---
title: "Aqdar"
type: "pdf"
year: "2019"
canonical: "/projects/362"
---

# Summary 

Due to the spread of many wrong and unacceptable behaviors in the community in general, and in schools in specific, such as knives, fight, sexual harassment, negative and laziness, underachievement and others. These issues were identified mostly by schools, parents and the wider community. As we don't want to reach to the state of addiction, criminality, terrorism and fraud, many leading, ambitious, successful, leading and effective initiatives where launched in the UAE by different parties, but they are limited in scope and does not speak the language of the young people. Minister of Interior Office (MIO) has coordinated with different stakeholders and the community to strength national identity, instill loyalty, build a conscious generation and stable family and self-immune generation. The vision is to build "youthful and student generations" that have an inclusive awareness, self-empowerment, meeting the challenges of the present and future, and hence the importance of this program in working to enhance the role of youth and enable them to create and innovation in this field to serve the UAE community. MOI launched Khalifa empowerment program (Aqdar) to achieve this vision and to cover the whole UAE.

The program is using different means, which are To Do, To Show and To Tell. Twenty mechanisms and means are used to deliver awareness massages and learning topics to students, including: Military Training, Awareness Exhibitions, Virtual atmosphere (model villages), Field visits, Toys, gifts, School theater, Traffic Scout, Karate training for girls, student researches, Touch Screens, Brochures and flyers, Awareness messages, website, Cartoon characters, magazine, Awareness movies, lectures, Forums and symposiums, training courses, Free Atelier, competitions, animated videos and short movie clips, interactive magazine, social media campaign and educational video games. The program covered all schools in the UAE and the results were effective. More than 25.5 million benefited from the program.

# Table of Contents

- [Summary](#summary)
- [Questions](#questions)
- [Initiative Questions](#initiative-questions)
- [Initiative Evaluation](#initiative-evaluation)
- [Lessons Learned](#lessons-learned)
- [Electronic Awareness Games](#electronic-awareness-games)
- [**The General Situation in Schools**](#the-general-situation-in-schools)
    - [**... We don't want to reach**](#we-dont-want-to-reach)
- [**We need more than Awareness, we need ...**](#we-need-more-than-awareness-we-need)
- [Initiatives](#initiatives)
- [Initiatives](#initiatives)
- [**... But**](#but)
- [Situation](#situation)
  - [Organization 1](#organization-1)
  - [Organization 2](#organization-2)
  - [Ministry 1](#ministry-1)
  - [Ministry 2](#ministry-2)
  - [Organization 2](#organization-2)
  - [Ministry 1](#ministry-1)
  - [Organizations & Ministries](#organizations-ministries)
  - [Schools, Universities & Youth Centers](#schools-universities-youth-centers)
  - [Achieve goals](#achieve-goals)
- [**National Program of Student Awareness**](#national-program-of-student-awareness)
- [Learning Means](#learning-means)
  - [To Tell](#to-tell)
  - [To Show](#to-show)
  - [To Do](#to-do)
- [**Awareness Games Objectives**](#awareness-games-objectives)
  - [**Development Cycle**](#development-cycle)
  - [**Development Cycle**](#development-cycle)
- [Participation](#participation)
  - [Sponsors](#sponsors)
    - [Public Sector Partners](#public-sector-partners)
    - [DUBAI](#dubai)
- [**Awareness Games (examples)**](#awareness-games-examples)
- [**Theme Park** | **Camel Racing**](#theme-park-camel-racing)
- [**Knowledge city (awareness topics)**](#knowledge-city-awareness-topics)
- [Example Results](#example-results)
- [Games Results](#games-results)
  - [4.2](#42)
  - [5. 173](#5-173)
  - [6. 173](#6-173)
  - [7. 173](#7-173)
  - [8. 173](#8-173)
  - [9. 173](#9-173)
  - [10. 173](#10-173)
  - [11. 173](#11-173)
  - [12. 173](#12-173)
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  - [14. 173](#14-173)
  - [15. 173](#15-173)
  - [16. 173](#16-173)
  - [17. 173](#17-173)
  - [18. 173](#18-173)
  - [19. 173](#19-173)
  - [1.365 total](#1365-total)
  - [1.400](#1400)
  - [1.400](#1400)
  - [1.400](#1400)
  - [1.400](#1400)
  - [1.400](#1400)
  - [Customer Ratings](#customer-ratings)
    - [Current Version:](#current-version)
    - [All Versions:](#all-versions)
    - [10:00 etinalat ♥ 10:59](#1000-etinalat-1059)
    - [10:59 Search](#1059-search)
  - [1. 1731 Ratings](#1-1731-ratings)
  - [2. 1731](#2-1731)
  - [3. 1731](#3-1731)
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- [Results](#results)
  - [Level 4 Results](#level-4-results)
  - [Level 3 Behavior](#level-3-behavior)
  - [Level 2 Learning](#level-2-learning)
  - [Level 1 Users Reaction](#level-1-users-reaction)
  - [Level 3 Behavior](#level-3-behavior)
  - [Level 2 Learning](#level-2-learning)
- [**News Headlines**](#news-headlines)
  - [**New gaming app to combat crime in UAE**](#new-gaming-app-to-combat-crime-in-uae)
  - [**UAE virtual game to foster positive values in children**](#uae-virtual-game-to-foster-positive-values-in-children)
- [**Knowledge city (example of a games) (awareness topics)**](#knowledge-city-example-of-a-games-awareness-topics)
- [Khalifa Empowerment Program for Students](#khalifa-empowerment-program-for-students)
  - [Non-Negotiable Copy](#non-negotiable-copy)
- [Index](#index)
  - [Introduction](#introduction)
- [**aqdar 8**](#aqdar-8)
  - [Vision:](#vision)
  - [Mission:](#mission)
  - [Values:](#values)
  - [General Objectives:](#general-objectives)
  - [Objectives of the Empowerment Program Document:](#objectives-of-the-empowerment-program-document)
- [Concerns of Khalifa Empowerment Program for Students' Document](#concerns-of-khalifa-empowerment-program-for-students-document)
- [Main Concerns of the Program](#main-concerns-of-the-program)
- [General Standards of the Program's Concerns](#general-standards-of-the-programs-concerns)
  - [First: Standards of Personal Skills](#first-standards-of-personal-skills)
  - [Second: Standards of National Awareness](#second-standards-of-national-awareness)
  - [Third: Standards of Health and Safety](#third-standards-of-health-and-safety)
  - [Fourth: Standards of Crime Prevention](#fourth-standards-of-crime-prevention)
- [Standards and Learning Outcomes of the](#standards-and-learning-outcomes-of-the)
  - [Program's Concerns](#programs-concerns)
- [2021](#2021)
  - [برنامه ذی‌فیظی لتمکین الکسلاب - الإمارات](#برنامه-ذیفیظی-لتمکین-الکسلاب-الإمارات)
- [Secondary Education (Tenth Grade)](#secondary-education-tenth-grade)
- [Matrix of the Program's Concerns](#matrix-of-the-programs-concerns)
  - [Topics and Items](#topics-and-items)
- [400 aqdar](#400-aqdar)
- [1159](#1159)
- [The End With The Grace of Allah](#the-end-with-the-grace-of-allah)
- [aqdar](#aqdar)
  - [![img-79.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-79.jpeg)](#img-79jpeghttpspopdatasetsblobcorewindowsnetpopdatasetmdimgs19-09_dubai_aqdarimg-79jpeg)
- [11](#11)
- [![img-82.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-82.jpeg)](#img-82jpeghttpspopdatasetsblobcorewindowsnetpopdatasetmdimgs19-09_dubai_aqdarimg-82jpeg)
  - [نبذة عن البـادرة:](#نبذة-عن-البـادرة)
    - [**الرئب**](#الرئب)
    - [**الرسالة**](#الرسالة)
    - [**الاهداف:**](#الاهداف)
- [الطـرّ والوسائل المستخدـمة:](#الطـر-والوسائل-المستخدـمة)
  - [الشـــــكاو:](#الشـــــكاو)
- [2020](#2020)
  - [التوعية باستخدام ألعاب الفيديو](#التوعية-باستخدام-ألعاب-الفيديو)
    - [**الرعية الإلكترونية (E-Awareness)**](#الرعية-الإلكترونية-e-awareness)
    - [**لصية سـياق البداير**](#لصية-سـياق-البداير)
- [899](#899)
  - [نسبة اللمـايم (ريـاضـة سبـائ اللـدراجات والسبـارات)](#نسبة-اللمـايم-ريـاضـة-سبـائ-اللـدراجات-والسبـارات)
  - [فكرة اللعبة :](#فكرة-اللعبة)
  - [الأهداف التربوية](#الأهداف-التربوية)
    - [**التعليمات والعارف:**](#التعليمات-والعارف)
    - [**المسلمين وتدريبهم:**](#المسلمين-وتدريبهم)
- [**لعبة سِياق الشجن**](#لعبة-سياق-الشجن)
- [تعيـة سـياق الهجــن](#تعيـة-سـياق-الهجــن)
- [الهدف العام من اللعينة:](#الهدف-العام-من-اللعينة)
- [لعبة مدينة أقدر الذكية](#لعبة-مدينة-أقدر-الذكية)
  - [الأهداف التربوية:](#الأهداف-التربوية)
  - [المعلومات والمعارف:](#المعلومات-والمعارف)
    - [**المساهمين التربويين**](#المساهمين-التربويين)
- [1999](#1999)
  - [لعبة مدينة الملاهي :](#لعبة-مدينة-الملاهي)
  - [فكرة اللعبة :](#فكرة-اللعبة)
  - [الأهداف التربوية :](#الأهداف-التربوية)
  - [المضامين التربوية :](#المضامين-التربوية)
- [![img-121.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-121.jpeg)](#img-121jpeghttpspopdatasetsblobcorewindowsnetpopdatasetmdimgs19-09_dubai_aqdarimg-121jpeg)
- [DAY ONE](#day-one)
  - [Opening Ceremony](#opening-ceremony)
  - [Conference Program](#conference-program)
- [Conference Program](#conference-program)
- [DAY TWO](#day-two)
  - [Conference Program](#conference-program)
- [Conference Program](#conference-program)
- [The e-safe school initiative in UAE, a nationwide online safeguarding framework](#the-e-safe-school-initiative-in-uae-a-nationwide-online-safeguarding-framework)
- [U.A.E ...](#uae)
- [UAE, 45 years ago....](#uae-45-years-ago)
- [Background](#background)
- [Internet Stats](#internet-stats)
- [Current situation](#current-situation)
- [**from where we should start??**](#from-where-we-should-start)
- [Our aim](#our-aim)
- [How did UAE provide a Safe Online life for it's children?](#how-did-uae-provide-a-safe-online-life-for-its-children)
- [Legislations and Policies](#legislations-and-policies)
- [Local Partnerships](#local-partnerships)
- [Initiatives and Programs](#initiatives-and-programs)
- [Global presence and partnerships](#global-presence-and-partnerships)
- [aqdar J2_SI](#aqdar-j2_si)
- [AQDAR Pillars](#aqdar-pillars)
- [Learning Styles](#learning-styles)
  - [To Tell](#to-tell)
  - [To Show](#to-show)
  - [To Do](#to-do)
- [**Partnerships**](#partnerships)
    - [**Academic**](#academic)
    - [**Law enforcement**](#law-enforcement)
    - [**Family and Youth Programs**](#family-and-youth-programs)
- [Signing MOUs with partners](#signing-mous-with-partners)
- [AQDAR's Links to the SUSTAINABLE DEVELOPMENT GOALS](#aqdars-links-to-the-sustainable-development-goals)
- [The Link between AQDAR and SDG](#the-link-between-aqdar-and-sdg)
- [SUSTAINABLE DEVELOPMENT GOALS (SDGS)](#sustainable-development-goals-sdgs)
- [Ensure Healthy Lives And Promote Well-being For All](#ensure-healthy-lives-and-promote-well-being-for-all)
- [Ensure Inclusive And Equitable Quality Education And Promote Lifelong Learning Opportunities For All](#ensure-inclusive-and-equitable-quality-education-and-promote-lifelong-learning-opportunities-for-all)
- [Achieve Gender Equality And Empower All Women And Girls](#achieve-gender-equality-and-empower-all-women-and-girls)
- [**Build Resilient Infrastructure, Promote Sustainable Industrialization And Foster Innovation**](#build-resilient-infrastructure-promote-sustainable-industrialization-and-foster-innovation)
- [Make Cities Inclusive, Safe, Resilient And Sustainable](#make-cities-inclusive-safe-resilient-and-sustainable)
- [Promote Just, Peaceful And Inclusive Societies](#promote-just-peaceful-and-inclusive-societies)
- [360 Degrees of Students Awareness](#360-degrees-of-students-awareness)
- [360 Degrees of Student Awareness](#360-degrees-of-student-awareness)
- [AQDAR Stats](#aqdar-stats)
- [AQDAR Interactive Magazines](#aqdar-interactive-magazines)
- [AQDAR E-Awareness Videos](#aqdar-e-awareness-videos)
- [Download](#download)
- [Aqdar e-awareness program](#aqdar-e-awareness-program)
- [aqdar](#aqdar)
- [Cyber C3 Certificate](#cyber-c3-certificate)
- [Other Initiatives](#other-initiatives)
- [UK Safer Internet Centre](#uk-safer-internet-centre)
  - [www.saferinternet.org.uk](#wwwsaferinternetorguk)
- [aqdar](#aqdar)
- ["A child's Online Safety is Nation's Responsibility"](#a-childs-online-safety-is-nations-responsibility)
- [AQDAR's E-Safe School](#aqdars-e-safe-school)
- [360 sole the online safety self-review tool](#360-sole-the-online-safety-self-review-tool)
- [**Parents**](#parents)
- [Policy and Leadership](#policy-and-leadership)
  - [Communication Technologies](#communication-technologies)
  - [Policies](#policies)
  - [Responsibilities](#responsibilities)
  - [Services](#services)
  - [Education](#education)
  - [Monitoring](#monitoring)
- [Expectation](#expectation)
- [Empowerment](#empowerment)
- [Education](#education)
- [Evaluation](#evaluation)
- [Vision Technologies](#vision-technologies)
  - [Level Global Essentials Advanced](#level-global-essentials-advanced)
    - [Key](#key)
- [Performance](#performance)
  - [Top 5 Strengths](#top-5-strengths)
  - [Top 5 Weaknesses](#top-5-weaknesses)
- [Case Study 1](#case-study-1)
- [Case Study 1](#case-study-1)
- [Case Study 2](#case-study-2)
- [Case Study 2](#case-study-2)
- [Transformation](#transformation)
    - [**Expectation**](#expectation)
    - [**Empowerment**](#empowerment)
    - [**Education**](#education)
    - [**Evaluation**](#evaluation)
- [The Free Online Safety Self-Review Tool for Schools](#the-free-online-safety-self-review-tool-for-schools)
    - [**School object to: accountable level**](#school-object-to-accountable-level)
    - [**Your Improvement Actions**](#your-improvement-actions)
    - [**Data Community**](#data-community)
    - [**Suggested Evidence Sources**](#suggested-evidence-sources)
    - [**Supporting Links & Documents**](#supporting-links-documents)
    - [**Current Position**](#current-position)
- [Annual Assessment Report](#annual-assessment-report)
  - [ONLINE SAFETY WITH PLYMOUTH UNIVERSITY](#online-safety-with-plymouth-university)
- [12,000 Schools](#12000-schools)
  - [Top 5 Strengths](#top-5-strengths)
  - [Top 5 Weaknesses](#top-5-weaknesses)
  - [Areas of Strength](#areas-of-strength)
  - [Areas of Weaknesses](#areas-of-weaknesses)
  - [Areas of Weaknesses](#areas-of-weaknesses)
  - [Areas of Weaknesses](#areas-of-weaknesses)
  - [Areas of Weaknesses](#areas-of-weaknesses)
  - [Top 5 Strengths](#top-5-strengths)
  - [Top 5 Weaknesses](#top-5-weaknesses)
  - [Top 5 Weaknesses](#top-5-weaknesses)
  - [Top 5 Weaknesses](#top-5-weaknesses)
- [Project Objectives](#project-objectives)
  - [1.1. Project Objectives](#11-project-objectives)
  - [2. Project Objectives](#2-project-objectives)
  - [3. Project Objectives](#3-project-objectives)
  - [4. Project Objectives](#4-project-objectives)
  - [5. Project Objectives](#5-project-objectives)
  - [6. Project Cost](#6-project-cost)
  - [7. Project Costs](#7-project-costs)
  - [8. Project Costs](#8-project-costs)
  - [9. Project Costs and Budget](#9-project-costs-and-budget)
  - [10. Project Cost and Budget](#10-project-cost-and-budget)
  - [11. Project Cost and Budget](#11-project-cost-and-budget)
  - [12. Project Cost and Budget](#12-project-cost-and-budget)
  - [13. Project Cost and Budget](#13-project-cost-and-budget)
  - [14. Budget and Cost](#14-budget-and-cost)
  - [15. Project Cost and Budget](#15-project-cost-and-budget)
  - [16. Budget and Cost](#16-budget-and-cost)
  - [17. Budget and Cost](#17-budget-and-cost)
  - [18. Budget and Cost](#18-budget-and-cost)
  - [19. Budget and Cost](#19-budget-and-cost)
  - [20. Budget and Cost](#20-budget-and-cost)
  - [21. Budget and Cost](#21-budget-and-cost)
  - [22. Budget and Cost](#22-budget-and-cost)
  - [23. Budget and Cost](#23-budget-and-cost)
  - [24. Budget and Cost](#24-budget-and-cost)
  - [25. Budget and Cost](#25-budget-and-cost)
  - [26. Budget and Cost](#26-budget-and-cost)
  - [27. Budget and Cost](#27-budget-and-cost)
  - [28. Budget and Cost](#28-budget-and-cost)
  - [29. Budget and Cost](#29-budget-and-cost)
  - [30. Budget and Cost](#30-budget-and-cost)
  - [31. Budget and Cost](#31-budget-and-cost)
  - [32. Budget and Cost](#32-budget-and-cost)
  - [33. Budget and Cost](#33-budget-and-cost)
  - [34. Budget and Cost](#34-budget-and-cost)
  - [35. Budget and Cost](#35-budget-and-cost)
  - [36. Budget and Cost](#36-budget-and-cost)
  - [37. Budget and Cost](#37-budget-and-cost)
  - [38. Budget and Cost](#38-budget-and-cost)
  - [39. Budget and Cost](#39-budget-and-cost)
  - [40. Budget and Cost](#40-budget-and-cost)
  - [41. Budget and Cost](#41-budget-and-cost)
  - [42. Budget and Cost](#42-budget-and-cost)
  - [43. Budget and Cost](#43-budget-and-cost)
  - [44. Budget and Cost](#44-budget-and-cost)
  - [45. Budget and Cost](#45-budget-and-cost)
  - [46. Budget and Cost](#46-budget-and-cost)
  - [47. Budget and Cost](#47-budget-and-cost)
  - [48. Budget and Cost](#48-budget-and-cost)
  - [49. Budget and Cost](#49-budget-and-cost)
  - [50. Budget and Cost](#50-budget-and-cost)
  - [51. Budget and Cost](#51-budget-and-cost)
  - [52. Budget and Cost](#52-budget-and-cost)
  - [53. Budget and Cost](#53-budget-and-cost)
  - [54. Budget and Cost](#54-budget-and-cost)
  - [55. Budget and Cost](#55-budget-and-cost)
  - [56. Budget and Cost](#56-budget-and-cost)
  - [57. Budget and Cost](#57-budget-and-cost)
  - [58. Budget and Cost](#58-budget-and-cost)
  - [59. Budget and Cost](#59-budget-and-cost)
  - [60. Budget and Cost](#60-budget-and-cost)
  - [61. Budget and Cost](#61-budget-and-cost)
  - [62. Budget and Cost](#62-budget-and-cost)
  - [63. Budget and Cost](#63-budget-and-cost)
  - [64. Budget and Cost](#64-budget-and-cost)
  - [65. Budget and Cost](#65-budget-and-cost)
  - [66. Budget and Cost](#66-budget-and-cost)
  - [67. Budget and Cost](#67-budget-and-cost)
  - [68. Budget and Cost](#68-budget-and-cost)
  - [69. Budget and Cost](#69-budget-and-cost)
  - [70. Budget and Cost](#70-budget-and-cost)
  - [71. Budget and Cost](#71-budget-and-cost)
  - [72. Budget and Cost](#72-budget-and-cost)
  - [73. Budget and Cost](#73-budget-and-cost)
  - [74. Budget and Cost](#74-budget-and-cost)
  - [75. Budget and Cost](#75-budget-and-cost)
  - [76. Budget and Cost](#76-budget-and-cost)
  - [77. Budget and Cost](#77-budget-and-cost)
  - [78. Budget and Cost](#78-budget-and-cost)
  - [79. Budget and Cost](#79-budget-and-cost)
  - [71. Budget and Cost](#71-budget-and-cost)
  - [72. Budget and Cost](#72-budget-and-cost)
  - [73. Budget and Cost](#73-budget-and-cost)
  - [74. Budget and Cost](#74-budget-and-cost)
  - [75. Budget and Cost](#75-budget-and-cost)
  - [76. Budget and Cost](#76-budget-and-cost)
  - [77. Budget and Cost](#77-budget-and-cost)
  - [78. Budget and Cost](#78-budget-and-cost)
  - [79. Budget and Cost](#79-budget-and-cost)
  - [71. Budget and Cost](#71-budget-and-cost)
  - [72. Budget and Cost](#72-budget-and-cost)
  - [73. Budget and Cost](#73-budget-and-cost)
  - [74. Budget and Cost](#74-budget-and-cost)
  - [75. Budget and Cost](#75-budget-and-cost)
  - [76. Budget and Cost](#76-budget-and-cost)
  - [77. Budget and Cost](#77-budget-and-cost)
  - [78. Budget and Cost](#78-budget-and-cost)
  - [79. Budget and Cost](#79-budget-and-cost)
  - [71. Budget and Cost](#71-budget-and-cost)
  - [72. Budget and Cost](#72-budget-and-cost)
  - [73. Budget and Cost](#73-budget-and-cost)
  - [74. Budget and Cost](#74-budget-and-cost)
  - [75. Budget and Cost](#75-budget-and-cost)
  - [76. Budget and Cost](#76-budget-and-cost)
  - [77. Budget and Cost](#77-budget-and-cost)
  - [78. Budget and Cost](#78-budget-and-cost)
  - [79. Budget and Cost](#79-budget-and-cost)
  - [71. Budget and Cost](#71-budget-and-cost)
  - [72. Budget and Cost](#72-budget-and-cost)
  - [73. Budget and Cost](#73-budget-and-cost)
  - [74. Budget and Cost](#74-budget-and-cost)
  - [75. Budget and Cost](#75-budget-and-cost)
  - [76. Budget and Cost](#76-budget-and-cost)
  - [77. Budget and Cost](#77-budget-and-cost)
  - [78. Budget and Cost](#78-budget-and-cost)
  - [79. Budget and Cost](#79-budget-and-cost)
  - [71. Budget and Cost](#71-budget-and-cost)
  - [72. Budget and Cost](#72-budget-and-cost)
  - [73. Budget and Cost](#73-budget-and-cost)
  - [74. Budget and Cost](#74-budget-and-cost)
  - [75. Budget and Cost](#75-budget-and-cost)
  - [76. Budget and Cost](#76-budget-and-cost)
  - [77. Budget and Cost](#77-budget-and-cost)
  - [78. Budget and Cost](#78-budget-and-cost)
  - [79. Budget and Cost](#79-budget-and-cost)
  - [71. Budget and Cost](#71-budget-and-cost)
  - [72. Budget and Cost](#72-budget-and-cost)
  - [73. Budget and Cost](#73-budget-and-cost)
  - [74. Budget and Cost](#74-budget-and-cost)
  - [75. Budget and Cost](#75-budget-and-cost)
  - [76. Budget and Cost](#76-budget-and-cost)
  - [77. Budget and Cost](#77-budget-and-cost)
  - [78. Budget and Cost](#78-budget-and-cost)
  - [79. Budget and Cost](#79-budget-and-cost)
  - [71. Budget and Cost](#71-budget-and-cost)
  - [72. Budget and Cost](#72-budget-and-cost)
- [6-2 - Difference in average ratings between primary and secondary schools](#6-2-difference-in-average-ratings-between-primary-and-secondary-schools)
- [Figure 8-3 - Comparison of 2009 starters with overall averages](#figure-8-3-comparison-of-2009-starters-with-overall-averages)
- [2016-2017 Difference](#2016-2017-difference)
  - [Difference 2015-2016 Difference](#difference-2015-2016-difference)
- [برنامج خليفـــــة لتمكيــــن الطـــلاب – أقــدر يشـهد بأن مدرسـة](#برنامج-خليفـــــة-لتمكيــــن-الطـــلاب-أقــدر-يشـهد-بأن-مدرسـة)
  - [**النهبانية**](#النهبانية)
- [Recommendations](#recommendations)
- [Evaluation of the program](#evaluation-of-the-program)
- [Thank you](#thank-you)
- [(القيالمة تقصير)](#القيالمة-تقصير)
  - [بيسـر](#بيسـر)
  - [برنامج خليفة لتمكين الطالاب - شرطة دبي](#برنامج-خليفة-لتمكين-الطالاب-شرطة-دبي)
- [LETTER OF APPRECIATION FOR WSIS PRIZE 2016 CHAMPION IN CATEGORY](#letter-of-appreciation-for-wsis-prize-2016-champion-in-category)
  - [WSIS Action Line C10: Ethical dimensions of the Information Society](#wsis-action-line-c10-ethical-dimensions-of-the-information-society)
- [![img-315.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-315.jpeg)](#img-315jpeghttpspopdatasetsblobcorewindowsnetpopdatasetmdimgs19-09_dubai_aqdarimg-315jpeg)
  - [(SENIOR SECONDARY SCHOOL AFFILIATED TO C.B.S.E. NEW DELHI)](#senior-secondary-school-affiliated-to-cbse-new-delhi)
  - [Certificate of Appreciation](#certificate-of-appreciation)
- [ABU DHABI INDIAN SCHOOL](#abu-dhabi-indian-school)
  - [مـدرست أبوظبي الهنـيه](#مـدرست-أبوظبي-الهنـيه)
  - [AQDAR - Khalifa Empowerment Program for Students UAE Team](#aqdar-khalifa-empowerment-program-for-students-uae-team)
  - [Shibanti](#shibanti)
- [**شهــادة تقديـــر**](#شهــادة-تقديـــر)
- [**برنامج خليفة لنمكس الطلاب (أقدر)**](#برنامج-خليفة-لنمكس-الطلاب-أقدر)
- [ST. JOSEPH'S SCHOOL](#st-josephs-school)
  - [CERTIFICATE OF APPRECIATION](#certificate-of-appreciation)
- [Certificate of Appreciation](#certificate-of-appreciation)
- [Certificate of Appreciation](#certificate-of-appreciation)
- [Where Thanks](#where-thanks)
  - [EXPRESS YOUR LOVE FOR UAE NATIONAL CAMPAIGN](#express-your-love-for-uae-national-campaign)
- ["CREATE, CONNECT AND SHARE RESPECT: A BETTER INTERNET STARTS WITH YOU"](#create-connect-and-share-respect-a-better-internet-starts-with-you)
- [Safer Internet Day 2018 | Tuesday 6 February](#safer-internet-day-2018-tuesday-6-february)
- [SAFER INTERNET DAY 2018 Tuesday 6th February](#safer-internet-day-2018-tuesday-6th-february)
  - [SID CHALLENGE](#sid-challenge)
  - [OBJECTIVE](#objective)
- [RULES](#rules)
- [WHO WE ARE ? - AQDAR CONSORTIUM](#who-we-are-aqdar-consortium)

