The robot is able to understand and speak 23 languages and is equipped with software that allows it to understand students’ requirements and helps it to encourage learning. In this trial however, it communicates in English, Finnish and German only.

The robot recognizes the pupil’s skill levels and adjusts its questions accordingly. It also gives feedback to teachers about a student’s possible problems.

Some of the human teachers who have worked with the technology see it as a new way to engage children in learning.

“I think in the new curriculum the main idea is to get the kids involved and get them motivated and make them active. I see Elias as one of the tools to get different kinds of practice and different kinds of activities into the classroom,” language teacher Riikka Kolunsarka told Reuters.

“In that sense I think robots and coding the robots and working with them is definitely something that is according to the new curriculum and something that we teachers need to be open minded about.”

Elias the language robot, which stands around a foot tall, is based on SoftBank’s NAO humanoid interactive companion robot, with software developed by Utelias, a developer of educational software for social robots.

The Maths robot – dubbed OVObot – which is a small, blue machine around 25 cm (10 inches) high and resembles an owl, was developed by Finnish AI Robots.

The purpose of the pilot project is to see if these robots can improve the quality of teaching, with one of the Elias robots and three of the OVObots deployed in schools. The OVObots will be trialled for one year, while the school has bought the Elias robot, so its use can continue longer.

Using robots in classrooms is not new – teaching robots have been used in the Middle East, Asia and the United States in recent years, but modern technologies such as cloud services and 3D printing are allowing smaller start-up companies to enter the sector.

“Well, it is fun, interesting and exciting and I’m a bit shocked,” pupil Abisha Jinia told Reuters, giving her verdict on Elias the language robot.

Despite their skills in language and mathematics however, the robots’ inability to maintain discipline amongst a class of primary school children means that, for the time being at least, the human teachers’ jobs are safe.

Reuters

Picture source: Alamy

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“The ‘SuperSchool’ app is free and has no advertisements. We want the kids to focus on learning and just learning. Our goal is to add value to parenting. The app has been created with an international appeal,” said Arnav Mukherjee, Co-Founder and COO, TOKO Innovation Pvt. Ltd., in a statement.

The product has been developed by a multinational team of artists and technology experts guided by senior educationists and there is no need for parental oversight.

The app is currently available on Google Play Store and will soon debut on Gionee’s G-store. The iOS version will be launched shortly, the company said.

IANS

Picture courtesy: Alamy Image

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So some observers are beginning to question the need for a traditional university education. They say it leads to massive student debt and often gives students highly theoretical knowledge.

Now there are alternatives from a series of startups. Choices include boot camps, one- or two-year tracks, and accredited degree programs. Founders say these options will give students a more relevant education in today’s job market — and at a lower cost.

But some experts say betting on a narrow, practical education that’s in demand today may leave students unprepared for the jobs of tomorrow. They also say most applicants still need a university degree from an established institution to get a good job.—AP

Image: AP

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Launched by Chief Minister Mehbooba Mufti, the SMIS developed by the Education Department is an integrated technology framework that automates the entire end-to-end management of school education and its related information in the state.

SMIS is a digital initiative which includes both e-management of schools and e-learning of students.

Education Minister Naeem Akhtar said here on Saturday that SMIS is a repository for data collection, processing, analysing and reporting of educational information including schools, students, teachers and staff of each and every school in the state.

“It will provide administrators and teachers with the information required for informed planning, policy-making and evaluation. It will also empower the local communities to get involved in their children’s education,” he said.

“SMIS will be the largest e-governance initiative in J&K with a huge base of stakeholders involving 33% of total employees of the state and around 26 lakh students,” the minister said.

“SMIS provides readily available digital details of all the 28,000 schools in the state, their location, type of school, number of classrooms, toilets, library, science labs, boundary wall, number of teachers, number of students, teacher-student ratio,” Akhtar said.

“SMIS will help in scientific rationalisation of staff and space in schools, helping deployment of subject and qualification wise teachers. It also keep track of the academic performance of the schools, students, enrolment and dropout rate,” he added.

The minister said given its large school system spread across length and breadth of the state the absence of a reliable database had resulted in poor decision-making, lack of transparency and accountability, uneven infrastructure and non-reliable teacher and student records, which compromise the larger goal of quality education.—IANS

Image:

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This forms part of Musanada’s efforts to realise the vision of Abu Dhabi plane, and execute the projects that will help create and establish a knowledge community within an exemplary educational environment in accordance with best international standards.

