Essay Sample on Education in UAE: Mandatory Schooling & International Options

Introduction

Education and international schools in the UAE are overseen by the education systems at the federal level. School is mandatory for all kids aged 6-18. The public schools offer courses that emphasis on English with parents having choices of country-specific institutions. However, most schools in the UAE teach the exact subject matter, as illustrated in the early 90s, including writing, math as well as science, history, and foreign languages (JustHungry, 2008). As a result, there are debates about the future of education based on how students are taught to ensure they embrace new technology. Discussions have also been raised on the future of work that goes hand in hand with the curriculum of UAE schools (Dewhurst & Pendergast, 2016). Therefore, there is a need to develop the curriculum based on problem-solving skills, creativity as well as collaboration. The UAE schools should, therefore, teach home economics, which is essential for the future of the children with most activities done by hand. Although redefining the foundation for education in UAE is a challenge, home economics ensures the evolution of skills which is required to solve problems. Preparing all students for home economics ensures creativity, collaboration as well as problem-solving skills of the future.

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Why Home Economics Should Be Taught in All Secondary Schools Across the UAE

The current generation lacks knowledge about food hence increase in obesity levels. The curriculum in UAE secondary school have led to a severe health crisis. Food inequality around the world is a critical issue hence the need for schools in the UAE to teach students about cooking. Children should also be raised with the passion for food as well as basic knowledge of cookery (Worsley, Wang, Yeatman, Byrne, & Wijayaratne, 2015). Since children miss the basic financial literacy, home economics classes should be introduced in the UAE Secondary school curriculum. The lessons should take into account science, mathematics as well as liberal arts skills that teaches critical thinking and teamwork with an emphasis on home economics. Although schools have dropped home economics due to the budget cuts, family and consumer science classes should be encouraged based on the curriculum features (McCoy, 2019). Students should be taught and be tested in home economics to give them opportunities to be successful in the future (Cozine, 2017). The home economics classes should be ensured so that the children cook tasty meals on a budget while understanding the property taxes as well as loans.

Although critics argue that parents can teach the skills for home economics, the UAE curriculum should embrace the home economics since most of the parents don't have the skills while others fear to bring their children in their business. Also, perception of home economics classes has been a challenge in its implementation in the curriculum as many female students see the curriculum trying to make them good homemakers (Helen Zoe Veit, 2011). However, learning home economics makes students become productive adults. Cooking with children in school promotes lifetime skills of healthy cooking. It helps the youth to develop robust cooking knowledge based on the nutrition value. It helps to introduce healthy food in schools, which has various benefits.

Through the home economic, children try new and healthy food. The curriculum for home economics should ensure children involve their senses, including kneading, tossing as well as cutting and feeling foods. Children taking Home economics to gain an understanding, fulfillment as well as self-confidence with a feeling of positive contribution to the family (Kral, Bannon, & Moore, 2016). As a result, children ensure effective healthy, prepared foods that show nutrition knowledge through experiential learning. The hands-on activities involved in home economics lessons allow students to develop effective food preparation techniques, including handling and cooking of food and cooking equipment (Lichtenstein, 2015). The home economics will enable children to learn lifetime skills by practicing necessary math skills, including counting, weighing as well as measuring. Teaching home economics to secondary school allows students to learn about nutrition education, including planning meals as well as smart food choices.

Home economics aids children in accepting responsibility through the task of completing and contributing meal preparation. Also, cooking in schools builds positive memories for children promoting future healthy and enjoyable cooking. Improved changes in the curriculum for home economics changes the cooking knowledge as well as food safety behaviors (Drummond, 2011). Teaching nutrition education in secondary school ensures adequate food preparation in science (Pendergast, Garvis, & Kanasa, 2017). The secondary school curriculum should, therefore, embrace cooking to educate and promote healthy eating with the cooking programs implemented both in private and public schools. Home economics ensures children know how to prepare and manage aspects of the households. The curriculum needs to teach the necessities of Home economic to ensure children are devoted to the elements that are vital in today's society.

In most countries, home economic classes were not being taught until the early 20th century. UAE is still yet to adopt this discipline of home economics, which is vital as it shows about everyday life (Berlin, 2019). It entails domestic life while applying scientific principles to things such as cooking and housekeeping. Home economic classes should, therefore, be embraced to help develop students' skills in family financing, nutrition as well as food. Growing from childhood to adulthood entails students training in various things that are beneficial for helping students transition into adulthood (Cope, 2015). Home economics does not only teach students about cooking and safety but also build their responsibilities. It helps the students use various techniques in home life, including taking care of the household hence becoming responsible at Home. Students also learn how to budget and spend money wisely while utilizing their everyday life based on attentiveness and situational awareness (Mbiti & Weil, 2018). Home economics profoundly impacts society with the knowledge giving the student a step up that allows them to eat better quality food. Cooking is an essential social activity with the students impressing cookery skills that are a fundamental part of adult life.

