Opening a School in Dubai - حكومة دبي | هيئة المعرفة و ... Plan Guide 7 Section A: The Academic Plan All Academic Plans should be submitted in Arabic and/or English

Opening a School in DubaiAcademic Plan Guide

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3Academic Plan Guide



© 2011 Knowledge and Human Development Authority, Dubai, UAE.All rights reserved.

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Development Authority. You may not distribute, reproduce, modify, edit, alter, enhance, broadcast or tamper with in any way or otherwise use any material contained in this guide

without the prior written consent of KHDA.

Knowledge & Human Development Authority

P. O. Box: 500008, Dubai، United Arab Emirates

Tel: +971 4 364 0000 Fax: +971 4 364 0001

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6 Academic Plan Guide

Contents

Introduction ............................................................................... 4

Section A

The Academic Plan

Part 1 – Overview of the academic plan ...................................7

Part 2 – Mission, rationale and quality assurance ...................11

Part 3 – Curriculum .................................................................13

Part 4 – Teaching, learning and assessment ...........................14

Part 5 – Behaviour and attendance .........................................16

Part 6 – Student services .........................................................17

Part 7 – Human resources .......................................................18

Part 8 – Financial plan .............................................................20

Suggestions for appendices ....................................................21

Section B

How we evaluate proposals

Part 1 – Principles....................................................................23

Part 2 – Process .......................................................................23

Part 3 – Criteria .......................................................................25

Section C

Extracts from successful applications ......................................29



Investing in Dubai’s Future

Dubai has developed a distinct identity as a modern and dynamic emirate. It enjoys a global reputation as

an economic hub and offers excellent opportunities for investment. In the long term, sustained economic

growth can only occur when it is supported by effective social development strategies. Education has been

identified as one of the key areas of social infrastructure that must be developed to meet international

benchmarks.

While Dubai’s public schools and universities provide free education to Emiratis, nearly half of Emirati students

in Dubai choose to study at private institutions. Together with an ever-increasing expatriate community,

there is now a great demand for high quality early learning, primary, secondary and higher education

provision in Dubai.

More than 85% of Dubai’s school students are enrolled in private schools. Nearly all of these schools rely on

parents or parents’ employers to fund their children’s education. International assessments highlight that

the quality of schools in Dubai is above that of any Middle East or North African country. More than 200,000

students are enrolled in Dubai’s 148 private schools. The student population has grown by an average of 7%

per year over the past five years.

Sustaining Dubai’s economic growth requires the recruitment, development and retention of a professional

local and expatriate workforce. To encourage more families to come and remain in Dubai, cultivate local

talent and enhance Dubai’s international prominence, the development of a strong, high quality private

school sector is essential. Dubai’s education authority maintains strong partnerships with private schools,

which invest in infrastructure, facilities and personnel to offer their students the best quality education

possible.

KHDA is committed to supporting the establishment of high quality education institutions to meet the needs

of Dubai’s expanding population. Transparency is one of the key principles of KHDA’s approach – both

in providing institutions with data about their strengths and areas of improvement, and in empowering

parents with all the facts they need to make an informed choice about their children’s schooling.

The purpose of this guide is to assist private sector investors in submitting an application to open a school

in Dubai. Our aim as an education authority is directly aligned with that of private sector investors and the

schools community - to establish schools that give students access to good quality education.

Mohammed Ahmad DarwishChief of Regulations and Compliance Commission


Introduction

Every proposal1 for opening a new school in Dubai must be supported by:

• A completed school application form

• An Academic Plan in a prescribed format.

• A site plan for the proposed school or reserved location letter , with drawings2

Knowledge and Human Development Authority (KHDA) will use the information in the Academic Plan to

evaluate the proposal for a new school and decide whether to recommend an Educational Services Permit

to operate.

Section A of this Guide gives applicants detailed instructions and advice for preparing an Academic Plan that

meets KHDA requirements. We strongly recommend that all applicants read this Guide carefully and follow

the instructions it contains.

Section B of the Guide describes the process and criteria that KHDA will employ in evaluating proposals for

new schools.

Schools in Dubai are subject to the international assessment like TIMSS, PISA and PIRLS.