“ADEC is keen to provide the appropriate educational environment for students that will motivate them towards creativity and innovation while observing international specifications in delivering a sustainable educational environment. The new designs of ADEC’s schools are an educational tool that promotes students’ environmental awareness and rationalization of consumption, leading to provision of optimal educational environments,” reaffirmed Dr. Ali Rashid Al Noaimi, Director-General of the ADEC.

“The various school facilities are intended to meet the educational needs in accordance with best standards, contributing to the achievement of the objectives of Abu Dhabi Plan related to education, by enhancing the educational system and cultural and social awareness of students, supporting students who are creative and innovative by sharpening their talents, in line with ADEC’s ambitious plans,” he added.

“The new schools have been designed according to latest structural designs, helping develop the elements of the educational system in the emirate of Abu Dhabi by delivering educational facilities that will provide a motivating environment for both students and teachers, which will represent an attractive educational setting for students throughout the regions of the emirate,” commented Hamad Al Murar, Musanada’s Acting CEO.

“The design of the new schools is aligned to highest international standards, in terms of the new, innovative designs as well as adherence to standards that preserve the environment,” he added.

All the schools feature huge areas, ranging from 30,000 to 40,000 square meters. Each of Al Yahar, Ain Al Fayda and Al Shuwaiba schools can accommodate up to 1,250 C1 male and female pupils (in 50 classrooms) and 240 KG pupils (in 12 classrooms). Al Quwa School can accommodate up to 1,000 male and female C1 pupils (in 40 classrooms) and 240 KG pupils (in 12 classrooms). All the schools have various administrative buildings, a cafeteria, a dining hall, a multi-purpose hall, laboratories and music rooms.

Al Murar pointed out that the construction projects in respect of these AED448M-schools commenced in October 2015. Work is progressing as planned and the schools will be handed over on time without any delay and in line with best international specifications and standards.—WAM

Image: Alamy

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The DDFC Mentorship Programme is a career acceleration platform which provides participating designers with the opportunity to leverage the expertise and experience of industry leaders to enable them to grow and develop their businesses.

The DDFC Internship Programme is a platform that will connect up-and-coming talent with leading design companies and fashion houses.

Dr. Amina Al Rustamani, Chairperson, Dubai Design and Fashion Council, commented on the launch of the programmes, saying, “Today, we are launching key platforms that will connect emerging creatives with design industry leaders, and companies operating in the field of design and fashion. Harnessing the potential of our new generation, these programmes will equip designers with real-life experiences as they begin their careers. We will continuously assess the impact of our initiatives on the industry, and evaluate and evolve them as needed.”

“As outlined in the Dubai Plan 2021, the vision of Vice President, Prime Minister and Ruler of Dubai, His Highness Sheikh Mohammed bin Rashid Al Maktoum, is to make Dubai a model for sustainable economic development underpinned by innovation and creativity. The launch of the DDFC Mentorship and Internship Programmes allows us to propel the industry further, and ensure its sustainable development,” she added.

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Black Labradors named Figaro and Bella attended the same training class and arrived in October at the University of Rhode Island and Worcester Polytechnic Institute in Massachusetts, respectively.

Many colleges have used dogs for years to look for drugs. And while some larger schools have had explosive-detection dogs for a while, there has been an uptick in the past year or so, said David Bousquet, president-elect of the International Association of Campus Law Enforcement Administrators.

“You have to prepare for that and say, ‘I’d rather have the protection and not need it, than need it and not have it,’” he said.

Colleges are often a community’s hub — the very place bombers seeking maximum carnage would strike, authorities say. The openness of most campuses makes them inherently hard to close off, and some colleges note their events are increasing in size.

And if a threat or bombing occurs, college police don’t want to have to wait, sometimes hours, for dogs to arrive from other departments and help do sweeps.

More federal funding is now available for schools to get dogs through the Justice Department and the Department of Homeland Security, Bousquet said, and the law enforcement community in general has adopted a mindset that violence can happen anywhere. The recent car and knife attack at Ohio State, while not a bomb or bomb threat, underscores that reality.

North Carolina State University got two dogs this summer. Yale University in Connecticut has had one for a few years now, as have some schools in the California State University system.

