The governance of the national curriculum protects 6 fundamental student rights within the classroom

Educators confirmed that the decision to govern the national curriculum, which was recently issued by the UAE government, goes beyond being an administrative measure, to constitute an actual umbrella of protection for six fundamental rights of the student within the classroom, including the right to academic stability, high-quality education, fair assessment, equal educational opportunities, the presence of national identity in education, and a safe and balanced educational environment.

They told Emirates Al-Youm that with the start of implementing governance frameworks in schools, adherence to national content was no longer a regulatory option or a general trend, but rather turned into binding legislation subject to oversight within the classroom.

In detail, the UAE government issued a federal decree law regarding the governance of the national educational curriculum, which establishes, for the first time in the UAE, an integrated legislative framework that regulates the process of designing, adopting, implementing and reviewing the national educational curriculum, and establishes a comprehensive governance system that defines the roles and responsibilities of the relevant federal and local authorities, ensuring integration, effective coordination, transparency, accountability, and community participation in the development of education.

The decree law aims to regulate the adoption of elements of the national educational curriculum within a framework that balances stability and flexibility in response to future changes and the needs of society and the labor market, and ensures that any updates are made according to a clear and thoughtful methodology in a way that enhances the quality of the content of the national educational curriculum, raises the competitiveness of the education sector, and contributes to preparing generations capable of effective integration into society and the economy locally and internationally.

Various groups in the educational field confirmed to Emirates Al-Youm that the governance of the national curriculum is a binding framework that regulates classroom practice and enhances schools’ accountability for the quality of national content and the depth of its presence in the classroom, ensuring the stability of the student’s educational experience and protecting his right to a balanced education that combines global requirements and national specificity, within a more just and transparent educational environment.

Educational expert Noura Saif Al Muhairi said that the student is the primary beneficiary of implementing the governance of the national curriculum, stressing that the absence of controlling frameworks in the past led to tangible knowledge gaps, especially when students moved between schools with different curricula.

She explained that governance contributes to achieving academic stability for the student, by ensuring a clear and coherent sequence of knowledge, especially in subjects related to national identity and values, which enhances the stability of concepts and reduces educational fragmentation across the academic levels.

She added that this stability is not only reflected in academic achievement, but extends to building balanced awareness among the student, combining openness to global knowledge and adherence to national foundations, noting that clarity of frameworks and standards limits individual efforts within the classroom, enhances student confidence in the educational system, and dedicates the school as a safe and supportive environment for sustainable learning.

Educator Dr. Faris Al-Jabour confirmed that the governance of the national curriculum represents a pivotal step in controlling the quality of education within the classroom, as it moves the educational process from the circle of individual efforts to adherence to clear and unified standards that guarantee unity of vision and equal opportunities among students, regardless of the difference in schools or applied curricula.

Educator Khaled Abdel Hamid said that the most prominent impact of this governance lies in protecting the student from cognitive fluctuation, especially in subjects related to identity and values, as it ensures a balanced educational sequence that enhances deep understanding rather than memorization, and gives the student a higher degree of academic stability across the different academic stages.

Educator Reham Abdel Rahman Qabbani stressed that the governance of the national curriculum contributes to enhancing the fairness of evaluation and accountability within the classroom, which reflects positively on the student’s confidence in the educational system, and helps in building a safe and fair educational environment that prepares the learner to be open to the world without compromising his national privacy.

Teacher Ibrahim Qabbani believed that the governance of the national curriculum gave the teacher a clear framework for managing the lesson within the classroom, and limited individual efforts in explaining the content and evaluating students, which helped unify the basic concepts and ensure their fairness among all students.

He stressed that the student has become more aware of what is expected of him in the classroom, and more stable in receiving knowledge, as the clarity of goals and sequence of content has enhanced classroom interaction, raising the level of understanding rather than memorization, in a more balanced and equitable educational environment.

Parents of Maitha Abdullah, Hamdan Al Ali, Mubarak Al Balushi, and Muhammad Murad said that the governance of the national curriculum reflects positively on their children’s stability within the classroom, as the content has become clearer and more sequential, which has reduced the state of dispersion that used to appear when moving between schools or different teaching methods.

They stressed that the clarity of the standards contributed to enhancing their confidence in the school and in the evaluation mechanisms, especially in subjects related to national identity and values, noting that governance gives their children a safer and more equitable educational environment, and balances academic achievement and character building.

Students studying in the secondary stage, Youssef Amr, Maysaa bin Hamdan, and Khaled Abdullah Al-Mulla, said that the governance of the national curriculum makes the lessons more organized and clear within the classroom, as concepts are presented in a logical sequence from one class to another, without repetition or conflict between subjects, which helps us follow the explanation without confusion, and participate in class discussions with confidence and true understanding.

They pointed out that the presence of national identity in lessons is no longer theoretical slogans, but rather concepts that they live and apply in classroom activities and daily dialogues.