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Higher Education in the Gulf

Higher Education in the Gulf stresses the need for engagement with the problems of the Gulf States as developing countries and the roles which practical, locally-based research can play in promoting balanced, self-reliant development. For too long work in the West relating to the Gulf has concentrated on oil, military and political issues, and this book looks beyond these to the neglected areas of social, cultural and human capital aspects of modernisation. It is deliberately intended to suggest and promote research.

• Up to date information derived from field experience
• Deliberately intended to suggest and promote further research
• Looks at social and cultural life rather than military and political issues

Market: Scholars and students of Arabic and Islamic studies; Education; Comparative Education. Academic libraries. The general reader with an interest in the Arabian Peninsula.

Editor: K.E. Shaw recently retired from the School of Education, University of Exeter and now concentrates on research in Middle East education.

Contributors: The contributors are mainly academics working in universities in the Gulf region.

CONTENTS

Introduction, K.E. Shaw
1. Gulf Higher Education: Overview from the West and Some Themes for Research, K.E. Shaw
2.  Internal Evaluation in Higher Education: Towards a Model for Third World Countries, Nathir G. Sara, Professor of Educational Administration, University of Bahrein
3. Quantifiable and Unquantifiable Costs and Benefits of Higher Education in an Arab Gulf Context, Kamil Mahdi, Centre for Arab Gulf Studies, University of Exeter
4. Strategic Studies in the Gulf, A. Rathmell, Centre for Arab Gulf Studies, University of Exeter
5. The Dialogue of Ink, Blood and Water: Higher Education in Iraq, Progress and Problems, A.J. Allaq, University of Sana'a, Yemen
6. Higher Education in Oman: Its Development and Prospects, M. al-Shibiny, Dean, College of Education and Islamic Sciences, Sultan Qaboos University, Oman
7. Higher Education in the UAE: History and Prospects, Khalifa al-Suwaidi, Faculty of Education, UAE University
8. Prospects of Higher Education in the UAE: The Higher Colleges of Technology, S. al-Jassim, Director, Communications and Manpower, Higher Colleges of Technology
9. Sudanese Influences on Gulf Higher Education, H.O. Ahmed, Institute of African and Asian Studies, University of Khartoum
10. Omanisation and Faculty Development in Oman, F.N. al-Farsi, Director, Staff Development, Sultan Qaboos University, Oman
11. Faculty and Administration in Oman, Khalifa al-Saadi, Administration, Sultan Qaboos University, Oman
12. Curriculum and Teacher Training in the UAE, H.A. al-Banna, Head of Planning, Sharjah Police

Modernising the Classics

"Thorough research and extensive reference to archival sources have resulted in a clear and interesting account of how the teaching of Latin has changed and why." 
JACT Review

The Cambridge School Classics Project is widely recognised as one of the most successful of the British curriculum development projects of the 1960s and 1970s. Until now its full story has never been written. Its impact on the way Latin is taught in schools has been remarkable and its development of courses in Greek and Roman civilisation have also made an important contribution to the humanities curriculum of schools.

The main focus of this historical study is on the origins and operations of the Project during its full-time existence 1966 to 1970, although attention is also paid to later developments.

Readership: Educationists, expecially those involved in the history of curriculum development, teachers of Classical studies; the interested general reader, especially those who used the Project's materials at school.

MARTIN FORREST is Principal Lecturer in the Faculty of Education, University of the West of England, Bristol. He is also the Deputy Director of the Cambridge School Classics Project.

Spiritual Development in the State School: Worship and Spirituality in the Education System of England and Wales

‘This is a very useful study for any teacher braving the quagmire of current thinking and practice in spiritual education.’
The Sower, April 2000

The subject is examined in various contexts: its historical and cultural background; politics and legislation; philosophy and values; curriculum development. The book addresses the problem of how to define spiritual development and the contentious issue of compulsory school worship. It offers new insights and a thesis for the way forward.

• Analysis essential for schools and advisory councils in planning new syllabuses and policy statements
• Contributes vital information to the continuing and important debate
• " . . . a fine work, in which clarity and good humour are combined with scholarship and attention to detail . . ."
  PCfRE, reviewing the complementary volume, Teaching Religion: Fifty Years of Religious Education in England and Wales.

Author: Terence Copley is Professor of Religious Education in the University of Exeter. He is the author of more than thirty books in the field of religious education, including Teaching Religion: Fifty Years of Religious Education in England and Wales (Exeter, 1997).

Teaching Religion

Teaching Religion is the first book to trace the developments in religious education in England and Wales in the half century to 1994. It starts with the 1944 Butler Act and ends with the DFE Circular of 1994 which was issued to take further the RE provision in the 1988 Education Reform Act.

Teaching Religion sets the changes in religious education against changes in education as a whole and changes in society. The complex interaction between and influence of religious thinkers, religious educators and politicians is explored, as is the suggestion that how we handle religion within the national education system can offer insights into the sort of society we are and aspire to be.

• Religious education from 1944 to 1994, including discussion of the effects of the National Curriculum
• Suitable for use as a student textbook
• Sets religious education in a political and social context

Market: Religious educators; PGCE students preparing to teach religious education; historians of education; philosophers of education; church historians.

Author: Terence Copley is Senior Lecturer in Religious Education, University of Exeter. He is author or editor of some twenty-five books in the field of religious education.

". . . a fine work, in which clarity and good humour are combined with scholarship and attention to detail to tell the RE story for the end of the 1990's. . . Students, teachers and colleagues in universities will use this, often with a smile, for many years to come."
Resource 21:1 Autumn 1998

"The book is well researched, well written and in a non-combative style. It offers a challenge to all involved in RE, whether politicians, the churches or RE teachers."
Journal of Beliefs and Values, Vol. 19, No. 1, 1998

" . . . a formidable survey of the political and social context in which religious education has developed since the landmark Education Act of 1944."
The Tablet, 8 November 1997

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