# Questions 

MIO vision is to be pioneers in building patriotic, conscious student generations who are proud of their country and their country is proud of them. The mission is to have an awareness-raising program seeking to unify the national efforts, build highly-aware students who are self-fortified, empowered and able to face the challenges of the present and the future.

Aqdar established a Supreme Committee that have the following functions:

- Placing the basic system of the program
- Set the strategic goals, policies and strategic plans of the program in line with the government strategy
- Approve the proposed program budget according to the program's statute
- To develop the vision, mission and values of the program and to update its objectives according to developments
- Determine the role and responsibilities of each organization or program entity
- Adopting the regulations and decisions necessary to implement the program in accordance with the program's statute.
- To develop, apply and update work systems and manuals by developing the appropriate organizational structure to implement strategic objectives, and to ensure the implementation of effective operational management systems
- Work on reviewing and developing key performance results, enhancing continuous improvement processes, and adopting effective measurement systems

Aqdar have 13 subcommittee responsible for environmental, social and governance issues and to report to the organization's leadership and higher committee. Its membership included 167

members from some (50) federal and local institutions and held more than (400) meetings and workshops.

Aqdar established a council consist of consists of members from the police, members of the public, residents, businesses, youth groups, educational institutions, government departments and non-profit organizations. It aims at solving neighborhood problems by identifying the expectations and aspirations of the community in an attempt to respond to them within the limits of available resources. The Council is considered an important link with the community where detailed reports of the issues, problems, with the opinion and recommendations are prepared to issue the necessary executive decisions. The council study public security problems and issues that concern the people of the neighborhood, such as the problems of young people, drugs, traffic and others. It also search proposed solutions from the point of public view and plans directly related to the community. In addition, identifying the views of the people of the neighborhood on the projects and programs that the leadership intends to put forward to the public, in addition to receiving their proposals and ideas. Aqdar use different social networking sites such as Facebook, twitter, Instagram, and the different electronic means to receive information and feedback from the community.

# Initiative Questions 

According to the international statistics, at present the population growth in UAE is one of the fastest and the country is one of the international leaders in the rate of the population growth path. The population size reached 9 million individuals and around 202 nationalities are living in the UAE. Due to these facts, it is important for the government to play an important role in providing safety and a safe community environment for all nationalities.

Due to the spread of many wrong and unacceptable behaviors in the community in general, and in schools in specific, such as fight, clannish, robbery, obesity, white arm, dropouts, accidents at home, sexual harassment, negative and laziness, underachievement. As we don't want to reach to the state of addiction, criminality, terrorism, devastation, destruction and fraud, many leading, ambitious, and effective initiatives where launched in the UAE by different parties, but they are limited in scope and does not speak the language of the young people. In addition, these initiatives do not reach large group of the community, including the poorest and most vulnerable.

