Co-Education in the United Arab Emirates - Literature review Example

Title Author Institution Co-education in the United Arab Emirates Introduction Coeducation is a term that refers to the integration or mixing of both male and female pupils and students in primary and secondary learning facilities. The students make use of same school facilities and services (Renn, 2014). History shows that the concept of co-education began not long ago since initial education of girls was not recognized in many cultures and the few girls who had access to education had to undergo it in informal ways in their homes. Majority of world cultures did not promote girl child education as most of them were believe to remain hold on doing house hold jobs and caring of the family at homes. In the United Arab nations, a parent who sends a child to a mixed school helps improve the child’s self-esteem and other social skills as well as help prepare them for a the outside world that is diverse and has both genders playing various roles in the society (Sabourin, 2004). Coeducation helps break primitive stereotypes among the pupils and also impart respect for one another. In the current world, different classes commonly known as co-education has become a growing trend in both primary and secondary schools in the United Arab Emirates. This began in the 18th century when few schools UAE began admitting small groups of pupils and students of the opposite gender. However, most parents still believe in single sex education environments due to reasons such as religion, culture and the types of courses offered. A good example of a school in UAE that initially existed as a one gender college and now offers coeducation is the Dubai Women’s College. Thus began in the year 2006 when some of the campuses commenced on admitting male students to be part of the big team (Sabourin, 2004). Another example is the University of Sharjah. Other primary and secondary schools that promote coeducation in the United Arab Emirates include Brighton College in Abu Dhabi, Dubai English Speaking School, Ruwais Private School among others. Plato, an ancient Greek Philosopher, advocated for the policy of coeducation in schools and asserted that it creates a sense of comradeship and that teaching both males and females in the same school helps impart education to students without any form of discrimination. According to Plato, coeducation creates active and friendly relationships in natural ways among students of opposite sexes (Oxford Business School, 2014).The friendship experiences are brought about by the many events and activities that the students engage in while at school in the presences of well supervised environments by their teachers. These friendships tend to grow even when these students are out of school and can face the society with the right attitude for the opposite gender (Abdeljalil, 2004). The students will instill the same good habits learned in class room environment at home, whereby their interactions with their brothers or sisters will be enhanced and hence share the same with other individuals across the borders. For both sexes, co-education helps to provide practical methods of training in both primary and secondary schools in United Arab Emirates in order to help such young people take big roles and places in the wider community when they are out of school (Sabourin, 2004). It is a reality that people outside school live in groups of both gender and everything they do tend to involve both. For instance, when such young people are out of school, they engage in relationships and maybe marriage. Thus, so-education provides the students with knowledge and skills that will help them bridge the gap on the misconceptions that individuals have towards the opposite gender. The other benefit of co-education includes knowledge on how boys and girls differ in various ways; the students can learn how to interact with their female counterparts with care without harming the girls (Miller-Bernal, Leslie, & Susan, L., 2007). Majority of the boys are muscular unlike girls who are very tender and gentle. However there is a common rule in these facilities for both students as they are all chasing one dream of education in the classroom. The universal rules help in maintain discipline in both student and they proceed with good morals after graduations. Single sex education sometimes tends to create a misconception that it is impossible to interact freely with the opposite gender. But when they are trained on how to live with one another during the early stages of life, this will give them an excellent foundation that will lead to realistic and perpetual relationships later in their lives (Renn, 2014).It is believed that most organizations employ both males and females so as to enhance the law of gender equality. When these students are trained on how to stay and connect with both genders, the prospect of succeeding later in their employment is also high. In regards to Miller-Bernal, Leslie, & Susan, L., (2007), Research conducted in Dubai Women’s schools gives substantial evidence on the same. The students asserted that co-education could benefit them in that it makes them be more confident and relaxed once they are out in the workplace. Schools that promote co-education in the United Arab Emirates and other Middle East nations help reflect and promote the diversity of the society. The community comprises of both genders, so when this is practiced all the way from elementary schools, it means that the culture of the society is better represented and promoted. Most cultural practices in UAE tend to discourage gender discrimination as this may grow and escalate to major issues of hatred among people of opposite genders in the society (Smithers, A. & Robinson, 1995). The co-existence of students and sharing of the same social amenities in a leaning institution encourages sharing of different cultures. Students learn different cultures hence most of the student will tend to avoid discrimination and instead appreciate other diverse cultures and learn to stay together as individuals of the same race as human beings (Miller-Bernal, Leslie, & Susan, L., 2007). The initiative will avoid allot of misconceptions and victimizations of other individuals due to their cultures as students will share and learn from their male counterparts. A pupil who is taken to single sex school all the way from kindergarten through college tends to have some bias towards the opposite gender. Such kids grow to believe that the society is more of one gender rather than an integrated society. That is why the government of United Arab Emirates has continued to promote the integration of both genders in schools (Bernal, M. & Leslie, 2000).Coeducation helps break the misconception and the stereotype that make most people think that females cannot match with the level of thinking and capability and that there are some job that can only be undertaken by men and not girls and vice versa. A good example is that male students take classes in arts and music whereas female students are also involved in business, engineering and health classes which initially were considered as male dominated sectors. Such a case will help the learner, irrespective of the gender, understand that some of these stereotypes do not define a certain gender and that such students who have undergone coeducation can respect people of the opposite sex and that anything is achievable by any gender (Mahdi, 2003). Among schools in UAE, it is believed that coeducation helps in preparing children in schools for the future lives to live successfully and socially aware. Coeducation promotes diverse cultures and also equality in all aspects of life as well as giving students the best learning opportunities and experiences. It ensures that such students grow when they have their friends and role models even of the opposite gender. Boys and girls who read and play together are believed to broaden their mental strengths as well as influencing one another socially, emotionally as well as intellectually (Abdeljalil, 2004). Conclusion In conclusion, the Education System in the United Arab Emirates has adopted a relatively learning system developed in modern days. Initially, the country had an ancient and informal syllabus scheme during the years of the 1950s, but the bodies governing schools have put in place proper measures and buildings incorporating both boys and girls in the same classroom environment. The initiatives will help in the expansion of the UAE education curriculum, whereby both girls and boys will be able to get equal rights by acquiring same knowledge under one roof. In most case parents and families are afraid about the co-education arrangements as they assume it may lead to low results especially for the girls, there is need to work and encourage the co-education platforms in the classroom environment as they will make the work environment more fascinating as it will result to better graduates and scholars who will be able to interact freely in the globe. References Abdeljalil, A. (2004). Education in the Middle East and North Africa: The current situation and Future challenges: International Educational Journal. Bernal, M. & Leslie. (2000).Separate by degree: Women students’ Experiences in single-sex and Coeducational colleges. New York: Peter Lang Publishing. Mahdi, A. (2003). Teen Life in the Middle East. Westport: Greenwood publishing group. Miller-Bernal, Leslie, & Susan, L. (2007). Challenged by coeducation: Women’s Colleges since the 1960s. Nashville: Vanderbilt University press. Oxford Business School, (2014). The Report: Abu Dhabi 2014. Oxford: Oxford Business School. Renn, K. (2014).Women's Colleges and Universities in a Global Context. Baltimore: JHU Press. Smithers, A. & Robinson, P. (1995). Co-education and single sex schooling. CEER: University of Buckingham Publishers. New York. Sabourin, M. (2004). Middle East and North Africa Regional Conference of Psychology, Dubai, United Arab Emirates. International Journal of Psychology, 39(2), 145-152. 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