Steering Dubai's Education Reform through Incentive and Accountability Drivers
As Dubai has grown over the last two decades, the demand for private education has grown with it, a reflection of the number of expatriates settling in the city and the various curricula on offer to cater to expatriates. Given the city-state's...
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| Format: | Brief |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2014
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| Online Access: | http://documents.worldbank.org/curated/en/2014/10/20358847/steering-dubais-education-reform-through-incentive-accountability-drivers http://hdl.handle.net/10986/20543 |
| Summary: | As Dubai has grown over the last two
decades, the demand for private education has grown with it,
a reflection of the number of expatriates settling in the
city and the various curricula on offer to cater to
expatriates. Given the city-state's unique context (in
which a majority of the population are expatriates, not
Emiratis), the immediate challenge for this new public
institution was to identify an appropriate approach for
regulating a private education sector. It was the central
tenets of this approach, dependent essentially on oversight
rather than intervention, which appealed to the knowledge
and human development authority (KHDA) and so the policy
framework from that report was adopted, adapted, and put
into place in Dubai. The KHDA has returned to the World Bank
requesting a review of the governance initiatives. A World
Bank team, working in close collaboration with counterparts
in the KHDA, and in consultation with the wider stakeholders
in question (private school owners, heads, teachers, and
parents), completed the review and the findings are
presented in this report. |
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