The results of field studies and analysis of statistical data and the exchange of functional expertise with educational specialists through conferences, seminars, visits and translations, which reached 65 diverse activity, that there are many problems and risks and dire is expected to have a negative impact on young people reach their peak during adolescence.

Furthermore, a field study conducted by Police \& Ministry of Education about the phenomenon of "violence in the UAE schools' revealed the need for concerted efforts of police and school departments to address this growing phenomenon. A "Juvenile delinquency of a policeman's perspective" study report prepared by an expert from Dubai Police showed that the number of juvenile offenders in Dubai are growing at a rate of up to $3.10 \%$ on average annually. It is a very high rate and foreshadowing the problems in the future.

Conferences and seminars held by the government indicated that the threats to the young and the accompanying technical innovations are increasing and are difficult to control. The community development authority provided a report about the details of juvenile crime and the high rate of crime, corruption, and behaviors that are incompatible with the values, customs

and traditions of the United Arab Emirates. The Ministry of Education presented ratios of school drop rates, and other common negative behaviors among students.

Therefore, it is important to have an initiative which aims to use an innovative and engaging delivery methods for learning material, content and messages to the community and reach all disadvantages people. The initiative should ensure inclusive and equitable quality education , promote lifelong learning opportunities for all and to help to make cities and human settlements inclusive, safe, resilient and sustainable.

The objectives of the program was identified after studying the school environment as the following:

- Educational goals:

0 Reduce school dropout .

- Reduce behavioural deviation rates .
- Promote the spirit of discipline through behavioural sense .
- Raising the increase in the average academic success rate to double the average rate
- Security goals:

0 Creating a generation of young people involved w the police crime prevention.

- Promote the spirit of discipline behaviour.
- Raise the sense of security among the youth.
- Training young people on crisis management .
- Community Awareness Goals:

- Sending awareness messages, concepts and lessons to all sectors of the society using all available traditional and electronic means.

Quantitative criteria and numerical foundations for these objectives have been identified based on the rules and logical principles. The program aims, beside e-learning and education, to promote of World Summit on the Information Society (WSIS) values in the Society. The outcomes expected from the implementation of Khalifa Empowerment Program (Aqdar) concerns the following:

1. Personal Skills: life skills are behavioral patterns that enables students to take more responsibility, in relation to their lives, by doing healthy life choices, or to acquire a greater ability to resist negative pressure, also include personal and social skills that young people need in order to deal with confidence and efficiency with themselves or with people others
2. Health \& Safety: This theme aims to educate students about public health and a equip them with the skills to have a balanced diet, and the formation of a positive attitudes towards compliance with the traffic safety and laws, and the environment in its entirety, Additionally to teach him the commitment to the rules of prevention and safety in the home and school and on the road, and how to deal with emergencies and crises and disasters.
3. Crime Prevention: The student has during this theme the ability to think properly, and make the right decisions, and how to deal with intellectual influences, also improves handling with modern means of communication, and to raise awareness of the seriousness of drugs and psychotropic substances usage risks, and various crimes and ways to avoid them, and deprives the State laws and adhere to their application, inline with the exercise of good citizenship.

4. National Awareness: This theme aims to educate students to the historical roots of the United Arab Emirates, and biographies of the founding fathers and their achievements, and enhances their love for the homeland, and their adherence to their Arabic and Islamic identity, and push them to the service of their homeland, and increase the sense of belonging and loyalty the preservation of it, by defending it with self, money and effort and time

Different community partners collaborated in the initiative and played a role in planning and implementing. The following demonstrates examples of the rule of each partner:

- Dubai Police: Implementation of the lectures and the establishment of activities and awareness events \& Developing electronic awareness games
- Dubai Educational Zone: Facilitating the work of the lecturers and the establishment of activities and awareness events in public schools in the Emirate of Dubai
- Knowledge and Human Development Authority (DHA): Facilitating the work of the lecturers and the establishment of activities and awareness events in private schools and adult education
- Roads and Transport Authority: Participating in the security of Education Week and in the traffic village Fair
- Civil Defence Department: Preparing scientific materials on "my safety" and "emergency situations", providing field training courses for students in the evacuation - home security program, providing lecturers in civil defence and participate in the security of Education Week and providing field presentations
- Emirates Transport - Dubai Branch: Preparation of scientific material "in the safety of school transportation."
- Centre of Ambulance Services: Providing ambulance activities

- Women's Association: Prepare scientific materials on "successful marriage"
- Dubai Foundation for Women and Children: Preparation scientific materials on "my right to my community".
- Parents of Handicapped Society: Preparation of scientific material, "a disabled friend". Participate in the security of Education Week
- The National Human Resource Development Authority: Prepare scientific materials "future industry substance."
- The Ministry of Youth, Culture and Community Development: The participation of cultural convoys
- Student Counselling Department within the Ministry of Education: Preparation of scientific material, "behavioural Student Guide"
- Land House Charity: Contributing to print brochures and booklets issued by the program

The program aims to use an innovative and engaging delivery methods for awareness messages to the community through developing using latest technologies through games to communicate messages, concepts and different awareness lessons and strengthen national identity to different sectors of the community that runs on smart devices and PCs. Electronic games are considered one of the best ways and means to contribute in spreading awareness because of the widespread of games on various devices and systems. These games contains awareness and learning messages in an interesting, enjoying and funny form for both kids and adults. It is significant to use the latest techniques in the implementation of the program. The use of an innovative and engaging delivery methods is a key to success. Video games mean is considered an innovative and engaging delivery method that speak the language of the young people for education purposes to the community. Another reason of using videos games is the widespread of games

on various devices and systems. Most young people have smart and mobile devices these days. Providing devices for all students is a key reason for success. Statistics shows that $81.2 \%$ of children from the age of 6-11 used the internet to play video games (Mediamark Research \& Intelligence). Moreover $97 \%$ of children play video games, and $53 \%$ of Adults play video games (The Pew Internet \& American Life Project). Therefore, video games are considered one of the important means for awareness.

Developing and dealing with electronic games was a new area of investigation. An important step in developing any game is to understand how learning occurs while playing games and more crucially how the game can be based on sound learning and instructional principles. This is needed to ensure that learning is integrated in the gameplay. To achieve this a multidisciplinary solution is required which can involve instructional designers, game designers, and subject matter experts. Research and comparison is done between the different games engines, and one of the important requirements is the ability to develop one version that can run on different operating system and smart devices. The games development cycle started with focus groups on students. We had 40 focus groups with more than 1200 students from different cities in the UAE. We distributed questionnaires on students to know their favorite games. We tested different games prototypes on students and used Psychologist and Scenario writers in order to design the games, determine the targeted ages, awareness and educational content and to know the affects. We tested the games before release to evaluate them. Our games are developed in-house using specialized team experienced in developing serious games. In the beginning, we developed games that have a target learning material or messages. However, we found that it is not acceptable by students and they may not play them. Therefore, we redeveloped the games, and provided them with indirect learning and awareness materials. By using this way, students liked playing our games and played them continuously.

# Initiative Evaluation 

A third-party specialist certified by the UAE government evaluates the program in accordance with the following mechanisms:

- 360-degree evaluation on students, parents, lectures, teaching staff, schools administrators and partners. All feedback collected either in schools or online through the games or social media sites.
- Kirkpatrick model to evaluate training: consists of 4 levels, level 1 (Participants Reaction) by measuring the level of satisfaction, level 2 (Learning Assessment) by measuring the extend of reaching awareness messages by students, level 3 (Behavior Evaluation) by measuring the extent of the application of learning through everyday life, level 4 (Return on Investment) by measuring targeted indicators.

The following are some of the results:

- The evaluation results of 2nd cycle students about knowledge about different subjects was: Drugs ( $97.2 \%$ ), smoking ( $91 \%$ ), Security service ( $87.3 \%$ ), coordination with police (87.2\%), Academic excellence ( $91.5 \%$ ), Successful personal ( $93.9 \%$ ) and time management $(85.6 \%)$.
- The number of juveniles that have registered cases against them before implementing the program (415) cases. The number reached during the last three cycles of the program, (379, 288, 232) in a row
- The program contributed in the sense of security. This led to an increase in the number of calls from students and their parents to the security service to report everything that threatens their security and security of others as the number of callers reached 13514.
- Program results associated with the strategic objectives of stakeholders. For example, Police have a strategic goal which is Prevention and reduction of crime. Four topics within the

program are related. The topics and the results of these topics are: smoking (91.7\%), drugs (98.1\%), Student's knowledge of the concept of sexual harassment (84.7\%) and extent of Student Discipline (70\%). Another example, Educational Zone strategic objective is Reduction of students dropping out of the educational system. The program has six associated topics. The topics and the results of these topics are: child knowledge about the importance of school (94.9\%), time management (84.5\%), Successful personal (92.5\%), planning to choose the right specialization (88.2\%), Academic excellence (91.6\%) and preparation for university life $(87.4 \%)$

- $\quad$ Number of fire incidents decreased from 595 incidents on the 4th cycle to 475 incidents on the 6th cycle to 393 incidents on the 8th cycle of the program.

We evaluated the results of the workshops on electronic means that students deal with, so we evaluated students' knowledge before and after the workshops. The results are:

For primary school (grade 1-5):

- Know the dangers of electronic games: Before (60\%), after (64.95\%)
- Recognizes the health and safety basics: Before (79\%), after (84.44\%)
- Recognizes smart devices: Before (82\%), after (91.62\%)
- Recognizes electronic harassment: Before (72\%), after (86.87\%)
- Recognizes cyberbullying: Before (70\%), after (86.97\%)
- General Average: Before (72.00\%), after (82.97\%)

For middle school (grade 6-9):

- Digital Footprint: Before (50.70\%), after (70.90\%)
- Know the dangers of electronic games: Before (48.22\%), after (64.57\%)

- Recognizes electronic harassment: Before (76.67\%), after (87.28\%)
- Recognizes cyberbullying: Before (85.57\%), after (90.75\%)
- Recognize the concept of privacy: Before (38.90\%), after (62.51\%)
- Known the concept cybercrime and its penalties: Before (64.40\%), after (82.03\%)
- General Average: Before (60.74\%), after (77.17\%)

For Hight school (grade 10-12):

- Identify the security risks of technology: Before (83.33\%), after (95.43\%)
- Recognize the acceptable use of social media: Before (66.67\%), after (87.28\%)
- Recognizes electronic harassment: Before (83.33\%), after (90.74\%)
- Recognizes cyberbullying: Before (50.00\%), after (94.32\%)
- Recognize the concept of privacy: Before (75.00\%), after (86.17\%)
- Known the concept cybercrime and its penalties: Before (68.75\%), after (83.55\%)
- General Average: Before (71.18\%), after (89.58\%)

Workshops were held to target all schools in the country in all sectors and institutions and to cover the concepts of information security, cybercrime and e-education in general based on the National document. Aqdar held 979 lectures in 612 schools that covers 77,950 students, 12091 teachers and 152 parents.

Aqdar has used many tools to spread awareness in the community. One of the most successful tools are smart video games. Our games are now available in PCs in most public and private schools in the UAE. Downloads of games reached 24.5 million globally and ranked no. 1 in 74

countries worldwide in the educational category. Downloads of games reached ( 1 million in UAE, 1,619,443 in USA, 3,081,795 in Saudi Arabia, 1,333,876 in Russia, 1,031,379 in Brazil, 588,051 in Thailand, and 85,100 in Australia). Our games provide learning content that target the different ages. It provides a free learning opportunity and its inline with Sustainable Development Goal that ensures inclusive and equitable quality education and promote lifelong learning opportunities for all. Smart games complement other ways of awareness and education such as lectures, books, website, kiosk, social media, awareness movies, booklets, brochures and training courses. The main advantage of smart games over other means, that it speak the preferred language of the current generation. It maintain the components of the National Unity, and that we are all equal.

Aqdar designed a digital magazine called Aqdar Magazine. It is an interactive digital magazine designed with the latest technologies. The magazine includes information designed for all members of the community to help them understand and overcome the dangers posed by technology. The magazine is available on Apple and Google Play stores.

Aqdar succeed in reaching the following:

- Increased awareness among students and the program's outreach to more than 70,000 students and 15,000 teachers during one academic year, constituting $22 \%$ of the total number of students in the country and approximately $50 \%$ of the total teachers are a clear success compared to similar initiatives around the world.
- The international success of the program was represented by winning the World Summit on the Information Society (WSIS) as a global benchmark for the success of the experiment and their desire to apply it in other countries

# Lessons Learned 

Aqdar plays its part in sustainable development through social and community programs aimed at creating a real impact for a better tomorrow. The initiative enabled effective engagement with local communities, contributing towards the development of safe and sustainable societies. Launching such initiative represents a step towards promoting the concepts of mutual institutional work between all ministries, local and federal entities, private institutions and civil society organizations. The strategic approach adopted by the program to unify student-related national efforts designed to address social, moral and security problems that they may face in their lives. The approach includes presenting a number of initiatives and projects across all educational levels, in a bid to empower, train and enable students to deal positively with these challenges through institutional partnerships with other relevant agencies. It also includes working on ensuring the sustainability of prevention efforts among student groups and their communities, such as families and youth institutions. The students of today will be the lawmakers and the government officials of tomorrow, meaning the time is right to educate the youth and help them to feel that they are an important part of our futures.

The initiative cover all schools and universities in the UAE and available worldwide. This initiative can be used and replicated from other organizations worldwide.

Human is the main resource and the most important element in achieving comprehensive development. On the effect of its construction, communities are developed, and one the raise of his abilities and ideas, civilization is built. The development of this resource topped the list of concerns and the development plans of the wise leadership in the UAE. Everyone claimed responsibility to participate in the care of completing the educational role played by the Ministry of Education through what was adopted by these institutions of awareness, training

and development programs. They have one goal in common which is to achieve a leading construction of UAE community by taking care of children and build themselves and their abilities. With the large number of these programs, there was an urgent need for a major initiative to combine the scattered efforts in one program that fill the gaps and achieve integration, balance and the sought inclusiveness. Khalifa Empowerment Program (Aqdar) took the lead and launched electronic awareness games initiative in the UAE. This program reflects the main theme of empowering young people to face challenges in the real world. The main approach in this programme, the so-called 360-degree scale, reflects the comprehensive collaboration of multiple entities stretching from government to academia, students, private sector, and others. The main partners on which the program relies are students who have absolute freedom to design the content and suggest ideas that will raise awareness about the different topics and issues. The government is there just to realise and support these ideas. The philosophy of this programme is one of teamwork, diversity, professionalism, and sustainability. It is designed around personal skills, national safety, and crime prevention.

Other lessons learned are:

- It is important to have strategic partnerships and involve all stakeholders in the initiative in order to have a successful program that is accepted by all parties. One of the main reasons being the program successful is to have a broad range of partners.
- It is significant to use the latest techniques in the implementation of the program. The use of an innovative and engaging delivery method is a key to success. For example, the program used an innovative and engaging delivery method for awareness messages to the community through developing games to communicate messages, concepts and different awareness lessons to different sectors of the community, particularly students, through video games that runs on smart devices on IOS \& Android devices. Electronic

games are considered one of the best ways and means to contribute in spreading awareness because of the widespread of games on various devices and systems. Statistics shows that $81.2 \%$ of children from the age of 6-11 used the internet to play video games (Mediamark Research \& Intelligence). Moreover $97 \%$ of children play video games, and 53\% of Adults play video games (The Pew Internet \& American Life Project). Therefore, video games are considered one of the important means for awareness.