Private schools are subject to regular compliance visits and inspections by the Dubai Schools Inspection

Bureau (DSIB), which measures the following criteria:

• The students’ attainment and progress

• The students’ personal and social development

• The quality of teaching, learning and assessment

• Curriculum quality

• How well the school protects and supports students

• The effectiveness of the leadership and management of the school

• The school’s overall performance

1 Proposals for applications for early childhood centres or nurseries within school premises have different requirements, though must be accompanied by the Academic Plan. Please see KHDA for further details

2 Drawing can be submitted after getting initial KHDA approval on the academic plan


KHDA evaluates Academic Plans for new private schools with these indicators in mind. Approval is given to

applicants whom KHDA considers capable of establishing schools with a minimum rating of ‘Good’ by DSIB,

using the following four-point scale:

4 – Outstanding: exceptionally high quality

3 – Good: the expected level for every school in Dubai

2 – Acceptable: the minimum level accepted in Dubai

1 – Unsatisfactory: quality not yet at the level acceptable for schools in Dubai

Full information about the school inspection framework and the work of DSIB in general is available at:

http://publications.khda.gov.ae/en/

Section C of the Guide consists of extracts from successful submissions of Academic Plans. These are intended

as guides to help new applicants understand the quality required. They should not be regarded as models

for imitation.

KHDA staff are available to provide assistance and further clarification about any aspect of the application

requirements. Please contact KHDA on the following:

Email: [email protected]

Office number: +971 4 3640000

e-services: http://eservices.khda.gov.ae/en/


Section AThe Academic Plan


Section A: The Academic Plan

All Academic Plans should be submitted in Arabic and/or English and uploaded on our e-services page

(http://eservices.khda.gov.ae/en/). The academic plan should not exceed 30 type-written pages. Additional

detailed information may be attached as appendices. Some suggestions for the kind of information that

could be included as appendices are listed at the end of this section of the Guide.

Applicants must use the headings and numbering system set out in this Guide.

Please indicate clearly when any of the information requested does not apply to the proposal.

Part 1: Overview of the academic plan

1.1 Applicant’s name, profile and contact details

1.2 Name and address of the proposed school

1.3 Proposed year and month of opening (Academic year and Month)3

1.4 Gender and grades to be catered for

Please use the table to provide this information.

Please indicate in each cell the year that you plan to initiate each grade. For example, if you plan to run a

mixed school and in Year 1 plan to open Grades 1-4; in Year 2 add a Kindergarten and Grade 5; and in Year

3 add Grade 6, your table should look like this:

K 1 2 3 4 5 6 7 8 9 10 11 12

Boys 2 1 1 1 1 2 3

Girls 2 1 1 1 1 2 3

The table for a girls’ school with a similar plan would look like this:

K 1 2 3 4 5 6 7 8 9 10 11 12

Girls 2 1 1 1 1 2 3

3 It is recommended for the academic plan to be submitted at least 12 months prior to the proposed start date of operations.


1.5 Target number of students

Please indicate the number of students you aim to accommodate in each grade in each of the first three

years of operation. Use a table to provide this information:

Year 1 K 1 2 3 4 5 6 7 8 9 10 11 12

Target number of students

Number of classes

Year 2 K 1 2 3 4 5 6 7 8 9 10 11 12


Number of classes

Year 3 K 1 2 3 4 5 6 7 8 9 10 11 12


Number of classes

1.6 Instruction time

Please indicate the number of days per year on which the school will provide instruction and the number of

hours per day that will be occupied by teaching.

Please include the figures in the following table:

Number of days per year Number of hours per day Total hours per year


1.7 Proposed school premises

Please provide a brief description of the proposed premises in which the new school will operate. Include

the following information:

• The number of classrooms

• The number of offices

• The number of rooms for the use of the staff

• The number of science laboratories

• A description of any other specialist teaching areas

• The number of toilets and wash rooms available for students and staff

• A description of the facilities available for sports and other physical education activities

• The size and nature of school grounds and play areas

• The arrangements for air conditioning

• Guidelines regarding building requirements and standards are available from KHDA on request.

1.8 Proposed curriculum

Please indicate very briefly the nature of the proposed school’s curriculum. For example: ‘English National

Curriculum plus IB Diploma in the Sixth Form’; ‘US, based on the curriculum for State of California’; ‘Indian

CBSE Curriculum’ and others.

You will be asked to supply further details of the proposed curriculum later in the Academic Plan.

1.9 Proposed language(s) of instruction

This refers to the language (or languages) that you propose to use for teaching (main languages for

instruction).


1.10 Admissions policy

Please provide the following information:

The criteria you will employ for admitting students. Provide a detailed rationale for any that involve the

assessment of students’ academic ability

• How you propose to attract Emirati national students to the school

• How and when students will apply

• Arrangements for waiting lists and oversubscription

• Details of any proposed bursaries or other fee waivers

• Arrangement for students with special educational needs

1.11 Management of the school

If applicable, please explain any arrangement made with a managing company to run the school. Please

supply along with this proposal a copy of any contract (actual or proposed) with a managing company.

Part 1: Key issues for KHDA Evaluators

1.4: If the applicant has a plan for extending the school’s grade range, is it manageable and coherent?