The secondary school curriculum in UAE should be based on providing students with skills meant to teach children math and English with cooking practical activity. Lessons from the home economics instill a basic knowledge of how cooking works. Teaching basic cookery also inspires respect for food as well as an understanding of what the product is (Prell, Berg, Jonsson, & Lissner, 2015). Since health is core, part of cookery education in home economics embeds health education, which suggests to students that what they eat impacts their health. The curriculum for home economics with the cookery lesson has to go further while encouraging students to develop love.

Conclusion

Although home economics is not taught in most schools in the UAE, embracing it evokes bland food as well as self-righteous fussiness. Home economics should be revived to ensure the current production of excellent and nutritious food through the public school system. The home economics curriculum is, therefore, sufficient for housework and food preparation, which is essential for the future of the students. The UAE ministry of education should provide support for the training of teachers in home economics. The current generation requires home economics classes that offer vital information for a healthy life. The disciplines for home economics allows students to expand their minds based on world culture, customs as well as flavors. The curriculum will also help students eat the food they love while boosting health and wellness.

References

Berlin, E. (2019). Why should you learn how to cook? Retrieved from http://www.cookingwithegg.com/learn-to-cook/why-should-i-learn-how-to-cook.cfm

Cope, E. (2015). Home Economics. The Pedagogical Seminary, 21(1), 1-27. https://doi.org/10.1080/08919402.1914.10532667

Cozine, J. (2017). Home Economics Education. Review of Educational Research, 32(4), 393. https://doi.org/10.2307/1169545

Dewhurst, Y., & Pendergast, D. (2016). Teacher perceptions of the contribution of Home Economics to sustainable development education: a cross-cultural view. International Journal of Consumer Studies, 35(5), 569-577. https://doi.org/10.1111/j.1470-6431.2011.01029

Drummond, C. (2011). Using nutrition education and cooking classes in primary schools to encourage healthy eating. The Journal of Student Wellbeing, 4(2), 43. doi:10.21913/jsw.v4i2.724

Helen Zoe Veit. (2011, September 5). Opinion | Revive Home Economics Classes to Fight Obesity. Retrieved from https://www.nytimes.com/2011/09/06/opinion/revive-home-economics-classes-to-fight-obesity.html?mtrref=www.google.com&gwh=CD21201789FF2C10C321AFDDFA315E99&gwt=pay&assetType=PAYWALL

JustHungry. (2008, January 22). Did you learn to cook in school? Retrieved from https://justhungry.com/did-you-learn-cook-school

Kral, T. V. E., Bannon, A. L., & Moore, R. H. (2016). Effects of financial incentives for the purchase of healthy groceries on dietary intake and weight outcomes among older adults: A randomized pilot study. Appetite, 100(3), 110-117. https://doi.org/10.1016/j.appet.2016.02.022

Lichtenstein, A. H. (2015). Bring Back Home Economics Education. JAMA, 303(18), 1857. https://doi.org/10.1001/jama.2010.592

McCoy, M. K. (2019, January 21). What Can Home Economics Teach Kids? A Lot, Professor Says. Retrieved from https://www.wpr.org/what-can-home-economics-teach-kids-lot-professor-says

Mbiti, I., & Weil, D. N. (2018). The Home Economics of E-Money: Velocity, Cash Management, and Discount Rates of M-Pesa Users. American Economic Review, 103(3), 369-374. https://doi.org/10.1257/aer.103.3.369

Pendergast, D., Garvis, S., & Kanasa, H. (2017). Insight from the Public on Home Economics and Formal Food Literacy. Family and Consumer Sciences Research Journal, 39(4), 415-430. https://doi.org/10.1111/j.1552-3934.2011.02079.x

Prell, H. C., Berg, M. C., Jonsson, L. M., & Lissner, L. (2015). A school-based intervention to promote dietary change. Journal of Adolescent Health, 36(6), 529-530. https://doi.org/10.1016/j.jadohealth.2004.08.009

Worsley, A., Wang, W. C., Yeatman, H., Byrne, S., & Wijayaratne, P. (2015). Does school health and home economics education influence adults' food knowledge? Health Promotion International, 3(1), 78. https://doi.org/10.1093/heapro/dav078