- It is important to identify the needs of the community and take the necessary steps to address recurring problems, instead of waiting for the arrival of complaints to the police.
- It is proved that building the capacity of police on the principle of community policing is very important to start working with these initiatives. It has also proved that a constant and continuous interaction between the police and the community effective in addressing the issues in the initial stage it, and so to anticipate situations that may develop into the existence of problems and complications

Agency and Officer Information

Agency: Dubai Police

Key Project Team Members : Virtual Team
Project Contact Person. Include:
Name Mansoor Alrazooqi
Position/Rank Colonel
Address Sheikh Zayed Road
City/State/Postal code Dubai, UAE
Phone 971506514143
Email mansoordxb@gmail.com

![img-0.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-0.jpeg)

Aqdar Electronic Games: providing accessible games for the blind and visually impaired.
In the Photo: a blind student enjoying playing the game

![img-1.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-1.jpeg)

Lt. General HH Sheikh Saif bin Zayed Al Nahyan, Deputy Prime Minister and Minister of Interior launched the electronic camel racing awareness game

![img-2.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-2.jpeg)

HH Sheikh Saif bin Zayed Al Nahyan launches Badayer Racing Electronic Game

![img-3.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-3.jpeg)

www.aqdar.ae

# Electronic Awareness Games

**اخدِر**

**دبي، الإمارات العربية المتحدة**

**إكسبو 2020**

**كاتب: دبي، الإمارات العربية المتحدة**

# **The General Situation in Schools**

![img-4.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-4.jpeg)

- **Clannish**
- **Obesity**
- **Negative and laziness**
- **Underachievement**
- **Dropouts**
- **Immorality & Imitation**

- **Fight & Quarrel**
- **Robbery**
- **White Arm**
- **Sexual Harassment**
- **Run-over accidents**
- **Accidents at homes**

**EXPO 2020 DUBAI, UNITED ARAB EMIRATES**

### **... We don't want to reach**

![img-5.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-5.jpeg)

![img-6.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-6.jpeg)

**EXPO 2020 DUBAI, UNITED ARAB EMIRATES**

# **We need more than Awareness, we need ...**

![img-7.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-7.jpeg)

**2020**

**2020** **2020** **2020**

**Safe Community**

**Sustainable Environment**

**Through Influential Generation**

**Self-immune Generation**

**Entrepreneur and effective**

**Stable Family**

**Conscious Generation**

**EXPO 2020 DUBAI, UNITED ARAB EMIRATES**

# Initiatives

- **Supreme Council of Family Affairs:**
  - Sharjah Ladies Club

- **National Media Council:**
  - National Identity

- **Armed Forces:**
  - Albayariq

- **Ministry of Interior:**
  - Security culture & Education

- **National Media Council:**
  - National Identity

- **Some Organizations and Institutions:**
  - Ministry of Health
  - Health Education

- **Abu Dhabi**
  - Education Council: Self Learning

- **National Security:**
  - National Identity

- **Ministry of Education:**
  - Students' Education: Youth Program

- **Family Development Foundation:**
  - Family Development Foundation: Youth Program

![img-8.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-8.jpeg)

# Initiatives

![img-9.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-9.jpeg)

- **Effective**
- **Successful**
- **Ambitious**
- **Leading initiatives**

![img-10.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-10.jpeg)

**EXPO 2020 DUBAI, UNITED ARAB EMIRATES**

# **... But**

![img-11.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-11.jpeg)

![img-12.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-12.jpeg)

**2020** *دبي: الإمارات العربية المتحدة*

# Situation

## Organization 1
## Organization 2
## Ministry 1
## Ministry 2

## Organization 2

## Ministry 1

## Organizations & Ministries

## Schools, Universities & Youth Centers

## Achieve goals

**EXPO 2020 DUBAI, UNITED ARAB EMIRATES**

**إكسيو 2020**

# **National Program of Student Awareness**

![img-13.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-13.jpeg)

**Schools, Universities & Youth Centers**

**Achieve goals**

**EXPO 2020 DUBAI, UNITED ARAB EMIRATES** | **إكسبو 2020** | **دبي: الإمارات العربية المتحدة**

# Learning Means

## To Tell

- Lectures
- Forums and symposiums
- Training Courses

## To Show

- Remote Awareness
- Kiosks
- Brochures and leaflets
- Awareness message (mobile)
- Web site
- Cartoon characters
- Magazine
- Awareness movies
- Booklets

## To Do

- Awareness Exhibitions
- Virtual atmosphere (model villages)
- Variety of events
- Competitions
- Field visits
- Video Games
- School theater
- Military Training
- TRAFFIC SCOUTS
- Karate training for girls
- Anti-obesity Training
- Student research

**Expo 2020 Dubai, United Arab Emirates**

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**202

# **Awareness Games Objectives**

## **Development Cycle**

- **Preparation a conscious generation that can manage itself and its relationships with others.**
- **Sending awareness messages, concepts and lessons to all sectors of the society using all available electronic means.**
- **Introducing a range of smart interactive games based on the community and the historical culture of the United Arab Emirates.**
- **Designing awareness games that include the National Educational Implications.**

## **Development Cycle**

- **To know students favorite games**
- **To determine the targeted ages, awareness and educational content, and the desired learning outcomes**
- **Evaluate games**
- **Educational implications.**

![img-14.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-14.jpeg)

# Participation

## Sponsors

### Public Sector Partners

![img-15.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-15.jpeg)

### DUBAI

- Department of Tourism and Commerce Marketing
- Department of Public Policy and Management
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations
- Department of Public Policy and Management of the United Nations


![img-16.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-16.jpeg)

![img-17.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-17.jpeg)

![img-18.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-18.jpeg)

![img-19.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-19.jpeg)

![img-20.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-20.jpeg)

![img-21.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-21.jpeg)

**الخبرات**

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**20

# **Awareness Games (examples)**

![img-22.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-22.jpeg)

![img-23.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-23.jpeg)

![img-24.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-24.jpeg)

![img-25.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-25.jpeg)

![img-26.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-26.jpeg)

![img-27.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-27.jpeg)

# **Theme Park** | **Camel Racing**

**EXPO 2020 DUBAI, UNITED ARAB EMIRATES** | **إكسبو 2020**

![img-28.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-28.jpeg)

# **Knowledge city (awareness topics)**

![img-29.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-29.jpeg)

![img-30.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-30.jpeg)

![img-31.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-31.jpeg)

The player enters a virtual city, where he will get information through various means, from Coins of Knowledge, the treasures of knowledge, lectures). Then the player enters a competitive atmosphere to test the amount of knowledge collected throughout his progress in the game.

- **National Identity Awareness**
- **Crime Prevention:**
  - Cybercrime: recognize the positive uses of new technologies
  - Sexual harassment
  - Dangerous drugs
  - Fireworks risks
  - Traffic awareness

- **Personal Skills:**
  - Healthy skills
  - First Aid
  - Self-development
  - Social interaction and communication skills

![img-32.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-32.jpeg)

# Example Results

![img-33.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-33.jpeg)

*Badayer Racing*

![img-34.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-34.jpeg)

![img-35.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-35.jpeg)

**EXPO 2020 DUBAI, UNITED ARAB EMIRATES**

# Games Results

(Badayer Racing Results - Example as of 01/09/2018)

![img-36.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-36.jpeg)

## 4.2

- 1,365 total
- 173
- 1
- 1
- 34
- 2
- 46
- 1
- 192

## 5. 173

- 1
- 1
- 34
- 2
- 46
- 1

## 6. 173

- 1
- 1
- 34
- 2
- 46
- 1

## 7. 173

- 1
- 1
- 34
- 2
- 46
- 1

## 8. 173

- 1
- 1
- 34

## 9. 173

- 1
- 1
- 34

## 10. 173

- 1
- 1
- 34

## 11. 173

- 1
- 1
- 34

## 12. 173

- 1
- 1
- 34

## 13. 173

- 1
- 1
- 34

## 14. 173

- 1
- 1
- 34

## 15. 173

- 1
- 1
- 34

## 16. 173

- 1
- 1
- 34

## 17. 173

- 1
- 1
- 34

## 18. 173

- 1
- 1
- 34

## 19. 173

- 1
- 1
- 34

## 1.365 total

- 1,365 total

## 1.400

- 1,840,178

## 1.400

- 1,840,178

## 1.400

- 1,840,178

## 1.400

- 1,840,178

## 1.400

- 1,840,178

## Customer Ratings

### Current Version:

***** 46 Ratings

### All Versions:

***** 1731 Ratings

### 10:00 etinalat ♥ 10:59

### 10:59 Search

|  Details | Reviews | Related  |
| --- | --- | --- |
|  **Nice game** |  |   |
|  ****** Samahu San** 12/05/2013 |  |   |
|  The game control is good, it maybe a bit hard for starters. So the AI needs to be a bit easier for easy level within the arcade mode. i.e. needs some sort of difficulty balancing. In my opinion, the game graphics and art can be better. |  |   |
|  **Good game** |  |   |
|  ****** Arooj Irshad** 25/07/2013 |  |   |
|  This is the world best game ever |  |   |
|  **Good game** |  |   |
|  ****** Sean Dunbeck** 08/07/2013 |  |   |
|  The menu interface is clunky but the racing and controls are good. Shame no one plays the multiplayer. |  |   |
|  **Really cool game** |  |   |
|  ****** Ben Grandon** 22/09/2013 |  |   |
|  This game is really fun |  |   |
|  **Please reduce the 220mb** |  |   |
|  ****** Cherie Isip** 06/09/2013 |  |   |
|  Please anyone can reduce the 220mb i will |  |   |

## 1. 1731 Ratings

![img-37.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-37.jpeg)

## 2. 1731

- 29,131
- 28,666
- 26,211
- 26,009
- 22,262
- 14,460
- 14,072
- 13,945
- 11,511

## 3. 1731

- 11,511

## 4. 1731

- 11,511

## 5. 1731

- 11,511

## 6. 1731

- 11,511

## 7. 1731

- 11,511

## 8. 1731

- 11,511

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- 11,511

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- 11,511

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## 33. 1731

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## 34. 1731

- 11,511

## 35. 1731

- 11,511

## 36. 1731

- 11,511

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- 11,511

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- 11,511

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# Results

**Projects: Results (Kirkpatrick's Model & the tools used)**

![img-38.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-38.jpeg)

- **Total downloads of the games**
- **Students Games Profiles**
- **Sessions at schools**

## Level 4 Results

## Level 3 Behavior

## Level 2 Learning

## Level 1 Users Reaction

## Level 3 Behavior

- **Behavior in Schools**
- **Parents Feedback**

## Level 2 Learning

- **Questionnaires**
- **Games Profiles**

# **News Headlines**

![img-39.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-39.jpeg)

- **TODAY'S PAPER** > **IN SCHOOL** DUBAL, March 13, 2014

## **New gaming app to combat crime in UAE**

The 'Smart Aqdar City' is available on Google Play and the Apple Store

## **UAE virtual game to foster positive values in children**

Smart Aqdar City game aims to build educational and health awareness while fighting crime

By Nada Al Taher, Staff Reporter Published: 21-08-2014 GULF NEWS

![img-40.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-40.jpeg)

- **TODAY'S PAPER** > **IN SCHOOL** GULF NEWS

![img-41.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-41.jpeg)

- **EXPO 2020 DUBAI, UNITED ARAB EMIRATES** GULF NEWS

![img-42.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-42.jpeg)

Targeting the nation's youths, Saif bin Zayed launches computer game called "UAE Racing"

1111 LE General Stretch Saif bin Zayed Al Nahyas listening to an explanation about the game's social and educational content, from Mohammed Ben
Sulayeni, President of ATOLAE and FIA Vice President.

![img-43.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-43.jpeg)

# **Knowledge city (example of a games) (awareness topics)**

![img-44.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-44.jpeg)

![img-45.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-45.jpeg)

![img-46.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-46.jpeg)

The player enters a virtual city, where he will get information through various means, from Coins of Knowledge, the treasures of knowledge, lectures). Then the players enter a competitive atmosphere to test the amount of knowledge collected throughout his progress in the game.

- **National Identity Awareness**
- **Crime Prevention:**
  - Cybercrime: recognize the positive uses of new technologies
  - Sexual harassment
  - Dangerous drugs
  - Fireworks risks
  - Traffic awareness

- **Personal Skills:**
  - Healthy skills
  - First Aid
  - Self-development
  - Social interaction and communication skills

![img-47.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-47.jpeg)

![img-48.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-48.jpeg)

![img-49.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-49.jpeg)

![img-50.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-50.jpeg)

![img-51.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-51.jpeg)

![img-52.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-52.jpeg)

![img-53.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-53.jpeg)

![img-54.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-54.jpeg)

![img-55.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-55.jpeg)

![img-56.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-56.jpeg)

**EXPO 2020 DUBAI, UNITED ARAB EMIRATES** 10 **إكسبو 2020**

# Khalifa Empowerment Program for Students

## Non-Negotiable Copy

![img-57.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-57.jpeg)

Khalifa Empowerment Program For Students - U.A.E.

2. aqdar

# Index

|  Serial | Subject | Page Number  |
| --- | --- | --- |
|  1 | Introduction | 5  |
|  2 | Vision: Mission: Values: | 7  |
|  3 | General Objectives: | 8  |
|  4 | Objectives of the Empowerment Program Document: | 8  |
|  5 | Concerns of Khalifa Empowerment Program for Students' Document | 11  |
|  6 | General Standards of the Program's Concerns | 15  |
|  7 | Standards and Learning Outcomes of the Program's Concerns | 19  |
|  8 | Matrix of the Program's Concerns Topics and Items | 109  |

![img-58.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-58.jpeg)

Khalifa Empowerment Program For Students - U.A.E.

![img-59.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-59.jpeg)

## Introduction

Man is the main resource and the most crucial factor in the process of achieving comprehensive development. People build their communities at their will and their culture according to their ideas and capacities. Developing this resource has always been the top priority for the enlightened leaders of the United Arab Emirates in putting the development plans of the country. With time, this came to represent the concern of every official in the government. The entire body of government has publically announced their responsibility in nurturing young blossoms and complementing the educational responsibility of the Ministry of Education. These institutions have adopted educational, training and developmental programs that fall under the same purpose of building a pioneering Emirati community concerned with building its sons and daughters and their characters and capabilities.
Despite the large number of programs offered and their noble cause, there was a dire need for a grand initiative to gather all these efforts within one frame, fill all the gaps in between and affirm the desired balanced integration and comprehensiveness. HH Sheikh Saif Bin Zayed Al Nahyan, Deputy Prime Minister, Minister of Interior, offered a sincere and enlightened call and vision in a genuine attempt to unify these venues, energies and efforts under one program that bears the name of the president of the UAE, HH Sheikh Khalifa Bin Zayed Al Nahyan. The proposed program is developed under the supervision of faithful leaders who have devoted their efforts to the service of this country and the safety and comfort of its people with special attention to the children of the UAE, today's students and tomorrow's leaders.