1.5: Do the target numbers match the accommodation available, shown in the site plan?

1.5: Is the proposed class size appropriate? Is it based on international recommendations?

1.6: Is the total annual instruction time in line with international recommendations? [minimum 25 hours per week Grades 3-12; minimum 20 hours per week Grades 1-2; around 190 days per year for all grades]

1.10: Is the admissions policy in line with the school’s mission, stated in Part 2? Does the proposal include a coherent and reasoned approach to attracting Emirati national students? Does the proposal include the procedures for admitting students with special educational needs?


Part 2: Mission, rationale and quality assurance

2.1 School mission

The mission should express a common sense of purpose for the school, which all people associated with

it understand, support and strive to achieve. All that follows in the Academic Plan should flow from, and

be consistent with, this fundamental statement. It should thus constitute a set of high level criteria against

which the success of the school can be evaluated.

• The school’s mission should clearly set out:

• Its distinctive character and core values

• Its aims and goals for the students. Briefly describe why you believe that these goals will enable your students to be successful as a result of having attended your school

• A few specific, measurable commitments within a stated time scale.

The mission statement should be brief: a few paragraphs and no longer than one page. The entire school

community should be the audience for the mission statement. Please use clear and precise language,

avoiding jargon.

2.2 Rationale for the proposal

Under this heading please explain why you have chosen to open a school of this type, with these goals

and offering this curriculum. Explain how you think the proposed new school will contribute specifically to

education provision in Dubai and more generally to the achievement of the emirate’s educational ambitions.

You should refer to any analysis or market research that has led you to believe that there is a need for the

type of school you are proposing where you intend it to be situated.

Please explain why you expect the school to be successful in meeting the needs of its target student

population. Applicants are encouraged to refer to research findings and/or their prior experience.


2.3 Quality assurance

Please describe how the school’s leaders will maintain a clear view of its strengths and weaknesses and

how you plan to review and improve the quality of education the school provides.

Please describe the proposed self-evaluation processes in your school and specify who will have the

operational responsibility for the school’s internal oversight.

You should explain which sources of information you expect to use and how you expect to use them, for

example:

• Analysis of student performance data from external and internal sources

• Monitoring and evaluation of teaching, learning and assessment

• Review of the curriculum

• Performance management and staff appraisal

• Review of school policies

• Teacher, parent and student satisfaction surveys

Also indicate any plans you have for gaining accreditation and or authorisation for the school from an

external organisation.


2.1: Does the school have a clear sense of purpose in terms of what it proposes to achieve for its students? Are its aims and promises sufficiently ambitious, realistic and achievable?2.2: Is there a convincing rationale that explains why the applicant considers a school of the kind proposed is needed?2.3: Is there evidence of a coherent plan for self-evaluation, drawing on a range of sources including the views of parents?See also DSIB Quality Indicators 6.1 – Quality of leadership; 6.2 – Self-evaluation and improvement planning


Part 3: Curriculum

3.1 Introductory statement

This should explain briefly how the school’s curriculum is designed to achieve the goals set out in the

school’s mission.

You should make clear how the curriculum, through the range and choices of subjects offered, will be

designed to meet the educational needs of all the students who are expected to attend the school: those

of different ages, nationalities, backgrounds, aptitudes and levels of academic attainment. Explain how

learning each proposed subject will contribute to the students’ overall education and to their understanding

of Emirati traditions and culture, including Islam, in the context of Dubai’s multi-cultural society.

3.2 Statutory requirements

Please ensure that your submission complies with the school statuary requirements, it could be found in the

below link.

One of the main areas mentioned within the statuary requirements is the mandatory subject, so please

explain what specific arrangements will be made to incorporate the following compulsory subjects in the

school’s curriculum:

• Islamic Education for Muslim students

• Arabic for native speakers of the language

• Arabic for students learning it as an additional language

Schools might make special arrangements for teaching these subjects for students aiming to undertake

higher education in the UAE or in another Arab country.

For more information on the above please visit the link below:

http://legislations.khda.gov.ae/en/

3.3 Extra-curricular provision

Please describe the specific activities or types of activities the school will offer.

Please describe to whom, when and how frequently the activities will be offered.

Explain why you propose to offer this range of activities and indicate how they are designed to contribute to

students’ learning and personal and social growth, and how they support the school’s mission.



3.1: Is it clear that the proposed curriculum has been selected or constructed to meet the needs of the full range of students who will be attending the school? 3.2: Does the proposed curriculum include all the specific requirements for Islamic Education and Arabic language?3.3: Is there evidence that the proposed extra-curricular activities have been deliberately chosen to support the school’s mission (Part 2)?See also DSIB Quality Indicator 4 – Curriculum quality

Part 4: Teaching, learning and assessment

4.1 Strategy for teaching and learning

Please present policy outline for teaching and learning, setting out the proposed main instructional methods

with a rationale, linked to the aims, goals and values in the mission statement.

