and exclusively with 3allimni.net—whose efforts to put the spotlight on Arab knowledge experts are truly commendable. In line with this, we are collaborating with 3allimni.net for the release of the Akyumen Falcon Tablet, a revolutionary device that is expected to enhance the educator-learner learning experience. This new tablet will also be seeing its global launch at next year’s edition of the Consumer Electronics Show (Mobile Congress 2015) in Barcelona, where we will be showcasing the unique features of this device and its strength as a strategic learning device,” concluded Mustafa Saied, CEO for Latin America, MENA and Europe, Akyumen. 
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About 3allimni.net

3allimni.net is a privately held regional corporation aiming to create an Arabian parallel knowledge exchange community of knowledge experts and knowledge seekers/students, in cost effective, and practical manner through the 3allimni.net’sonline platform and its complimentary services. Founded by Chairman Eng. Sobhi Batterjee and CEO Isam Shahwan, ‘3allimni.net pushes the limits of technology to create an educational community of utmost quality. The company’s services are available for the whole world in Arabic, English and French.