Ohio launched a program in 2014 to place explosive-detection dogs at public colleges. Eight schools received them, including Ohio State, and the initial cost of about $12,000 per dog was paid by the state, according to Ohio Homeland Security spokesman Dustyn Fox.

Campus police chiefs say having a dog in place will help their departments respond quickly — and can improve relations with students.

“They just feel safe seeing these dogs and knowing they’re at work, helping to contribute to the various things the police department does to keep them safe,” said Anne Glavin, police chief at California State University, Northridge.

“And who the heck doesn’t love a dog?” she said. “Well, a cat lover, I guess.”—AP

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Adec’s Private Schools and Quality Assurance (PSQA) sector held first-of-its kind workshop focusing on investors. The Adec said standalone kindergartens in Abu Dhabi are predicted to flourish thus offering new investment opportunities for potential investors.

At the workshop, organised by the business development division, stakeholders were given details on investment opportunities.

PSQA’s business development division manager Tareq Al Amiri said such forums were organised for the past three years but it was for the first time that a tailor-made investment workshop was held to offer transparent and detailed information to investors. “This also showcased the different opportunities available in the market. Our main aim is to keep investors updated on our framework, while guiding them on what is exactly required to start a new school or refurbish an existing one, especially since we now encourage standalone kindergartens schools.”

“The education market in Abu Dhabi has witnessed sustainable growth in the past few years due to investors becoming more familiar with current and future market needs, which is exactly what we’d like to achieve and witness here in Adec,” Al Amiri said.

At present, 191 private schools serve around 245,000 students in Abu Dhabi, out of which 24.6 per cent are Emirati students and 74.4 per cent expatriates. There are more than 14 different curriculums offered and nearly 45,000 students are enrolled in kindergarten. According to 2016-17 statistics, kindergarten students represent about 18 per cent of private school students.

As many as 65 new private schools were opened in the past six years. Investors were given details on the investment opportunities available in the market, with an overview on the current situation for private schools in Abu Dhabi, the private schools licensing process, followed by details on banking requirements to review school financing, which was particularly helpful to learn about in order to familiarise potential investors on the banking process in detail. Khaled Al Junaibi, a potential investor, said he gained more knowledge about how to mitigate things with Adec. “I particularly liked the idea of Adec inviting speakers to represent the banking and finance operations of things, which helped offer transparent and clear information on what the exact process is for investors.”

Al Junaibi plans new American school, which he hopes will help cater to 1,300 students in Al Ain as a start. Mohamed Al Zaabi, investor and businessman, said it’s the perfect time for Emirati businessmen to invest in starting up schools.

“I have lived in the Far East for more than 20 years, where I gained knowledge and experience in the education sector. Now I am back to my country, where I plan to bridge the experience I gained. I am delighted to hear that Adec is facilitating things for us, and look forward to introduce our new education facilities.”

ashwani@khaleejtimes.com

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More than one-tenth of research funding at British universities has come from the EU in recent years. Some fields — such as nanotechnology and cancer research — are more dependent on EU funding than others, according to a report by technology firm Digital Science. From 2007 to 2013, Britain received 8.8 billion euros ($9.4 billion) in direct EU investment in research.

Bagniewska is not just anxious about herself — she’s upset for her students’ future too, for the opportunities that both Britons and foreigners will likely miss out on when unfettered mobility between Britain and Europe can no longer be taken for granted.

“They were just getting excited about doing their masters and Ph.Ds in other countries. And then Brexit happened and they just got trampled,” she said.

Scientists and researchers argue that being part of the EU has given British science a huge boost because it allows Britain to recruit the best talent across Europe and take part in important research collaborations and student exchanges without being constrained by national boundaries. The bloc’s freedom of movement means its 500 million people can live and work visa-free in any member state.

No one knows yet what form Britain’s exit from the EU — commonly known as Brexit — is going to take, but immigration was a key issue for “Leave” voters. Many believe some limit should be put on the number of EU citizens moving to Britain.

Prime Minister Theresa May has vowed to reassert control over British borders. She has offered no firm guarantees for the rights of Europeans already living in Britain, an uncertainty that weighs heavily over the 32,000 Europeans who make up 16 percent of the academic workforce in British universities. Many universities say the rhetoric over immigration control is also jeopardizing recruitment of researchers and students from further afield.