Please describe the methods in practical terms, from the students’ perspective: what will students of

different ages actually experience in lessons? How will they be encouraged to interact with teachers and

one another in the instructional setting? Will teachers primarily direct the classes? What part will students

play in lessons? When will students work independently and when in groups?

Pleases explain why the methods have been selected, and why they are expected to be successful in

meeting the needs of students of different ages. Applicants are encouraged to refer to research findings

and/or their prior experience.

4.2 Supporting the needs of individual students

Please present plan outline for identifying, supporting and monitoring the progress of students with special

educational needs of different kinds:

• Indicate the range of special educational needs that will be supported

• Describe clearly how students’ special needs will be identified and monitored

• Describe the stages of support that will be provided for students with needs of different kinds, including those whose progress is accelerated

• Describe the early intervention process you will follow to support students’ needs

• Describe the school’s policy for grade advancement and retention:

- What criteria will be used to determine if a student should advance to the next grade?

- If a student does not meet the criteria for advancement, what types of interventions would

the school employ to accelerate progress?


4.3 Assessment plan

Your assessment plan should set out the school’s general approach to student assessment, defining its

purposes and uses.

The plan should supply answers to the following key questions:

• What will be assessed? Which subjects? Other aspects of the students’ performance in school?

• By what means? Please state clearly, where relevant, the public and external examinations you expect students to enter and at which Grade (for example Grade 12 IB Diploma; Grade 10 Cambridge IGCSE etc.) Also outline briefly the internal (teacher) assessments you propose to conduct, such as school-based formal and informal tests; tasks and projects; portfolios of work; observation, questioning and checking in the course of teaching.

• Who will be assessed and when? All students? Particular grades? Identified groups? Annually? Each term or semester? More frequently? You should make clear the qualifications that you expect students to achieve at each relevant grade.

• How will assessment data be managed? Who will be responsible for keeping assessment records? How will they be used? What analyses will be made? How will the analysis of assessment data be used to track the progress of individual students and to improve student learning?

It might be helpful to present your assessment plan in the form of a chart, showing what will be assessed

and when, as in this example:

Subject / aspect Which students Forms ofassessment

When and how fre-quently

What records will bekept

This example is intended to help structure your thinking. It is not intended as the prescribed format for

the presentation of the school assessment plan. You will need to decide how best to present the required

information in your Academic Plan.

4.4 Reporting to and consulting parents

Please give an outline of the proposed school policy on reporting to parents and the approach to consultation

over student progress. Indicate how often and when parents of students in all grades will receive information

about their children’s progress. What information will they receive and in what format? Explain the school’s

policy towards communication with the parents of individual students. How will regular consultations with

parents be organised? What arrangements will govern consultations at other times?


Please give an outline of how the school plans to conduct its relationship with parents. How will the school

communicate its duties and responsibilities to parents? How will it communicate its expectations of parents’

duties and responsibilities?


4.1: Is there evidence that the applicant has thought carefully about an overall strategy for teaching and learn-ing for the school and is able to explain why it is likely to prove successful?4.2: Is it clear which special educational needs will be catered for in the school? Is it in line with the school’s admissions policy (Part 1)? Is there evidence that this range of needs will be adequately catered for? 4.3: Does the school propose to undertake some analysis of assessment results to identify strengths and rem-edy weaknesses?4.4: Is there evidence that parents will be encouraged to play a significant part in their children’s education? Will their views be sought on important issues? Has the applicant thought about effective ways to communi-cate with parents and respond to their concerns?See also DSIB Quality Indicators 3.1 – Teaching for effective learning; 3.2 – Quality of students’ learning; 3.3 – Assessment; 6.3 – Partnership with parents and the community

Part 5: Behaviour and attendance

5.1 Student attitude and school behaviour policy

Describe how the school will promote and encourage positive behaviour among students. Describe the

proposed strategies for developing interest, confidence and engagement among them.

Briefly summarise the school’s approach to maintaining discipline and dealing with poor behaviour, including

its policy for excluding students.

5.2 Attendance

Provide a statement of the school’s policy for ensuring high attendance and good punctuality. This should

make clear the practical strategies the school will employ


5.1: Does the policy extend beyond a regime of disciplinary measures and sanctions? Does it propose how the school will encourage positive behaviour?5.2: Is there evidence that the applicant has thought about the practicalities of monitoring and encouraging high attendance rates and good punctuality among students?See also DSIB Quality Indicator 5.2 – Quality of support


Part 6: Student services

6.1 Counselling

Please describe what support will be available to students who experience personal problems. Explain how

and by whom the support will be provided.