The launch of this national project included forming several committees to contribute to the development of the project, including a scientific committee entrusted with putting the overall referential frame for the program covering all educational grades starting from the first grade and to the end of university education.
The patriotic members of the Scientific Committee have persisted with holding periodic meetings in order to find out the current needs of the students in terms of skills and awareness, and have succeeded in summarizing them in four main concerns: personal skills, national awareness, safety and security and crime prevention. These four concerns were developed into main topics which in turn branched out into secondary topics. The secondary topics were then divided in a balanced and comprehensive manner upon the different grades according to the perspective students' age.
The expected learning outcomes for each school grade (including college years) were put according to these main concerns and topics while matrices of the topics were developed and distributed to the different grades and school stages.
This Document is a referential frame of a program that we are proud to belong to, and to contribute in establishing and laying its foundations to build generations of students who have the power and the ability to face self-challenges, and the challenges posed by the community and the age they live in, in order to be the pioneers we aspire to be, as everyone is capable, God willing!

# **aqdar 8**

**برنامه خفیف ئتمکین الاطلاب - الامارات**

Khalifa Empowerment Program For Students - U.A.E.

![img-60.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-60.jpeg)

## Vision:

To be pioneers in building patriotic, conscious student generations who are proud of their country and their country is proud of them.

## Mission:

An awareness-raising program seeking to unify the national efforts, build highly-aware students who are self-fortified, empowered and able to face the challenges of the present and the future.

## Values:

- Belonging and Loyalty
- Commitment and responsibility
- Good Morals
- Creativity and innovation
- Originality and renovation
- Credibility and transparency
- Cooperation in a team spirit
- Quality and precision

## General Objectives:

- Developing effective integration between the institutions involved in the healthy upbringing of students.
- Reinforcing patriotism and the sense of belonging to the homeland in the hearts of students.
- Raising the students positive awareness of the national, cultural, religious and healthrelated issues
- Developing the students' personal and leadership skills
- Developing the students' sense of social responsibility


## Objectives of the Empowerment Program Document:

1. Promoting the values of taking initiatives, giving and contributing to the building of the country in a conscious manner and in accordance with the government's vision and mission
2. Building a generation of students devoted to their homeland and proud of belonging to it
3. Promoting good citizenship and exercising its principles correctly
4. Empowering the students with the skills required to react positively with the givens of modern age and the challenges and requirements of practical life
5. Qualifying students capable of developing

themselves constantly using the strategies of self-learning and sustainable development
6. Empowering the students with thinking skills, and familial and social communication skills
7. Developing the learners' positive attitudes to adhere to the rules of general and traffic safeguarding, safety and security
8. Enabling students to build healthy lives, physically and psychologically
9. Helping students to manage themselves and reach a high level of emotional intelligence and adaptation to strains
10. Helping learners master general economic skills in the disciplines of bank dealings, investment, financial planning and establishing private businesses
11. Educating students with the laws enforced in the United Arab Emirates to prevent and restrain crime, and punish criminals
12. Enabling students of the UAE to safely interact with modern technology and follow the rules and regulations enforced within the nation

![img-61.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-61.jpeg)

Khalifa Empowerment Program For Students - U.A.E.

![img-62.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-62.jpeg)

# Concerns of Khalifa Empowerment Program for Students' Document

![img-63.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-63.jpeg)

![img-64.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-64.jpeg)

Khalifa Empowerment Program For Students - U.A.E.

![img-65.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-65.jpeg)

# Main Concerns of the Program

|  Personal Skills | National Awareness | Health and Safety | Crime Prevention  |
| --- | --- | --- | --- |
|  Self-Development | Knowing the Homeland | Traffic Culture | Intellectual Security  |
|  Thinking Skills | Love of the Homeland | Prevention and Safety | Electronic Crimes  |
|  Knowledge Skills | Serving the Homeland | Health Awareness | Narcotics' Crimes  |
|  Social Interaction and Communication Skills | Protecting the Homeland | Environmental Culture | Juvenile Crimes  |
|  Economic Awareness |  |  |   |

![img-66.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-66.jpeg)

![img-67.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-67.jpeg)

Khalifa Empowerment Program For Students - U.A.E.

![img-68.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-68.jpeg)

# General Standards of the Program's Concerns

![img-69.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-69.jpeg)

Khalifa Empowerment Program For Students - U.A.E.

![img-70.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-70.jpeg)

## First: Standards of Personal Skills

1. Capable of self-management and achieving high levels of emotional intelligence and coping with strains
2. Employs intellect in processing information and solving school and life problems
3. Masters positive communication skills, which is the road to social and familial harmony
4. Gains the skills of continuous self-education and positive usage of the sources of knowledge

## Second: Standards of National Awareness

1. Learning the historical roots of the United Arab Emirates since its establishment and the steps and factors for establishing the Union, demonstrating the main components of the

Emirati identity, learning about the lives and achievements of the leaders of the nation and their contribution to the national success locally and within the scope of the region, the Arab World and the entire world.
2. Maintains their national identity and shows their love for their country and its symbols
3. Takes the initiative to serve their country in any position with consideration to work values and ethics while seeking to carry out volunteer work out of their sense of social responsibility
4. Showing loyalty and sense of belonging to the homeland, and seeks to maintain the essence of the Union and the fundamentals of the national unity
5. Being aware of the necessity of giving all they could in order to protect their homeland and answer its call in time of hardships and crises

## Third: Standards of Health and Safety

1. Masters the skills of attending to their general health and maintaining a balanced diet in order to build a healthy life
2. Forms a positive attitude towards adhering to the rules of traffic safety and security
3. Capable of performing a positive role in the local environment with all its resources
4. Forms a positive attitude towards adhering to the rules of safety and protection at home, school or on the road, and during the times of emergencies or national crises

## Fourth: Standards of Crime Prevention

1. Possesses the skills of sound thinking, making the right decisions according to established methods and dealing with the intellectual influences
2. Knows how to positively handle the technology revolution and benefit from its tools and applications in a manner that reflects positively on his behavioral and intellectual growth
3. Demonstrates awareness of the dangers of narcotics and mind-altering substances and how to protect oneself against them and deal with their effects, while knowing the legal consequences of using or selling them
4. Learns the different types of juvenile crimes, how to avoid them and the Emirati laws legislated for the purpose of dealing with them
5. Respects the laws of the country, in its entirety and adheres to them as a mark of good citizenship

# Standards and Learning Outcomes of the 

## Program's Concerns

![img-71.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-71.jpeg)

# 2021

## برنامه ذی‌فیظی لتمکین الکسلاب - الإمارات

Khalifa Empowerment Program For Students - U.A.E.

![img-72.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-72.jpeg)

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- First Grade (Stage 1)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Describes himself and lists his favorite activities
- Shows positive compassion towards domesticated animals
- Articulates what he wants to be in the future
- Demonstrates positive attitude towards perception of time | - A training program teaching the child about himself, his favorite activities and his future dreams  |
|   | Higher
Thinking
Skills | - Identifies a problem within a story and points out its main elements | - Picture stories  |
|   | Knowledge
Skills | - Expresses the elements of a told story | - Picture stories  |
|   | Social
Interaction and Communication Skills | - Uses simple methods to remember names and faces
- Takes part in some social interactions in a balanced manner
- Applies simple communication skills through phrases of common courtesy | - A training program in communication and memory skills
- My Newspaper (Sahefati) program for the family to follow the implementation of communication and social participation skills  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Second Grade (Stage 1)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Describes the skills that distinguished him from everybody else
- Shows positive practice of time management
- Shows courage in apologizing and admitting fault | - A training program about time management skills, problem solving, whom would the child consult to solve a problem and reinforcing the courage of apologizing and admitting fault  |
|   | Higher
Thinking
Skills | - Identifies to whom he would turn in case of a problem
- Uses simple skills in a problem-solving strategy |   |
|   | Knowledge
Skills | - Practices the skills of concentration and attentiveness | - An electronic game about the skills of concentration and attentiveness  |
|   | Social
Interaction and Communication Skills | - Applies the skills of cooperation within a team
- Communicates with his family to present his ideas and questions | - A training program about the skills of cooperation
- My Newspaper (Sahefati) program to develop family communication  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Third Grade (Stage 1)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Expresses his feelings and emotions in a healthy way
- Performs activities reflecting his interests
- Shows positive empathy with the staff and employees
- Puts a list of specific activities and things to do during the weekend with an estimate of how long it would take | - A training program about time management and positive communication with others and with oneself  |
|   | Higher
Thinking
Skills | - Uses the skill of fluency in creating the biggest number possible of creative ideas (verbal, intellectual, and shapes fluency) | - An educational game about fluency and generating creative ideas  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Third Grade (Stage 1)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Knowledge
Skills | - Classifies the children's programs he watches on television | - Included in the Arabic language and Islamic Studies curriculums
- An awareness program  |
|   | Social
Interaction and
Communication
Skills | - Uses listening skills with his teacher and classmates | - A training program in communication skills  |
|   | Economic
Awareness | - Applies saving behavior by using a personal money box | - Communicating with the national banks sponsoring children's saving projects (Sharjah Islamic Bank, Abu Dhabi Islamic Bank, Al Hilal Bank... etc.)  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Fourth Grade (Stage 1)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Defines his own needs and relates them to his abilities
- Shows self-confidence when speaking to others | - A training program to enhance the child's self-confidence and train him on decision-making skills  |
|   | Higher
Thinking
Skills | - Uses simple decision-making skills |   |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Fourth Grade (Stage 1)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Knowledge
Skills | - Implements question-posing skills
- Shows respect to his classmates' questions in the classroom | - A training program about listening and question-posing skills  |
|   | Social
Interaction and
Communication
Skills | - Designs a ties-of-kinship schedule with the participation of his family | - My Newspaper (Sahefati) program  |
|   | Economic
Awareness | - Specifies aspects of savings' disbursement | - An interactive awareness-raising program on school level about aspects of savings' disbursement  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Fifth Grade (Stage 1)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Uses two time management tools effectively
- Sets three personal goals with simple steps towards achieving them | - A training program in goal-setting, time management and problemsolving skills  |
|   | Higher
Thinking Skills | - Shows flexibility in putting alternative solutions to a problem related to his life and interests him |   |
|   | Knowledge
Skills | - Criticizes a program that he watches according to simple standards | - A training program  |
|   | Social
Interaction and Communication Skills | - Shows sense of humor in communicating with others
- Chooses his friends well
- Implements leadership skills within his team
- Uses conversational skills with others | - A training program in leadership and communication skills  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Sixth Grade (Stage 2)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Expresses himself positively and has a sense of self-esteem
- Shows affirmative empathy and understanding for others
- Draws an ambitious picture for his future | - Public contests (the Red Crescent competition)
- Preparing projects within classroom activities
- A training program
- Having notable persons as guests  |
|   | Higher
Thinking
Skills | - Uses the skill of fluency in creating various innovative ideas | - Designing electronic games
- Intelligence games  |
|   | Knowledge
Skills | - Uses mental mapping when studying | - A workshop about mind mapping and using relevant modern technology and software  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Sixth Grade (Stage 2)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Social
Interaction and
Communication
Skills | - Shows sufficient skill in building human relationships
- Distinguishes good family communication channels from bad ones
- Implements the skills of leading and organizing the team in his class group | - An open day (parent-teacher meeting, self-management and contests)
- A training program about family and team management skills  |
|   | Economic
Awareness | - Learns about banking products | - Visiting a bank  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Seventh Grade (Stage 2)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Shows pride in his own skills and abilities
- Demonstrates skill controlling his emotions in contradictory situations that require making a decision | - Workshops
- A training program
- Having notable persons as guests
- Awareness-raising seminars  |
|   | Higher
Thinking
Skills | - Uses the skill of elaborateness in offering more details for the introduced ideas
- Distinguishes relevant from irrelevant information in certain topics
- Takes steps towards making a decision in a real life situation | - A training program about drawing up social policies
- A training program in relevant thinking skills  |
|   | Knowledge
Skills | - Plans a study program
- Defines methods of positive interaction with audio means | - A workshop about drawing up a study plan
- An awareness-raising program in positive interactions with audio means  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Seventh Grade (Stage 2)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Social
Interaction and
Communication
Skills | - Practices mnemonics to remember names and faces
- Practices the skills of successful speaking | - A training program on speech skills and mnemonics  |
|   | Economic
Awareness | - Implements the principles of saving by estimating the needs of a certain project
- Defines the different ways of saving
- Demonstrates how to open a savings account in a bank | - Workshops about money saving and economizing
- Visiting a bank or hosting a banker  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Eighth Grade (Stage 2)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Implements the steps of reinforcing self-confidence
- Practices the skills of setting priorities | - Workshops on reinforcing selfconfidence and the skills or prioritizing  |
|   | Higher
Thinking
Skills | - Uses originality skills in generating intelligent ideas and unique responses
- Defines the contradictions between things and ideas based on logical reasons
- Applies problem-solving strategies to solve a certain problem | - Training programs in thinking and problem solving skills
- Intelligence games  |
|   | Knowledge
Skills | - Adheres to interacting positively with visual means | - Awareness-raising programs in positive interactions with visual means  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Eighth Grade (Stage 2)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Social
Interaction and
Communication
Skills | - Demonstrates a positive character with a sense of humor
- Changes negative behaviors as a result of observing other people's behavior
- Masters the skills of nonverbal communication (facial expressions)
- Practices positive interaction within a work group | - Training workshops about the skills of positive interaction within a team
- Open Day events
- Visual programs about the skills of communication and behavior change  |
|   | Economic
Awareness | - Define the functions of stock markets through an introductory visit | - A visit to the stock market or showing a illustrative program made by specialists about the stock market  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Ninth Grade (Stage 2)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Forms a positive self-image
- Applies the healthy methods of adapting with psychological stress | - Training programs on self-esteem and positive adaptation to stress  |
|   | Higher
Thinking
Skills | - Distinguishes between facts and opinions based on the standards of each
- Uses the skills for generating possible solutions for life problems | - Training programs in relevant thinking skills
- Intelligence games
- Workshops
- Case study  |
|   | Knowledge
Skills | - Uses the skill of summarization
- Practices speed reading
- Adheres to effective positive interaction with visual means | - Extracurricular activities in the Arabic curriculum
- A training program about the techniques of speed reading
- Awareness-raising programs in positive interaction with visual means  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Ninth Grade (Stage 2)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Social
Interaction and
Communication
Skills | - Shows acceptance of and pride in his family
- Practices posture and movement skills in communicating with other | - An open day in school for students and their parents
- A training program in communication skills  |
|   | Economic
Awareness | - Explains, measures and compares between some of the common economic phenomena such as recession and inflation
- Defines inflation and demonstrates the risks and reasons behind it | - An introductory program on recession and inflation  |

# Secondary Education (Tenth Grade)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Has confidence in himself and his abilities and skills
- Controls or restrains himself in different social situations
- Controls his emotions towards those around him
- Defines his own vision, mission and future goals | - Visiting recruitment fairs
- Guided trips
- Meeting influential and prominent people
- Videos
- Specially designed practical guiding exercises  |
|   | Higher
Thinking
Skills | - Predicts the results in light of the presented data
- Discovers contradiction in situations, circumstances, standards, other people's thinking, actions, sayings... etc.
- Finds creative solutions to the problems facing himself or other people
- Applies positive decision-making strategies | - Practical guiding exercises in the skills of prediction, problem solving and discovering contradictions
- Displaying a documentary about decision making  |
|   | Knowledge
Skills | - Adopts positive thoughts of the importance of education to himself
- Takes initiative in educational or school activities
- Implements the skills of Survey reading | - The student's personal portfolio (Achievements portfolio)
- Writing various reports
- Practical exercises on Survey reading  |

