Education History in Abu Dhabi
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Education History in Abu Dhabi

The Government of Abu Dhabi aspires to transform the Emirate into an innovation-based, knowledge producing society.
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Its vision is to build an oasis for the pursuit of knowledge and discovery, strongly connected to the global society and economy, and yet deeply rooted in the culture and heritage of the Emirate.

Under the guidance of His Highness Sheikh Khalifa bin Zayed Al Nahyan, President of the UAE and Ruler of Abu Dhabi, the Emirate has developed policy agendas and frameworks aimed at achieving this vision.

These policy agendas and frameworks are guiding the development of strategic and operational plans in all sectors of the Government. In addition to the Emirate’s Policy Agenda 2007-2008, individual policies such as Plan Abu Dhabi 2030 Urban Structure Framework and Abu Dhabi Economic Vision 2030 set long-term targets for the Emirate’s physical and economic development. The Abu Dhabi Government has identified education as its number one priority.

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The quality of the Emirate’s education system is central to, and will play a defining role in, the successful implementation of Abu Dhabi’s policy agendas and frameworks.

The quality of the Emirate’s education system is central to, and will play a defining role in, the successful implementation of Abu Dhabi’s policy agendas and frameworks.

In 2008, the Abu Dhabi Education Council (ADEC) embarked on the development of an education policy agenda that defined the guiding principles, vision, and objectives for the Emirate’s education system. The education policy agenda was developed with the participation of key stakeholders.

A taskforce was formed consisting of representatives from the three education sectors: P-12 (Pre-primary to grade 12), higher education, and technical and professional education, as well as from government and industry.

Members included local and international leaders in education policy.

Members included local and international leaders in education policy. The taskforce was divided into three teams (one for each education sector) which began the process of developing the education policy agenda by defining the collective principles, goals, and objectives of the education system, including the pathways between primary, secondary, and tertiary education. The result was a broad framework for developing the policies in each of the three education sectors.

Subsequently, the three individual teams met separately and as a group to develop the detailed policy statements. External review was put into place to further enhance the education policy agenda.

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