6.2 Career guidance

Please describe what advice and guidance will be available to students at different ages to prepare them

for the next stage in their education and employment. Explain when, how and by whom the advice and

guidance will be provided.

6.3 Student safety4

Please describe the arrangements for ensuring that students are kept safe at all times while on school

premises. Include the school’s approach to the assessment of risk and the maintenance of buildings, facilities

and equipment.

6.4 Food5

Please specify what food will be available for students while they are in school during recesses and lunch

breaks.

6.5 Health6

Please describe the medical services that will be available to students and how and by whom they will be

provided.


6.1/6.2: Will first-line health and counselling services be provided by suitably qualified people?6.3: Is it clear that the applicant is aware of the importance of career and education guidance, particularly for older students?6.4: Does the proposed school have a comprehensive approach to ensuring the safety and security of students?6.5: How well do these proposals fit with what the applicant says about promoting the health of the students?See also DSIB Quality Indicator 5.1 – Health and safety

4 Check Dubai Civil Defence standards of school building safety - http://dcd.gov.ae/

5 Check Dubai Municipality standards for food - http://www.dm.gov.ae

6 Check Dubai Health Authority standards for medical services in schools - http://www.dha.gov.ae


Part 7: Human resources

7.1 Governance structure

Please describe the proposed school’s governing board or advisory group, its membership and pattern

of meetings. Explain the extent to which you expect the local community to play a part in the school’s

governance. What kinds of links do you hope to establish to enlist the support of the local community in the

work of the school?

Please describe the anticipated working relationship and division of responsibilities between the governing

entity and the school’s professional leadership.

7.2 School management

Please provide an organisational chart to show lines of reporting and accountability among the school’s

professional leaders and leading administrative staff. The chart and its accompanying text should explain

the responsibilities associated with each senior post.

Please explain the role of the school’s shareholders in relation to the management of the school and the

plan for their involvement.

7.3 Teachers

Assuming the target for student enrollment is reached in the first year of the school’s operation, please

indicate the number of teaching posts, their responsibilities and workloads, using a table as follows:

Post (e.g. Teacher of science)Grades taught

Any additional responsibility (e.g.subject leader)

Teaching hours per

week

Qualificationsrequired


7.4 Administrative and other staff

Assuming the target for student enrollment is reached in the first year of the school’s operation, please list

the job titles and number of all school employees other than teachers, using a table as follows:

Post Key responsibilities Hours per week

7.5 Recruiting and hiring

Please give a brief outline of how the school will recruit, review, and make staff hiring decisions.

You should include a timeline for your proposed recruitment programme.

You should describe who in the school will be involved in the recruiting and hiring process and who will

possess hiring authority.

7.6 Performance evaluation

Describe briefly the school’s approach to performance evaluation, including policies for managing poor

performance.

If applicable, describe how the analysis of student performance data will be incorporated into the evaluation

of teachers’ performance.

7.7 Professional development

Describe your proposed arrangements for the induction of new staff; how the school will identify the

professional learning needs of school leaders, teachers and other staff and how it will provide training and

other development opportunities in response.


7.8 Remuneration and allowances

Provide a breakdown of the anticipated salary range for each type of post. Please describe any bonus or

incentive plan for school leaders, teachers and other staff.


7.1: Will the proposed governing body include representatives of parents and others with a legitimate interest in the work of the school? Are the responsibilities of the governing body expressed clearly?7.2: Do the senior staff have clear and distinct responsibilities and accountabilities?7.3/7.4: Do the proposed staff lists indicate that the full curriculum and range of student services will be de-livered by suitably qualified people?7.5: Is the recruitment plan likely to prove feasible in relation to the schedule for opening the school? 7.6: Does the recruitment strategy ensure that 100% of recruitment is done externally? 7.7: Is there evidence that the applicant has considered the practicalities of managing the performance of the staff? How do these proposals match with the plans for school self-evaluation (Part 2)?7.8: Do the proposals demonstrate commitment to promoting the professional development of the staff?7.9: Consider the practicality of these proposals against the financial plan (Part 8).

See also DSIB Quality Indicators 6.4 – Governance; 6.5 – Staffing, facilities and resources

Part 8: Financial planThe financial plan estimates the cost of the resources necessary to achieve the substance of the Academic Plan.

The financial plan should include a statement of financial policies and procedures, a start-up budget and a

three-year operational budget.

The financial plan can be developed and presented in any format.

8.1 Financial policies and procedures

Please provide a brief statement.

8.2 Breakdown of fees

Please provide a table of all fees required from parents

8.3 Start-up budget

Please provide an estimate of the school’s start-up budget.