Continued/ Secondary Education (Tenth Grade)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Social
Interaction and
Communication
Skills | - Builds positive relationships with others
- Interacts with problems facing his family
- Feels comfortable communicating with others
- Assumes responsibility within a team setting | - Psychodrama activities
- Taking part in family projects
- Taking part in a group project with his classmates  |
|   | Economic
Awareness | - Lists his needs and his monthly and annual expenses and practically implements moneysaving within the school year
- Visits a bank to learn about the simple bank dealings such as opening an account, having a card issued, writing a check, and making a deposit or a withdrawal | - A training program about economizing and money saving
- Visiting banks  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Secondary Education (Eleventh Grade)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Shows a positive conception of himself
- Has positive expectations of himself
- Feels happy during leisure time | - Practical guiding training programs, designed on positive conceptions of oneself  |
|   | Higher
Thinking
Skills | - Logically concludes results from introductions and previously available information
- Masters advanced decision-making skills | - Practical exercises in the stages of decision making and making logical deductions
- Implementing psychodrama method  |
|   | Knowledge
Skills | - Actively benefits from the teachers within the classroom
- Actively participates in classes
- Asks his teachers about what he doesn't understand in class | - A guiding program within the student guidance curriculum  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Secondary Education (Eleventh Grade)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Social
Interaction and
Communication
Skills | - Reacts positively in difficult situations
- Uses humor in communicating with others | - School camp
- A training program about positive interaction with difficult situations, and using humor in communicating with others  |
|   | Economic
Awareness | - Learns how to use banking cards safely and successfully
- Puts a plan for his personal expenses
- Differentiates between taxes and fees, as found in the State Budget | - A practical guiding training program about safe and successful use of banking cards
- An illustrative film about the difference between taxes and fees  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Secondary Education (Twelfth Grade)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Proves himself Successfully and effectively
- Adapts to the multiple pressures surrounding him
- Realizes and applies the concept of strategic planning | - A guiding training program on selfesteem and adaptation to strains
- Training work papers, videos and role play
- Applied workshop about strategic planning  |
|   | Higher
Thinking
Skills | - Employs flexibility skill in real life situations
- Easily changes his opinions when convinced with other points of view
- Moves from judging minor situation to judging the whole picture
- Uses proof and precise factual evidence to issue his judgment on a raised problem
- Prioritizes (the most important to the important) | - A guiding training program about relevant thinking skills  |
|   | Knowledge
Skills | - Uses positive skills during exams
- Positively analyzes what he reads | - Awareness-raising program about positive skills during exams  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Secondary Education (Twelfth Grade)

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Social
Interaction and
Communication
Skills | - Appreciates the importance of knowing the speaker's state of mind during the conversation
- Realizes the importance of his effective role in increasing happy feelings within the family
- Employs pronunciation in social communication out of his knowledge of the voice's intensity and tone
- Applies advanced leadership skills | - A guiding training program of social and leadership skills
- Taking part in group events in his school  |
|   | Economic
Awareness | - Demonstrates how to protect the personal information of his bank accounts
- Exhibits smart shopping skills and a wise consumer behavior
- Points out ways of investment in stocks and bonds | - A short awareness-raising film about protecting one's bank account's personal information and the risks of divulging them
- A guiding program about smart shopping skills and a wise consumer behavior
- An introductory program of stocks and bonds  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students University Education

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Self-
Development | - Adapt well with the stresses of life | - A guiding training program on strategies of adjusting to the stresses of life
- Training work papers, videos and role play  |
|   | Higher
Thinking
Skills | - Applies advanced creative thinking skills in real life situations
- Applies critical thinking skills (clarity, accuracy, credibility, precision and depth) in real life situations
- Uses decision-making and risk-study strategies in choosing their life partner | - An advanced training program in the skills of creative and critical thinking
- A guiding training program on the basics of choosing a life partner according to decision-making and riskstudy skills  |
|   | Knowledge
Skills | - Implements analytical reading skills | - A training program on analytical reading skills  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ University Education

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Personal
Skills | Social
Interaction and
Communication
Skills | - Uses positive communication skills in communicating with his family
- Communicates using body language skills
- Uses positive interaction skills in group work | - A guiding training program on conflict management and family disputes
- An advanced training program in positive communication skills  |
|   | Economic
Awareness | - Learns about methods of financing projects
- Distinguishes between portfolios and investment funds and the purposes of each
- Shows the indexes of the national income and the national product and distinguishes their general significance | - A visit to bodies supportive of youths' projects
- A guiding training program about investment funds and portfolios, methods of funding projects and the indexes of the national product and the national income  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- First Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Knowing the Homeland | - Shows a general understanding of the features of the country's historical sites
- Tells a simple story of the declaration of the establishment of the Union
- Discerns the map of the UAE
- Explains some aspects of the lives of the President and the Vice-President
- Names the occupied Emirati islands | - Cartoons, and a series of short stories about the historical sites
- A picture story about the establishment of the Union
- A coloring book and an electronic puzzle of the map
- A documentary appropriate for the age group
- A touch screen to pinpoint and name the Emirati islands
- An electronic game teaching the students the names of the occupied islands  |
|   | Love of the Homeland | - Shows altruism in dealing with his family
- Shows respect and pride in the flag of the United Arab Emirates
- Takes pride in the elements of his national identity
- Knows a ditty from the Emirati heritage
- Expresses joy of the National Day and celebrates it with his classmates
- Points out the most notable tourist attractions in the country
- Names and respects several old nautical professions | - A cartoon character in a series of stories teaching values
- A coloring book, a construction toy and patriotic songs
- Ditties from the Emirati heritage, composed, filmed and copied on CDs
- Organizing programs in celebration of the National Day
- Field visits to the tourist attractions
- Posters and CDs with pictures of Emirati tourist attractions
- Printing pictures of the tourist attractions on school bags and stationary
- Visits to museums and heritage villages
- Action figures of maritime professions
- Documentaries  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- First Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Serving the
Homeland | - Keeps the environment clean | - Practical programs to take part in cleaning the school and its surroundings
- Coloring books about keeping the environment clean  |
|   | Loyalty to the United Arab Emirates | - Expresses loyalty to the Union | - Printed or electronic coloring projects for all the symbols of the union
- Emirati patriotic songs  |
|   |  | - Shows pride in his Emirati national identity | - A picture book  |

Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Second Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Knowing the Homeland | - Shows a general understanding of the country's historical sites
- Expresses the meaning of the union between the different emirates of the UAE, in his own way
- Pinpoint the location of the nation's emirates on a map
- Explains some aspects of the lives of the current leaders of the UAE | - Cartoons, and series of short stories of the historical sites
- A picture story about the establishment of the Union
- An electronic map of the emirates  |
|   |  | - Explains some aspects of the lives of the current leaders of the UAE | - Documentaries about the leaders of the country at different times of their lives  |
|   |  | - Names the emirates which the occupied islands belong to | - An electronic game referring the occupied islands to the emirates they originally belong to  |
|   | Love of the Homeland | - Shows altruism in playgrounds and places of leisure
- Shows respect to the national anthem of the UAE and stands up to its music | - A cartoon character in a series of stories teaching values
- A daily program at the school morning broadcasts (An Emirati Morning- Sabah Al Emarat) with martial music  |
|   |  | - Takes pride in the Emirati accent | - Dramatic scenes about patriotic themes in the Emirati accent  |
|   |  | - Celebrates the National Day with his classmates | - Holding programs in celebration of the National Day  |
|   |  | - Points out the most notable tourist attractions in the country | - Field visits to tourist attractions
- Posters and CDs with pictures of Emirati tourist attractions
- Printing pictures of the tourist attractions on school bags and stationary  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Second Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Serving the
Homeland | - Appreciates the farming profession | - A visit to heritage villages and museums
- Starting agricultural school programs  |
|   |  | - Takes part in serving the needy in the school area | - Practical programs for the service of the needy designed in coordination with social care and charitable institution (aiding the poor, for an example)  |
|   | Loyalty to the United Arab Emirates | - Learns the story of the Union-seven emirates, one state | - A picture story about the establishment of the Union between the state's emirates  |
|   |  | - Shows his love for the UAE in his behavior | - An electronic or printed children's magazine, produced by students  |
|   |  | - Interprets his loyalty to the UAE in his literary and artistic creations | - Art exhibitions for the students' works of art  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Third Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Knowing the Homeland | - Explains the main aspects of the country's historical sites | - Cartoons, and series of short stories about the historical sites
- Scientific visits to a number of historical sites  |
|   |  | - Tells the story of the declaration of the establishment of the Union (the leaders' meeting and announcing the establishment of the Union) in his own words | - A picture short story about the establishment of the Union
- A visit to the Union House  |
|   |  | - Points out some of the most important advantages of Abu Dhabi, the capital of the UAE | - Documentaries about Abu Dhabi  |
|   |  | - Explains several aspects of the biographies of founders of the United Arab Emirates | - Short documentaries about founders of the United Arab Emirates  |
|   |  | - Lists some of the country's achievements in education | - Picture leaflets about the educational achievements of the Union  |
|   |  | - Explains the natural aspects of the UAE's occupied islands | - A 3D film explaining the nature of the UAE's occupied islands  |
|   |  | - Shows altruism with his schoolmates | - A school program promoting altruism amongst peers  |
|   |  | - Shows respect to the emblem of the UAE | - A daily program at the school morning broadcasts (An Emirati Morning- Sabah Al Emarat)  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Third Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Love of the Homeland | - Adopts good manners in communicating with his parents and his family's guests | - Al Senaa' program, implemented at the Ministry of Culture, Youth and Community Development  |
|   |  | - Celebrates the National Day with his family and classmates | - Organizing programs to celebrate the National Day  |
|   |  | - Points out the most notable tourist attractions in the country | - Field visits to tourist attractions
- Posters and CDs with pictures of Emirati tourist attractions
- Uploading videos of tourist attractions to the program's website  |
|   | Serving the Homeland | - Illustrates Emirati women's contributions in working side by side with Emirati men | - Documentaries
- Data and statistics  |
|   |  | - Proceeds to helping people with special needs | - Programs serving those with special needs  |
|   | Loyalty to the United Arab Emirates | - Understands the meaning of loyalty to the Union | - Short stories  |
|   |  | - Recites a poem showing his pride in the Arabic language; the language of his country | - Chants in classical Arabic (fushia) about the beauty of the language  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Fourth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Knowing the
Homeland | - Points out features of some of the country's historical sites | - Field visits to historical sites  |
|   |  | - Explains how the founders of the Union came to consider its establishment in the first place and their efforts to develop the idea | - A documentary
- A presentation
- A visit to the Union House  |
|   |  | - Draws the geographic borders of UAE on the map | - Electronic and on paper activity  |
|   |  | - Demonstrates the biographies of the current leaders of the United Arab Emirates | - Documentaries
- Picture stories  |
|   |  | - Describes the economic activities of the population of the UAE's occupied islands | - Documentaries
- Picture stories  |
|   |  | - States number of the cultural achievements of the UAE | - Lectures
- Picture booklets  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Fourth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Love of the Homeland | - Shows altruism to others in the road | - Applied programs about road etiquette
- Drama scenes  |
|   |  | - Shows respect and appreciation for the leaders of the state | - Applied activities
- Raising pictures of the nation leaders at schools in the morning alongside the flag  |
|   |  | - Masters several folk games | - Festivals and open sporting days  |
|   |  | - Actively participates in the celebrations of the National Day resembling good citizenship | - Participating in the celebrations of the UAE's National Day  |
|   |  | - Maintains the marine environment of his country | - Taking part in environmental programs and activities  |
|   | Serving the Homeland | - Illustrates several traditional Emirati handcrafts | - Holding heritage activities and festivals in schools
- Field visits  |
|   |  | - Takes part in several official volunteer programs | - Organizing cleaning campaigns in the schools and neighboring suburbs, meeting travelers at airports and handing out introductory leaflets on the National Day  |
|   | Loyalty to the United Arab Emirates | - Learns what is takes to maintain the structure of the Union | - Stories
- Dramatic scenes  |
|   |  | - Lists several authentic Emirati customs and traditions | - A televised school contests program  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Fifth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Knowing the
Homeland | - Points out features of some of the country's historical sites | - Visiting historical sites and tourist attractions in every emirate of the UAE
- Antiquarian exhibitions and scale models in schools  |
|   |  | - Lists the most important cities in his country and describes the advantages of each | - Films
- Booklets
- Visits  |
|   |  | - Describes the role the current leaders of the UAE play in supporting the Union | - Leaflets and comic books  |
|   |  | - Describes the social life of the population of the occupied Emirati islands | - Documentaries  |
|   |  | - States a number of UAE's local and international achievements in sports | - Films
- Visiting sports' clubs  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Fifth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Love of the Homeland | - Distinguishes between common and personal interests | - Articles
- Autobiographies  |
|   |  | - Shows love for and pride in the leaders of the nation | - Writing thoughts and phrases expressive of which
- Learning poems and poetry verses on the subject  |
|   |  | - Memorizes a number of proverbs and folk stories and uses them in his speech and writings | - Books of proverbs
- Stories from the heritage
- Al Senaa' program  |
|   |  | - Maintains the terrestrial environment of his country | - A program about maintaining the environment
- Visiting national museums and landmarks  |
|   | Serving the Homeland | - Shows appreciation to handwork | - Workshops
- Visiting factories enjoying the national element; Dubal and other factories  |
|   |  | - Links between serving his country and joining positive volunteer programs | - Visiting Takatof, Sanid and other charitable societies
- Filmed programs  |
|   | Loyalty to the United Arab Emirates | - Points out his own role in maintaining the different aspects of the Union | - Dramatic scenes
- Stories  |
|   |  | - Practices good citizenship in his own community | - Awareness raising lectures about adhering to the national identity (dress, customs, tradition and attending social sittings)
- Stories and theatrical pieces  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Sixth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Knowing the Homeland | - Points out features of some of the country's historical sites
- Explains how the Union was established
- Points out the Islamic identity of the United Arab Emirates and its manifestations
- Tells, in detail, the biography of HH Sheikh Zayed bin Sultan Al Nahyan-may he rest in peace; Builder of the Union state
- States the strategic importance of the UAE's occupied islands
- Points out several aspects of the UAE's humanitarian work in Arab, Islamic and friendly states
- Lists several environmental accomplishments of the UAE | - A series of short stories about Jebel Hafeet and Tawam
- An educational documentary about the establishment of the Union
- An annual exhibition about the Union and its leaders
- Year round television ads about the Union under the slogan "Our country is not a day, our country is everyday"
- A leaflet about the number of mosques in the country and the religious contests, listing the most important of both
- A film about the human, political, cultural and economic aspects of Sheikh Zayed's character
- A presentation prepared by the students (self-education) about the strategic importance of the islands
- A program at the school morning broadcasts (An Emirati Morning- Sabah Al Emarat) about the strategic importance of the islands
- A documentary about the most notable humanitarian efforts in the UAE
- Field visits to official charitable bodies and societies in the UAE
- Statistics about humanitarian efforts in the UAE
- Making a leaflet about the most notable environmental accomplishments
- A documentary  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Sixth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Love of the Homeland | - Takes pride in all of the elements of the United Arab Emirates' national identity
- Takes part in national celebrations in a civilized manner displaying good citizenship | - A picture booklet about the elements of the national identity of the UAE with a brief about each element
- Awareness-raising posters about active participation in national celebrations
- The school morning broadcasts (An Emirati MorningSabah Al Emarat) about taking part in national celebrations (My behavior makes my country proud)  |
|   |  | - Demonstrates methods of organizing programs for domestic family tourism | - A presentation about domestic tourism in the UAE (Learn how to organize a family tourism program)  |
|   |  | - Shows knowledge of the boundaries of personal interest, with examples | - A lecture  |
|   |  | - Shows respect to the Emirati folk heritage | - A school seminar by experts in the Emirati heritage, under the title "My heritage, My Identity"
- Designing a drawing booklet with beautiful themes from the Emirati heritage: dress, customs, professions, ditties, and games  |
|   | Serving the Homeland | - Demonstrates the value and importance of work
- Lists fields where he can volunteer | - A lecture under the title "You Make Us Strong"
- Students show their volunteer work for the service of their nation on the "aqdar" website  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Sixth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness |  | - Is proud of his leader Sheikh Khalifa Bin Zayed Al Nahyan | - A love letter to the leader
- A film about the role Sheikh Khalifa plays in leading the Union and taking it forward
- A play under the title "Loyalty to the Emirates" performed by the students
- Patriotic-themed murals on the outer walls of state schools  |
|   |  | - Adopts the behavior entailed by his Emirati Arab identity | - A radio program under the title Ana Emarati (I Am an Emirati) about responsible Emirati citizens who adopt nationalism in their everyday behavior  |
|   | Protecting the Homeland | - Takes pride in the Arabic language and uses it in everyday life | - A theatrical piece in the Arabic language  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Seventh Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Knowing
the
Homeland | - Explains some aspects of the history of the human settlements in the UAE's region | - A documentary about the birth of human settlements around the UAE  |
|   |  | - Lists the social and cultural factors involved in the establishment of the Union | - A discussion group about the social and cultural factors involved in the establishment of the Union  |
|   |  | - Explains the elements of the Arab identity of the United Arab Emirates | - A lecture  |
|   |  | - Explains, in detail, the biography of Sheikh Rashid bin Saeed Al Maktoum-may he rest in peace; Builder of the Union state | - A booklet by the title "Rashid, the Builder of the Union"
- A documentary  |
|   |  | - Recites detailed information about the occupied island of Abu Musa | - A documentary about the occupied island of Abu Musa  |
|   |  | - Lists several health projects established by the UAE in Arab, Islamic and friendly states | - A documentary about the health-oriented projects established by the UAE  |
|   |  | - Lists several Emirati accomplishments in medicine | - The school morning broadcast program (An Emirati Morning- Sabah Al Emarat) and the Emirati accomplishments in medicine: Noor, the eyesight restoration program; Dubai Cares; and the Red Crescent  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Seventh Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Love of the Homeland | - Takes pride in all the social and cultural heritage of the United Arab Emirates | - Publications of the Emirati heritage institutions and other bodies concerned with the country's cultural heritage
- Electronic applications about the country's social and cultural heritage, uploaded on the program's website  |
|   |  | - Takes part in religious, cultural and sports events in a civilized manner | - A simplified lecture with a clear purpose and message about the "social fabric"  |
|   |  | - Maintains the touristic and environmental landmarks | - Participation in environment protection programs  |
|   |  | - Demonstrates the boundaries of public interest | - Awareness-raising religious lectures  |
|   |  | - Takes pride in the proper customs, traditions and social conventions | - Al Senaa' program
- A leaflet about the proper customs, traditions and social conventions in the UAE  |
|   | Serving the Homeland | - Explains how every honorable work, however small, serves the country | - Awareness-raising religious lectures  |
|   |  | - Lists the basics and conditions for participating in volunteer programs | - Participating in volunteer programs  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Seventh Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Loyalty to the
United Arab
Emirates | - Shows loyalty to the united Arab Emirates by word and deed
- Illustrates how to guarantee the survival of the Union | - Values and Behavior, a program promoting loyalty and the values that guarantee the survival of the Union  |
|   | Protecting the Homeland | - Learns the culture of the Emirates in maintaining the social fabric | - An awareness-raising lecture about the country's social fabric  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Eighth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Knowing the
Homeland | - Explains the outlines of the civilized unity of the Emirates' region from the $3^{\text {rd }}$ century BC to the $7^{\text {th }}$ century AD | - A historical documentary  |
|   |  | - Lists the economic factors involved in the establishment of the Union | - A lecture
- A documentary  |
|   |  | - Explains the elements of the cultural identity of the United Arab Emirates | - Electronic applications
- A documentary
- Field visits to heritage centers  |
|   |  | - Recites, in detail, the biography of Sheikh Khalifa Bin Zayed Al Nahyan, President of the UAE; may Allah save him | - A documentary
- A presentation of the biography of Sheikh Khalifa Bin Zayed Al Nahyan, President of the UAE; may Allah save him  |
|   |  | - Recites detailed information about the occupied islands of the Greater and Lesser Tunbs | - Historic documents and filmed reports  |
|   |  | - Lists some of the Emirati relief efforts in the Arab World | - Pamphlets and leaflets
- Documentaries  |
|   |  | - Lists a number of the Emirati accomplishments in science | - Pamphlets and leaflets
- Documentaries  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Eighth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Love of the Homeland | - Shows respect of the traditional industries and professions | - Visits to museums and heritage villages  |
|   |  | - Takes part in official events promoting the dignity of the nation | - Programs for the participation in official events  |
|   |  | - Designs a promotional program for domestic tourism | - A specialized workshop  |
|   |  | - Puts public interest before personal interest in times of contradiction | - Awareness-raising lectures and examples from the past  |
|   |  | - Appreciates the nation leaders' stands towards different local issues | - Writing short articles, and letters of thanks and gratitude  |
|   | Serving the Homeland | - Puts the nation's interests before his own when choosing his future career | - A workshop  |
|   |  | - Realizes the connection between volunteering in different fields and serving his country | - Volunteer humanitarian programs  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Eighth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Loyalty to the United Arab Emirates | - Learns how to follow the instructions of leaders of the nation | - A workshop  |
|   |  | - Puts public interests before ethnic and sectarian associations | - Dramatic scenes  |
|   |  | - Illustrates the importance of maintaining security and stability in the UAE | - Communicating with the official security channels (Al Ameen, Aman and Najeed)  |
|   |  | - Respects others to promote the national identity | - A workshop  |
|   | Protecting the Homeland | - Appreciates his responsibility towards his nation in finishing his education | - Various training programs in national responsibility  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Ninth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Knowing
the
Homeland | - Tells the story of the spreading of Islam around the UAE | - A presentation  |
|   |  | - Lists the historic factors behind the establishment of the Union | - Lectures and a documentary film  |
|   |  | - Describes the political outlines of the United Arab Emirates | - Lectures and a documentary film  |
|   |  | - Recites, in detail, the biography of Sheikh Mohammed Bin Rashid Al Maktoum, Vice-President, Prime Minister of the UAE and Ruler of Dubai-may Allah save him | - Lectures and a documentary film
- My Vision  |
|   |  | - Describes the political circumstances that led to the occupation of the Emirati islands | - Lectures  |
|   |  | - Lists some of the Emirati relief efforts on the global level | - Lectures and a documentary film  |
|   |  | - Lists a number of the UAE's economic accomplishments | - Pictures and a documentary film  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Ninth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Love of the Homeland | - Practices a number of the traditional sports | - Traditional sports' events  |
|   |  | - Promotes the dignity of the nation by taking part in various events | - Lectures  |
|   |  | - Organizes family domestic tourism programs | - Training workshops  |
|   |  | - Puts public interest before personal interest in times of contradiction | - A case study (evaluating different situations in stories)
- Decision-making and problem-solving exercises
- A theatrical show  |
|   |  | - Appreciates the nation leaders' stands towards different global issues | - Lectures and workshops
- Documentaries  |
|   | Serving the Homeland | - Realizes the connection between skillful work and serving the country | - Lectures and workshops  |
|   |  | - Makes sure to do volunteer work as a part of his daily schedule | - A social service volunteer program  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Ninth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Loyalty to the United Arab Emirates | - Follows the instructions and directions of the nation's leaders | - Lectures and workshops  |
|   |  | - Demonstrates that the decisions of the nation's leadership in all domains are for the nation's best interest | - A workshop and awareness-raising national and religious lectures  |
|   |  | - Respects the symbols of the nation and observes them | - A workshop and awareness-raising national and religious lectures  |
|   |  | - Respects the general rules and systems within the country | - A workshop and awareness-raising national and religious lectures  |
|   | Protecting the Homeland | - Understands his responsibility in learning for the service of his homeland | - A student forum where he can steer his colleagues towards fulfilling their responsibilities towards their country  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students The Tenth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Knowing the
Homeland | - Lists the names of the Arab tribes around the area of the UAE, historically | - A story
- Lectures  |
|   |  | - Explains the political factors that contributed to the establishment of the United Arab Emirates | - Lectures  |
|   |  | - Describes the outlines of the political identity of the United Arab Emirates | - Studying the articles of the constitution that define the political identity of the country  |
|   |  | - Explains the biographies of the Crown Princes of the emirates and their achievements | - The ruling scheme of each emirate
- A documentary  |
|   |  | - Describes the historical rights and the Emirati arguments in the issue of the occupied Emirati islands | - A documentary about the islands
- Lectures about the Emirati arguments  |
|   |  | - Lists some of the Emirati housing projects in other countries | - Student contests
- A documentary  |
|   |  | - Describes the UAE's achievements in the field of human development | - A presentation  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ the Tenth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Love of the Homeland | - Uses folk maxims and proverbs in communicating with others | - Competition in maxims and proverbs from the heritage
- Al Senaa' program  |
|   |  | - Demonstrates civilized behavior when participating in social events | - Visiting heritage villages
- Participating in social events  |
|   |  | - Introduces the environmental tourist attractions of the country to others | - Picture booklets  |
|   |  | - Shows feelings of love towards his homeland and its symbols | - Celebrating the national occasions, such as: the National Day, Armed Forces Unification Day, Accession Day, and celebrations of other achievements  |
|   | Serving the Homeland | - Observes quality and skillfulness in his work considering this a mark of good citizenship | - Lectures and workshops  |
|   |  | - Explains the different rights guaranteed by the constitution | - Studying selected texts form the constitution  |
|   |  | - Explains the concept of social responsibility | - Contemporary Emirati examples and role models
- Religious texts  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ the Tenth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Loyalty to the United Arab Emirates | - Shows full loyalty to the undivided nation of the UAE | - Studying the speech of Sheikh Mohammed bin Zayed during the opening of the National Consultative Council in Abu Dhabi  |
|   |  | - Makes the connection between putting the nation's best interest first and the reflection of which on the country's political stability | - A story, a drama scene  |
|   |  | - Explains his own role in maintaining the unity of the Union | - A story, a dramatic scene  |
|   |  | - Demonstrates the values of forgiveness and acceptance of others | - Religious texts
- Evidence of the national policy in this matter (before the establishment of the Union and after)  |
|   |  | - Respects the cultures of others without melting into them | - Religious texts
- Evidence of the national policy in this matter (before the establishment of the Union and after)  |
|   | Protecting the Homeland | - Adheres to national, religious and intellectual axioms in the face of religious and intellectual extremism | - A school program
- Patriotic and religious lectures  |
|   |  | - Answers his country's call in times of crisis and disasters | - Documentaries about the role of the army in this aspect  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students The Eleventh Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Knowing the Homeland | - Describes the economic activities and trade movement in the area of the UAE during the $19^{\text {th }}$ century and all through mid- $20^{\text {th }}$ century | - A documentary of the period and its activities
- An Interview with Emiratis whom have documented that period  |
|   |  | - Explains the outlines of the structure of the Union state | - A chart and a presentation
- A visit to the Union Monument  |
|   |  | - Defines the country's religious and Arab identity as written in the constitution of the United Arab Emirates | - Reading selected texts from the constitution  |
|   |  | - Explains the accomplishments of the leaders of the nation in promoting the development of the country | - A documentary
- Visits to selected sites of these accomplishments  |
|   |  | - Demonstrates Emirati people's sacrifice and redemption in resisting the occupation of the Emirati islands | - A novel and a story about Salim Suhail  |
|   |  | - Describes the policy of the UAE in supporting the Arab and Islamic issues (the Palestinian issue, for example) | - A documentary  |
|   |  | - Shows the UAE's achievements in the infrastructure field | - A documentary film - visits  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ the Eleventh Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Love of the Homeland | - Adheres to hospitality etiquette and visitation good manners in his daily life | - Al Senaa' camp  |
|   |  | - Demonstrates civilized behavior when participating in sports events | - A lecture
- A program of sports events  |
|   |  | - Introduces the historical and archaeological tourist attractions of the country to others | - An electronic program explaining these sites and pinpoints their locations
- Visits to these locations  |
|   |  | - Shows feelings of love towards his homeland and its symbols, by word and by deed | - A poetry matinee -a competition about the best article concerning the love of the homeland  |
|   | Serving the Homeland | - Makes the connection between committing to his job or profession's code of honor and good citizenship | - A lecture  |
|   |  | - Explains the citizen's duties as cited in the Emirati constitution | - Reading selected texts form the constitution  |
|   |  | - Gives examples of individual social responsibility | - A documented meeting with exceptional Emiratis in the field of social responsibility  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ the Eleventh Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Loyalty to the United Arab Emirates | - Refuses taking instructions or directions from any outside bodies | - Security-related Lectures  |
|   |  | - Respects the constitution of the UAE, and the international conventions and agreements which the country had signed | - Reading selected texts form the constitution a Lecture  |
|   |  | - Takes pride in the religious values and the deep-rootedness of the Emirati community | - A Lecture - stories  |
|   |  | - Understands that defending the Union state is a sacred duty | - A patriotic and religious Lecture  |
|   | Protecting the Homeland | - Understands that adhering to the religious and intellectual axioms of the UAE is a patriotic duty | - A patriotic and religious Lecture  |
|   |  | - Practices good citizenship by refusing outsider behaviors that are against the law, religion and traditions | - A documented meetings with national role models
- A piece of theater  |
|   |  | - Participates in the state-organized training programs about facing crises and disasters | - Training workshops  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students The Twelfth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Knowing the Homeland | - Demonstrates the historical facts related to the Portuguese occupation, liberation movements, rise of alliances, the British occupation and the independence of the United Arab Emirates | - A documentary  |
|   |  | - Explains the aspects of political empowerment in the UAE | - A Lecture about political empowerment and the participation of women therein  |
|   |  | - Defines outlines of the cultural identity as set in the constitution | - A reading of the constitution and a discussion about the cultural identity  |
|   |  | - Draws a tree chart of the rulers of the UAE | - Presentation of the tree chart  |
|   |  | - Forms a complete view about the issue of the occupied Emirati islands | - A Lecture  |
|   |  | - Describes official efforts to resolve the issue of the occupied islands | - A presentation of the Emirati solutions for resolving the issue of the occupied islands  |
|   |  | - Describes the UAE developmental contributions (Abu Dhabi Fund for Development) | - A presentation - a leaflet  |
|   |  | - Learns about the UAE's achievements in the field of renewable energy, Masdar City and the Emirati satellite | - Field visits  |