Scientists for EU, an advocacy group, says it has received over 400 letters from researchers describing how Brexit has already impacted their life and work. Some are losing doctoral students who pulled out of studentships and job offers. Academics are putting plans to relocate to Britain on hold. One said their employer, a London university, immediately imposed a temporary hiring freeze, citing uncertainties about student recruitment and research income.

Adam Durrant, a British entrepreneur who founded an aerospace startup supplying climate data to airlines and aircraft manufacturers, says he’s now considering moving some of his business to a EU country outside of Britain. Part of the reason, he says, is that Brexit will likely make hiring the right people much harder than before.

“In the future, it probably means that people would be less interested to come to the U.K. to work,” said Durrant. “There’s a huge question mark over my company and my own personal future. I will certainly retain a U.K. presence, but my company’s focus of gravity may shift elsewhere.”

Scientists say some U.K.-based researchers are already being excluded from joint bids for EU funding to minimize the risks for their colleagues.

Paul Crowther, head of physics and astronomy at the University of Sheffield, said a researcher from his department was dropped from an EU grant proposal as a precaution following the Brexit referendum. The vote “put the U.K.-based researchers in a very awkward position” and their participation in EU-funded programs could “compromise the project,” he was told.

“The erosion of U.K. involvement in EU networks has already begun, with both the U.K. and EU science worse off,” Crowther said.

Apart from a loss of grant money, Brexit will likely cause British scientists and research centers to miss out on shared databases and infrastructure.

“Large-scale efforts like studies of rare genetic diseases, the building of large facilities, are areas that multinational collaborations do much better,” said Venki Ramakrishnan, a Nobel Prize-winning biologist and president of Britain’s prestigious Royal Society.

The EU is an important source of research funding for Britain, which lags behind many developed countries in state investment in science. In 2014, Britain’s government spent under 0.5 percent of its GDP on research — below the European average, and half that of South Korea.

May’s government is clearly aware of the jitters. She has promised to increase annual investment in research by 2 billion pounds ($2.4 billion) by 2020, in hopes her country can remain a world leader in science and innovation.

Durrant is doubtful that’s enough to make a big difference.

“Two billion a year spread across everything isn’t going to go very far,” he said.

Similar anxieties are being felt at the undergraduate level. The 125,000 European students studying at British universities now pay the same fees as locals and have access to the same government loans. Officials have promised this will not change for those applying next year — but no one knows what will happen after that.

Fewer European students appeared to be applying for some of Britain’s most competitive university courses, including medicine and places at Oxford and Cambridge. In September, the admission service UCAS reported a 9 percent drop in EU applications for British undergraduate courses starting in 2017.

Some argue that Britain could become like Switzerland, an “associate” EU state that is opting out of free movement of people while still taking part in limited European science projects.

“It’s not all doom and gloom — but it will be harder,” Ramakrishnan said. “We could make a go of it outside the EU. But for that to happen, we have to attract talent and fund science. And those two things are critical.”—AP

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Director of Arabic at the Jumeirah Baccalaureate School in Dubai, Imad Nasr, has a passion for the UAE’s native tongue. But more than that, he has a passion for making school students love it too.

“Teaching Arabic to school student needs to be engaging and useful, it can’t just be a copy and paste approach.”

Because English has become such a popular language here, Nasr said people have “caught on to it” and are choosing it as the language of choice. But that’s what he wants to change.

“Yes, we need to speak English, but when I hear Arabic students speaking to each other in English I immediately think ‘danger’. I want to create an importance around this historic language,” he told Khaleej Times.

Arabic is a need, a must

The discussion on whether Arabic is losing its place within contemporary Dubai has long been a point of contention here in the UAE.

Some people are advocates of championing English in everyday practice as it has become the international language of business.

But there are still staunch believers in keeping the Arabic language alive including His Highness Shaikh Mohammed bin Rashid Al Maktoum, Vice-President and Prime Minister of the UAE and Ruler of  Dubai. And rightly so.

For Fazal Malik, programme leader for Journalism and Mass Communication at Amity University, Dubai, the Arabic language provides a rich common cultural frame of reference for the “historically, economically and politically diverse people”.

“Arabic is spoken by around 450 million people and is the lingua franca for much more around the world. Right from the middle ages, Arabic has influenced every form of knowledge including art, culture and science.”

Yet, the way this language is taught in schools does not reflect its scope and importance in the world today, he said. Malik believes there is a “clear disconnect” between the expectations and what is being achieved in regards to Arabic. And he said one of the major problems in engaging young people with the language is the quality of learning and teaching.