8.4 Operational Budget

Please provide an estimate of the school’s operational budget for a three-year period. It should include

enrolment data and estimated profit/loss statements. Include a list of all assumptions used in these

calculations, such as fee revenue, salary estimates, borrowing costs, etc.


8.5 Financial Surplus

Describe how financial surpluses will be managed and distributed.


Has the applicant provided evidence of competence in managing financial issues, income and expenditure? Specifically:Is there a target for an operating surplus to be generated to meet future capital costs?Will there be sufficient checks and balances to properly account for income and expenditure?Does the school have a marketing plan designed to maintain or increase student numbers?Do the proposed fees reflect market conditions and the need to generate a surplus sufficient for future devel-opment?Where applicable, does the school have proper procedures for the award of scholarships and bursaries?Is there a clear parental contract that sets out when and how fees are to be paid?Are there adequate debt control procedures?Is future capital expenditure clearly set out in the plan?Will sufficient resources be devoted to planned and day-to-day maintenance of the school?

Suggestions for appendices

The following are examples of types of additional information that might usefully be attached as appendices.

It is not an exhaustive list.

Please include any information that you think will significantly strengthen your application by explaining

and elaborating aspects of your Academic Plan.Job descriptions for the principal and other senior academic and administrative staff

• Supporting curriculum documents

• Examples of school policies

• Examples of school/parent agreements or contracts

• Construction phases and opening dates

• Construction cost estimates, including dimensions, classroom spaces, special-use areas etc.

• Projections to support statements in the Financial Plan

• Letters of support from business and / or government agencies

• If the applicant has an existing school in the UAE or elsewhere, please provide reports on their quality performance.


In search of good education

Section BHow We Evaluate Proposals


Section B: How we evaluate proposals

Part 1: Principles

KHDA employs four key principles in the evaluation of every proposal to open a new school:

1. Rigour. It is essential that consistent international standards of quality in school provision are maintained in Dubai in order to secure optimum outcomes for students. We therefore apply a scrupulous process for the evaluation of proposals to open new schools.

2. Simplicity. Our procedures for processing applications are straightforward and transparent. We take all reasonable steps to ensure that individuals and organisations are easily able to understand them and respond appropriately to their requirements.

3. Differentiation. All applications, irrespective of their origin, are treated equally, but not all are of equal quality. We therefore include a ‘fast track’ facility, which minimises the length of time required for reviewing and determining the success of excellent applications.

4. A developmental process. Evaluation procedures should not raise unnecessary barriers to obtaining a permit to open a school. Rather, they should actively assist applicants to submit proposals of the highest quality of which they are capable. We therefore give developmental feedback on applications, with sufficient time for applicants to digest it and use it to improve subsequent drafts.

Part 2: Process

Applicants are required to start the process of finding land as soon as they have informed KHDA of their plans

to open a school. Potential schools can acquire land from two sources – private and government landlords,

detailed below.

1. Knowledge Fund

• Website: www.kf.gov.ae

• Email: [email protected]

• Phone number: +971 4 4338401


2. WASL & Dubai Real Estate Corporation

• Website: www.wasl.ae

• Email: [email protected] or [email protected]

• Phone number: +971 4 3986666

3. Free Zones authorities (e.g. Dubai Technology and Media Free Zone, Dubai Silicon Oasis, Emaar, Dubai

Health Care City, Dubai Industrial City and Dubai International Financial Centre.)

Upon reserving the plot of land from the concerned entity, the applicant may submit the Academic Plan

to KHDA. KHDA will contact each applicant by email to acknowledge receipt of the Academic Plan and to

detail any further information and/or documents we may require before we can evaluate the plan. If the

application meets all requirements the applicant will be asked to pay due fees, the receipt of which will

mark the start of the process.

Within ten working days, KHDA will provide the applicant with email feedback on the quality of the Academic

Plan, and advise where the applicant is expected to make required modifications.

KHDA will arrange a face-to-face meeting with the applicant at a mutually convenient time. At the meeting,

applicants will be able to present the changes as recommended by KHDA and to answer queries and justify

and/or clarify rationale.

Within ten (10) working days of the meeting, we will inform the applicant in writing about the next steps

in the procedure. The process of evaluating the academic plan will take approximately (30) working days

from the date of sending the acknowledgement email to the applicant. Successful applicants will receive an

initial approval7. Unsuccessful applicants may apply again within a time frame most appropriate to them.

7 Initial approval is valid for a period of 60 days and is not renewable. It is expected from the applicant to submit specific legal documents.


