educational policy of UAE
Individual academic essay should clearly show an analysis of a local educational policy of UAE, incorporating an international and theoretical perspective. The reader should be able to see that you have conducted your own research and that you clearly understand the content. The reader should learn from your essay. Regarding topics, you may cover one of the following areas:
• Analyse local policy development and implementation in reference to educational policy literature focusing on the Arab Gulf Countries.

• Categorize, analyse and critique historical and contextual changes in the development, application and uses of education policy in the UAE.

• Examine the different perspectives on the role and function of policy in the UAE.

• Explain the intended and unintended effects of policy implementation on educators, students, parents and educational leaders in reference to local and international exemplars.

• Identify and analyse local and global trends in educational policy development and implementation.

Marking Criteria for Academic Essay
(A) 93/above
(A-) 90/93 (B+) 87-90
(B) 83-87
(B-) 80 – 83 (C+) 75-80
(C) 70-75 (F) below 70

Grading At least a B grade plus the following: At least C grade plus the following: At least C grade plus the following: Meets all or almost all of the criteria Fails to meet many or most of the criteria below.
Overall criteria by which your assignment will be marked
Clear evidence of excellence and originality in both internal coherence criteria and majority of content criteria with outstanding academic style Clear evidence of excellence and originality in most of the internal coherence criteria and high-quality
academic style Demonstrates clear evidence of a deep understanding of content, strong internal coherence of the policy analysis, and appropriate academic style Exhibits a satisfactory grasp of the criteria for internal coherence and content Little evidence of meeting criteria, and/or inadequate grasp of internal coherence or content
1. Internal coherence (50%)

Evidence of construction of a coherent and compelling analysis i.e.: one that is logically structured and supported by reference to previous research, personal experience and theory Excellent ?
Original ?
High Standard ?
Original ?
Construction of coherent, logical and critical analysis supported by some evidence, personal experience and theory Not done, or little evidence of logical structuring or analysis development and use of evidence
Evidence of critical analysis and evaluation of an identified policy in relation to theory, previous research and personal experience Excellent ?
Original ?
High Standard ?
Original ?
Evidence of some critical analysis of policy and evaluation of relevant issues related to own experience, research and theory Not done, or little evidence of understanding
2. Content (30%)

Demonstrates understanding of the key features of the policy issue/s Excellent ?
Original ?
High Standard ?
Original ?
Some key features and dilemmas of policy issues are identified Not done, or little evidence of understanding
Shows understanding of the intended and unintended effects of educational policy and the possible gaps between policy decisions and implementation Excellent ?
Original ?
High Standard ?
Original ?
Discussion of policy includes reference to relevant issues and interconnections between curriculum, assessment and policy. Not done, or little evidence of understanding
Evidence of reading and use of relevant sources Extensive use of additional relevant readings and other sources in ways that extend the field of knowledge presented in the course materials Strong use of additional relevant readings and other sources in ways that extend the field of knowledge presented in the course materials Evidence of some use of additional relevant readings and other sources in ways that extend the field of knowledge presented in the course materials No use of additional relevant readings and other sources in ways that extend the field of knowledge presented in the course materials
3. Style (15%)

Evidence of attention to protocols of academic writing in this field Excellent ?
High Standard ?
Achieved ? Not done, or done with little understanding
Correct spelling, grammar, sentence construction Excellent ?
High Standard ?
Achieved ? Not done, or frequent errors
Readability Excellent ?
High Standard ?

Achieved ? Not done, or poorly presented in terms of readability
4. Bibliography & referencing (5%)

Coherent and correct use of appropriate forms of academic citation Excellent ? High Standard ?
Achieved ?
Not included Not done, or inappropriately done
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