“The teaching methodology is very archaic, even inconsistent, with the practice used in teaching other subjects. While the internet and online resources have revolutionised the scholarship in other subjects, Arabic is still taught through redundant practices, which makes it a burden on the student, especially for expatriate children for whom Arabic is a second even third language.”

And Nasr agrees, which is why he is adamant to change the teaching methods in schools.

Schools need to promote a “skills-based approach” to learning, rather than just information building. And the best recipe for success is by following three easy steps.

“We need strong lesson plans, strong assessment phases and strong consistency,” he said. While schools are investing heavily in buying or creating digital content for other subjects, Malik said, “investment in developing more interactive and engaging content in Arabic is very sporadic”.

“With the percentage of the expatriate population reaching almost 90 per cent, and Arabic being made mandatory for all pupils from grades 1-9 in the UAE, this lack of investment in developing better teaching practices and resources is surprising.”

And consequently, he said a number of parents are frustrated as their children “do not show same progress in Arabic language courses” as they show in any other subject.

Positive progress

Since taking over as the head of Arabic at JBS in 2013, Nasr’s department has moved to an interactive approach to learning by leaps and bounds.

From achieving an ‘Acceptable’ rating in the 2013/2014 academic year following inspection from the Knowledge and Human Development Authority (KHDA), the department is now sitting comfortably with a ‘Good’ rating.

“But we are fast moving towards a ‘Very Good’ rating.” he said.

Given its rich history, and the fact that it is the language of the Quran, it is safe to say Arabic will never die out.

But the challenge now is to make sure it is used in society more, and to achieve that, children are the pillar of hope.

Once teaching methods are better adapted to promote this language, Arabic will remain steadfast in the UAE.

What parents say

Parents in the UAE are on the fence when it comes to Arabic being taught in schools.

Although most agree it is imperative children learn the local language, the consensus is that learning methods need to change.

Many parents Khaleej Times spoke to said children are often leaving school with a poor grasp of Arabic – despite learning the language for nearly 10 years.

Pakistani expatriate Sadaf Abedin has two children aged seven and 10. She said she’d like to see an Arabic reading programme in schools.

“My kids are just made to learn enough to pass their exams. They are taught words and meanings, some prepositions. But what they need to teach them is more grammar, sentence formation etc.”

And if children were encouraged to read a short story and then review it, she said it would benefit their progress greatly.

“This is an exercise they do in schools in Pakistan for English, which I think is great. Reading helps understand a language better than anything else.”

Because text book Arabic being taught in schools is very different from the Arabic being used for communication on a day to day basis, Abedin believes that’s what is burdening the learning process here.

“That’s why the language is rarely utilised after school.”

Time and again, this issue has been raised at various educational workshops and conferences, and it has been highlighted in reports by educational authorities, pressure groups and think tanks, too.

But despite recommendations of modernising the Arabic teaching process, very little has changed, Fazal Malik of Amity University said.

“The truth of the matter is that such challenges are not unique to Arabic. What is missing here is an appealing pedagogy and a content that is dynamic and drawn from the daily experiences of the people to engage young minds.”

But for mother-of-five, Fatma Khakoo, positive changes are happening. “I feel the Arabic taught in schools has evolved greatly from when my eldest started school, but I do feel there is room for improvement. It’s a beautiful language if taught correctly.”

Unfortunately, she said a huge issue is that teachers are usually not very qualified to teach, they are only native speakers. “I also feel there needs to be a shift from memorising and focusing on grammar and writing and moving more to the conversation side of it.”

The app’ening apps for grasping Arabic

Quizlet

> Create your own flashcards or choose from millions created by other Quizlet users on thousands of subjects. If you’re doing standardised test prep for big exams, this is the app for you.

Testmoz

> Testmoz is a test generator that sports 4 question types, automatic grading, a really simple interface and detailed reports. You can build a fully functional tests in about a minute.

Kahoot

> Play fun, social learning games for any subject. Join games instantly and easily, look up and play together so you can share and celebrate learning

Padlet

> This is the app for brainstorming/gaining prior knowledge. It is a digital canvas to create beautiful projects. You get an empty page – a padlet – and you can put whatever you like on it.

Go animate

> This app is great for developing speaking skills and creative dialogues. Create unlimited number of HD videos. The video making process engages higher order learning skills.

kelly@khaleejtimes.com

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