Part 3: Criteria

KHDA employs the following criteria in evaluating Academic Plans:

1. Overall educational quality

Evaluators consider the quality of the information provided in each part of the Academic Plan. They do so

with the Quality Indicators employed by the Dubai Schools Inspection Bureau (DSIB) in mind, in particular:

• The quality of teaching and learning

• How well the curriculum meets the educational needs of all students

• How well the school protects and supports students

• The effectiveness of the leadership and management of the school

• The effectiveness of the school overall

Approval is given to plans that KHDA considers capable of producing schools whose potential overall

effectiveness is likely to be rated ‘Good’ by DSIB, using the four-point scale:

4 – Outstanding

3 – Good

2 – Acceptable

1 – Unsatisfactory


2. Clarity and conciseness

• Is the plan well organised with clear numbering, bullets, paragraphs, headings etc. to guide the reader?

• Does the plan use plain language to make points precisely, with relevant details and suitable examples to illustrate key points?

• Where tables and diagrams are included, are they clear and fit for their purpose?

• Is the plan concise, with about the right length and balance between subsections, without unnecessary elaboration?

3. Coherence

• Are the subsections coherently aligned with each other and with the school’s mission, so that the implications of one section are properly addressed in other connected sections?

4. Compliance

• Does the plan comply with the letter and the spirit of the requirements in the Guide to Preparing an Academic Plan?

Once KHDA has approved the Academic Plan for a new school, applicants will be asked to provide further

detailed information about their organisation and proposal. This process is described at

http://newschool.khda.gov.ae/en/


KHDA evaluators will complete the following chart with respect to each application:

Academic Plan

Grade 4 Grade 3 Grade 2 Grade 1Required improvement to the plan

This aspectof the plan is fully satisfactory inall importantrespects andrequires nofurther development

This aspectof the plan is broadly satisfactorybut wouldbenefit fromfurther development in one or two re-spects

This aspect of the plan requires further development in some significant respects

This aspect of the planfalls wellshort of satisfyingthe criteriain severalsignificantrespects

Overview of the Academic Plan

Mission, rationale and QA

Curriculum

Teaching, learningand assessment

Behaviour andattendance

Student services

Human resources

Financial plan

Clarity and conciseness

Coherence

Compliance

Overall grade and recommendation

Fullysatisfactory

Broadlysatisfactory but requires improvement in one or two respects

Requires improvement in some significant respects

Unsatisfactoryin several significant respects

Academic PlanElements

Rating scale


Section CExtracts from examplesof successful applications


Section C: Extracts from examples of successful applications

These extracts have been taken from applications that have been approved by KHDA in the recent past.

In every case, the extracts represent only a part of the text submitted in each particular section of the proposal.

They are intended as guides to help new applicants understand the nature of the information required and

to indicate appropriate styles of presentation. They should not be regarded as models for imitation.

Extract 1: School mission

The school takes its strength from the very best of British education. The expertise of our highly qualified

teaching staff, combined with the support of advanced information and communication technology, provides

a centre of educational distinction.

The school will be a centre of excellence from pre-school to 6th form with opportunities for adult learning

outside of school hours. Students will pursue a curriculum that offers social, cultural and global awareness

as well as the highest of academic standards with options in the secondary phase for a range of British

qualifications.

The school is designed to service the community and its eve- changing needs and technological growth. A low

student / teacher ratio, excellent staff and infrastructure, combined with professional training programmes

will ensure up to the minute expertise and excellence in teaching and learning.

The school will be tailor-made for modern Dubai, serving the needs of the local population and ever increasing

expatriate population, whilst offering a relevant and appropriate education to the local population via Arabic

language and social studies with advanced study options.

The school will be one of the first schools in the Emirate to fully integrate, via its personalised learning

programme, students with moderate learning difficulties in a faculty based setting.

Special educational needs consultancy and advice will be integral to the services offered by the school.

Where innate talent has been identified there will be fast-track learning for gifted and talented students.


The school will nurture young adults who:

• Are interested in people and are able to work with and communicate with a broad range of their fellow men and women

• Have open and enquiring minds and can observe and reflect critically upon what they see

• Are thoughtful, sensitive and perceptive, interested and enthusiastic learners with confident linguistic skills, numeracy, logical reasoning and a global perspective on life.

Extract 2: Curriculum

Introductory statement

The school will meet the ever-changing needs of its learners, both local and expatriate. It will be a learning

community at every level, in touch with the needs of its population (including teachers) and ready to

embrace continued development as a necessary process to remain effective in an ever changing and rapidly

progressing society.

The school will offer Foundation Stage and primary curricula based on the English National Curriculum and

at secondary level IGCSE and A-Level programmes. In tandem with local commerce the school will also offer

vocational training programmes such as GNVQ, which directly link qualifications to a career path and the

new IB vocational courses.

The school aims to offer a breadth of education and qualifications to cater for the needs of students at every

level, encouraging the pursuit of excellence in higher education at both local and international institutions.

