Teach Middle East Magazine Apr - Jun 2020 Issue 3 Volume 7 - Page 30

Sharing Good Practice BRING BACK HOME ECONOMICS TO THE CURRICULUM IN THE UAE BY: DENISE BUTTIGIEG UAE if we are committed to optimising the wellbeing of individuals and families in our society. Smart money management, healthy eating, efficient use of energy and water, responsible child-rearing, active aging…these are just some of the skills which can be gained from studying home economics in school. T he education system in the United Arab Emirates (UAE), is governed by the Ministry of Education (MoE). Education is compulsory at both the primary and secondary levels, from age 4 to 17. The means of instruction in state schools are mainly in Arabic with English in some schools as an additional language. Why Home Economics should be taught in all Secondary Schools across the UAE It is argued here that Home Economics must be included in the curriculum in Aldar Academies is one of the largest organisations that offer education to the community in the UAE. The majority of their academies offer additional subjects that are typically not delivered in state schools. Home Economics is one such discipline offered in mainly private British schools in the United Arab Emirates (UAE). His Highness Shaikh Mohammad Bin Rashid Al Maktoum, the Vice President of the UAE and Ruler of Dubai, has announced that the new generation schools set to be built, will include laboratories for health sciences, manufacturing, robotics, home economics, artificial intelligence, and the environment, as well as service facilities including; restaurants, libraries and indoor and outdoor sports venues. 30 Term 3 Apr - Jun 2020 Class Time This is an issue for all of humanity, not just the UAE, more recently framed by the United Nations into a global agenda for sustainability. The United Nations Sustainable Development Goals (SDGs) sets out seventeen aspirational global goals with 169 targets that serve as a blueprint for developing a sustainable future for humankind, incorporating education and learning as a central pillar. The agenda resolves to undertake a ‘deliberative approach’ with targets set for a 2030 timeline, commencing in 2015. Given the significance and all- encompassing nature of the SDGs, this serves as an overarching, contemporary