Statutory requirements

The school will promote inter-cultural awareness at every opportunity. The full required Arabic language,

Islamic and Cultural Studies Programme will be available as an option for any student. Otherwise students

will study the Arabic and Social Studies Programme for students in Foreign and Private Schools as stated in

law. Studies in Arabic language and culture will extend into local cultural centres and places of historical and

geographical interest and exchange programmes in the arts and music.

Extra-curricular provision

A Senior Teacher will be appointed to coordinate all extra-curricular activities, working closely with Physical

Education and Arts staff to organise core activities such as Sport and Music. Opportunities will be made for

staff to work in different phases in the school to that in which they normally teach.


Competitive sports teams, the School Orchestra, Debating Society and such like will be selected from students

committed to extra-curricular training. Relationships with external providers will develop skiing, golf and

sailing.

Students will have a voice and the opportunity to make representations to the school management via their

own elected School Council.

Performance will be central to the extra-curricular programme of the school, whether in the sports stadium,

swimming pool or school theatre.

For those students with alternative interests, opportunities outside of the curriculum will be made for in-

depth research into a science project of interest or a design concept.

Artists, scholars, writers, musicians and sportsmen/ women in residence will be key to the work of the

school. It is envisaged that they will fully participate in the extra-curricular programmes of the school during

the periods that they are resident, offering demonstrations, master-classes, training, workshops, exhibitions

and performances. These will also be open to parents on occasions.

Extract 3: Supporting the needs of individual students

All children requiring learning support for any reason will follow an Individual Education Plan (IEP). The

advice of consultants and external agencies will be translated into targets for teaching and learning in the

IEP.

Additional Learning Support will feature strongly in the annual Staff Development and Training Programme.

It will involve input from Specialist and Support Staff within the School and highlight exemplary teaching and

expertise, for example of working with children who are identified as dyslexic. Presentations and workshops

at tutor and faculty levels will ensure strengthening of the whole school approach and ethos with regard to

special educational needs. Whole staff conferences will feature invited Consultant Specialists.

This will be supported in the secondary sector by a distinctive tutorial based teaching programme that

incorporates innovative personal use of ICT to enhance learning. The very nature of Personalised Learning

will ensure that the curriculum is inclusive for pupils who have moderate learning difficulties and those who

require fast t rack accelerated learning in particular areas of the curriculum.

Additional classes and small group tutorials in a purpose designed and language laboratory will, according

to the students’ ages and aptitudes, be available to those children who require English Language Support.

These will be coupled with support and advice for parents who may not have English as their first language,

so that all lines of communication with the school remain open.


Extract 4: Reporting to and consulting parents

Open communication with parents is central to the philosophy of the school community.

Parents will have the opportunity to regularly keep up to date with student academic progress and

contribute to school life via regular curriculum vitae reviews where students’ personal targets and progress

are discussed.

Termly parent and staff meetings will outline expectations and work programmes for the term ahead.

A monthly school newsletter will celebrate successes throughout the school and inform parents of future

events.

Regular workshops will be held for parents on developments in teaching and learning and how they might

help at home.

The school web-site and learning Portal will be a constant and up to date source of information about all

aspects of school life for parents.

Direct lines of communication to personal tutors will be available via the Learning Portal.

Homework expectations will be available via the Learning Portal.

Once the school is fully established a Parents Association will support the work of the school and arrange

fund raising, charity and social events.

Elected parent representatives will be members of the school Board.

Extract 5: Governance structure

The Governing Body will be responsible for protecting and ensuring the continued existence and future

development of the school. It will establish basic policies working closely with the Heads of School. The

Governing Body will delegate the day-to-day running of the school to the Heads of School, who will ensure

that approved policies and strategic programmes are adhered to.

All members of the Governing Body will be hold office at the discretion of the majority of members. The

Governing Body will have a minimum of six and a maximum of twelve members at any one time.

Members will be elected teachers, parents, representatives of the parent company and responsible persons

in the community, chosen on the basis of experience, reputation, integrity and interest in education and

school welfare.


Governors, who do not at tend three consecutive regular Governors meetings, will be considered as having

resigned, unless the Governing Body determines that absences occurred for justifiable reasons.

The only members of the Governing Body who serve fixed terms of office are the parent governors nominated

by the parent body, the teacher representatives, elected by staff and any co-opted governors.

It is the responsibility of Governors to declare to the Governing Body any circumstances that could involve

a conflict of interest.

Extract 6: School management

Organisational chart for the Primary School

Documents

Opening a School in Dubai - حكومة دبي | هيئة المعرفة و ... Plan Guide 7 Section A: The Academic Plan All Academic Plans should be submitted in Arabic and/or English