نواتج التعلم المتوقعة من تطبيق برنامج خليفة لتمكين الطلاب تابع/الصف الثاني عشر

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Love of the Homeland | - Adheres to good manners in dealing with neighbors and relatives | - Al Senaa' program  |
|   |  | - Uses every occasion to enhance the country's status | - Awareness-raising lectures  |
|   |  | - Tells others about the cosmopolitan landmarks of the country | - A training program about the fundamentals of tourist guiding  |
|   |  | - Abides by articulation etiquette when expressing his love for the country's symbols | - A training program in speech and delivery etiquettes  |
|   | Serving the Homeland | - Demonstrates dedication and sacrifice in working for the benefit of his country | - A volunteer program  |
|   |  | - Respects the constitution and takes pride in the benefits that it has caused for the Emirati citizen | - Studying selected texts form the constitution  |
|   |  | - Gives examples of corporate social responsibility | - A lecture and meetings with exceptional Emiratis in this field  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ the Twelfth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  National
Awareness | Loyalty to the United Arab Emirates | - Knows that the only binding patriotic point of reference is his nation represented in its federal bodies | - A lecture
- A presentation  |
|   |  | - Knows the UAE's foreign policy and the challenges it faces | - A lecture  |
|   |  | - Commits to the UAE's policies in resolving the issue of the occupied islands | - A lecture (Adopting the UAE's policies in resolving the issue of the occupied islands)  |
|   |  | - Develops his own sense of patriotism putting it above all other partisanships or ethnic affiliations | - Awareness-raising lectures  |
|   |  | - Defends the Union against all sorts of aggression | - Lectures, booklets and leaflets  |
|   | Protecting the Homeland | - Effectively contributes to the Emiratization of jobs and professions | - Awareness-raising lectures  |
|   |  | - Be always prepared to join the formal groups formed by the state to encounter disasters | - A specialized training workshops  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- First Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Health
Awareness | - Learns about the importance of a full health check-up and deduces the benefits of it | - Awareness-raising films  |
|   | Traffic
Culture | - Implements the rules of safe usage of the school bus
- Criticizes the negative behaviors of playing inside the house or in the streets and parking lots
- Implements safe road crossing rules | - Cartoon films
- Scale models (the Traffic Village)
- Field visits
- Exhibitions
- Touchscreens  |
|   | Environmental
Culture | - Recycles, by several means, for the benefit of his environment | - Practical applications
- Posters and instructions
- Competitions  |
|   | Prevention and Safety | - Learns the rules of kitchen safety and security
- Takes care not to fall from high places | - Awareness-raising cartoon films
- Practical applications  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Second Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Health
Awareness | - Lists the specifications of a proper place to sleep as well as healthy sleeping positions
- Defines proper sleeping times
- Shows courage in his assertive behavior | - Awareness-raising films
- Posters, leaflets and pamphlets  |
|   | Traffic Culture | - Identifies the meaning of the different traffic lights
- Implements the traffic safety procedures related to traffic lights | - Cartoon films
- Scale models (the Traffic Village)
- Field visits
- Exhibitions
- Touchscreens  |
|   | Environmental
Culture | - - | - -  |
|   | Prevention and Safety | - Learns the rules of safety and security in using vehicles
- Stays cautious against vehiclerelated risk factors | - Awareness-raising cartoon films
- Practical applications  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Third Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Health
Awareness | - Demonstrates proper practices of maintaining the health of his mouth, teeth, eyes and ears | - Awareness-raising films  |
|   | Traffic Culture | - Demonstrates safety procedures in using bicycles | - Cartoon films
- Scale Models (the Traffic Village)
- Field visits
- Exhibitions
- Touchscreens  |
|   | Environmental Culture | - Seeks to ration the usage of water and electricity in his home and school | - Practical applications
- Posters and instructions
- Competitions  |
|   | Prevention and Safety | - Learns the rules of safety inside buildings | - Awareness-raising cartoon films
- Practical applications  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Fourth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Health
Awareness | - Identifies macro and micro nutrients
- Explains the items of the food pyramid
- Identifies balanced nutritional portions
- Becomes an example for adopting healthy nutrition habits
- Adheres to a balanced healthy diet | - Awareness-raising films
- Posters, leaflets, pamphlets and installations  |
|   | Traffic Culture | - | -  |
|   | Environmental
Culture | - Learns the methods of environmental cleanliness at school and at home | - Practical applications
- Posters and instructions
- Competitions  |
|   | Prevention and Safety | - Explains the procedures to be taken at the sound of a warning siren
- Explains the procedures for reporting accidents | - Awareness-raising cartoon films
- Practical applications  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Fifth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Health
Awareness | - Lists the benefits of physical activity
- Actively participates in organized sports activities | - Awareness-raising films  |
|   | Traffic Culture | - - | - -  |
|   | Environmental
Culture | - Learns safe and hygienic methods of caring for animals | - Practical applications
- Posters and instructions  |
|   | Prevention and Safety | - Identifies types of manual fire extinguishers
- Lists types of fire extinguishers
- Explains proper safety and security procedures during fires | - Awareness-raising cartoon films
- Practical applications  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Sixth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and
Safety | Health
Awareness | - Defines physical activity and explains its health benefits
- Identifies the duration and intensity required for every physical activity
- Actively participates in organized sports activities
- Learns the connection between physical activity and cardiovascular diseases, bronchial asthma, obesity and diabetes
- Learns how to take care of his appearance and keep his body clean | - Awareness-raising films
- Posters, leaflets, pamphlets and films
- Lectures  |
|   | Traffic
Culture | - Learns the principles of using public transportation | - Practical applications
- Electronic applications
- Posters, and leaflets
- Field visits  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Sixth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and
Safety | Environmental Culture | - Learns different methods of recycling | - Applied campaigns
- Posters and instructions
- Competitions  |
|   | Prevention and Safety | - Illustrates how to avoid the risks of cooking
- Explains the safety procedures when dealing with sharp objects and toxic substances
- Implements the procedures of evacuating danger zones upon hearing a warning siren | - Awareness-raising films
- Posters
- Seminars
- Practical applications  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Seventh Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Health
Awareness | - Lists the benefits and positive aspects of comprehensive medical check-ups
- Discovers the connection between periodic check-up and disease prevention
- Criticizes situations that demonstrate lack of assertive behavior
- Trains to strengthen his assertive behavior | - Awareness-raising films
- Posters, leaflets, pamphlets and films
- Lectures  |
|   | Traffic
Culture | - Explains the rules of riding the school bus
- Lists the safety rules when riding the vehicle
- Implements safe usage of bicycles and motorbikes | - Practical applications
- Electronic applications
- Posters, and leaflets
- Field visits  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Seventh Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Environmental Culture | - Learns about air, water and soil pollution aspects
- Takes part in protecting the environment from all kinds of pollutants | - Applied campaigns
- Posters and instructions
- Competitions  |
|   | Prevention and Safety | - Explains the safety requirements in school labs
- Learns the rules of safety in school facilities
- Lists the rules of personal safety within school buildings | - Awareness-raising films
- Posters
- Lectures
- Practical applications  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Eighth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Health
Awareness | - Discovers the importance of sleep in realizing good physical and psychological health | - Awareness-raising films
- Posters, leaflets, pamphlets and films
- Lectures  |
|   | Traffic Culture | - - | - -  |
|   | Environmental
Culture | - Learns the methods of keeping the common environment clean
- Takes part in cleaning the deserts, public gardens and beaches
- Learns preventative measures against diseases caused by household pets | - Applied campaigns
- Posters and instructions
- Competitions  |
|   | Prevention and Safety | - Demonstrates preventative measures against vehicle risk factors
- Demonstrates the proper methods for dealing with vehicle fires and other risk factors
- Explains how to help others in the face of vehicle risk factors | - Awareness-raising films
- Posters
- Lectures
- Practical applications  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Ninth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and
Safety | Health
Awareness | - Distinguishes between different nutritional elements
- Lists the food groups and what they include
- Discovers nutrition-related illnesses
- Implements healthy nutrition habits
- Learns what is meant by psychological stress and defines its sources and types
- Deduces the economic, social, psychological and health-related effects of stress
- Uses different methods of managing stress | - Awareness-raising films
- Posters, leaflets, pamphlets and films
- Lectures  |
|   | Traffic
Culture | - Identifies types of traffic accidents
- Discovers the reasons of traffic accidents and their consequences | - Practical applications
- Electronic applications
- Posters, and leaflets
- Field visits  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Ninth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and
Safety | Environmental
Culture | - Demonstrates methods of using clean renewable energy
- Learns how to benefit from the international standard, " Energy Star", in improving products' energy efficiency | - Applied campaigns
- Posters and instructions
- Competitions  |
|   | Prevention and Safety | - Identifies the different types of fire extinguishers
- Applies pre-usage procedures for fire extinguishers
- Demonstrates safety and security procedures at times of fire
- Names the contents of the first aid kit | - Awareness-raising films
- Posters
- Lectures
- Practical applications  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Tenth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Health
Awareness | - Explains the importance of physical activities in preventing diseases
- Practices different types of physical activity in order to improve his level of fitness
- Adheres to choosing the right nutrition for each physical activity
- Demonstrates healthy sleeping habits and methods of dealing with insomnia
- Criticizes situations that shows lack of assertive behavior
- Trains himself to strengthen his assertive behavior | - Sports competitions
- Forums and seminars
- Leaflets, booklets and posters
- Using electronic networks and social networking websites  |
|   | Traffic
Culture | - Explains traffic-related policies and strategies
- Deduce the types of traffic accidents
- Lists the reasons and consequences of traffic accidents | - Participating in exhibitions
- Local and international traffic-related events
- Booklets and leaflets
- Seminars and forums  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Tenth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Environmental Culture | - Explains the manifestations of environmental depletion
- Discovers the dangers of fish stock depletion
- Lists the reasons of underground water depletion
- Deduces the effects of overhunting of wild animals and over-collection of wild plants
- Lists methods of recycling and their effects on keeping a clean environment
- Explains methods of recycling waste water
- Explains safe methods of caring for animals
- Learns the preventative measures against diseases caused by household pets | - Lectures
- Application (participating in environment campaigns)  |
|   | Prevention and Safety | - Applies the pre-operating procedures for fire extinguishers
- Lists the type of fire extinguishers
- Trains how to use fire extinguishers when fires occur | - Posters and leaflets
- Lectures
- Awareness-raising messages via modern communication methods
- Practical applications (workshops)
- Booklets
- Instruction panels  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Eleventh Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Health
Awareness | - Compares between clinical and laboratory examinations
- Learns to read his laboratory tests
- Learns self-examination techniques and uses them
- Explains food safety and preservation techniques
- Learns how to read the label of food items | - Forums and seminars
- Leaflets, booklets and posters
- Using electronic networks and social networking websites  |
|   | Traffic
Culture | - Explains passenger safety procedures
- Explains safe usage of motorcycles
- Demonstrates safe driving techniques
- Criticizes wrong driving practices | - Participating in exhibitions
- Local and international traffic-related events
- Booklets and leaflets
- Seminars and forums  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Eleventh Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Environmental Culture | ・- | ・-  |
|   | Prevention and Safety | - Lists the construction safety requirements of school buildings
- Propagates the conditions for personal safety inside buildings
- Demonstrates proper methods for dealing with vehicle risk factors
- Explains how to help others who have been subjected to vehicle-related dangers
- Applies the procedures for evacuating a danger zone
- Explains what should be done when finding or giving shelter | - Posters and leaflets
- Lectures
- Awareness-raising messages via modern communication methods
- Practical applications (workshops)
- Booklets
- Instruction panels  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Primary Education- Twelfth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Health
Awareness | - Lists methods of maintaining the health of pregnant women, infants and children (female students only)
- Explains ways of improving teenagers' health
- Learns about reproductive health and how to improve it
- Learns about psychological stress and avoids its causes
- Manages stress through different methods
- Explains ways of dealing with psychological disorders
- Defines the causes of psychological disorders | - Sports competitions
- Forums and seminars
- Leaflets, booklets and posters
- Using electronic networks and social networking websites  |
|   | Traffic
Culture | - Identifies traffic signals and their meanings
- Applies the procedures followed at traffic signals
- Explains the penalty of violating traffic signals | - Participating in exhibitions
- Local and international trafficrelated events
- Booklets and leaflets
- Seminars and forums  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ Primary Education- Twelfth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Environmental Culture | - | -  |
|   | Prevention and Safety | - Explains the procedures of reporting accidents
- Reenacts how to transport an injured person away from danger
- Handles minor injuries using the fundamentals of first aid | - Posters and leaflets
- Lectures
- Awareness-raising messages via modern communication methods
- Practical applications (workshops)
- Booklets
- Instruction panels  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students University Education

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Health
Awareness | - Actively participates in organized sports activities to improve his fitness
- Chooses the suitable nutrition for each physical activity
- Knows the difference between full clinical and laboratory examinations
- Learns to read laboratory test results
- Applies self-examination techniques
- Distinguishes between different nutritional elements and their health benefits
- Defines the proper portions of the different food groups
- Learns nutrition-related illnesses and their prevention methods
- Adopts healthy nutrition habits
- Lists methods of maintaining the health of pregnant women, infants and children (female university students only)
- Explains ways of improving teenagers' health
- Learns methods of improving reproductive health
- Avoids causes of stress
- Manages stress through different methods
- Defines the causes of psychological disorders and ways of dealing with them
- Strengthens his own assertive behavior | - Seminars and forums
- Field visits
- Research
- Electronic applications  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ University Education

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and
Safety | Traffic Culture | - Explains passenger safety procedures
- Explains safe usage of motorcycles
- Demonstrates safe driving techniques
- Criticizes wrong driving practices | - Participating in exhibitions
- Training applications  |
|   | Environmental
Culture | - Explains the manifestations of environmental depletion
- Discovers the dangers of fish stock depletion
- Lists the reasons of underground water depletion
- Deduces the effects of overhunting of wild animals and over-collection of wild plants | - Seminars and forums
- Researches  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Continued/ University Education

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Health and Safety | Prevention and Safety | - Applies pre-usage procedures for fire extinguishers and lists their types
- Trains how to use fire extinguishers
- Explains the sounds of warning sirens and lists the types of warning
- Explains the procedures to be taken at the sound of a warning siren
- Lists the types of evacuation from danger zones and its procedures
- Applies the rules of finding or giving shelter
- Explains the procedures of reporting accidents
- Reenacts how to transport an injured person away from danger
- Handles minor injuries using the fundamentals of first aid | - Participating in exhibitions
- Training applications
- Using electronic networks and social networking websites  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students First Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Crime
Prevention | Intellectual
Security | - Illustrates that there are practices
and topics that are considered
dangerous and threatening to him
- Learns methods of reporting any
danger or threat he might face | - Awareness-raising films, pictures and
drawings  |
|   | Electronic
Crimes | - - | - -  |
|   | Protection
against
Drugs | - - | - -  |
|   | Juvenile
Crimes | - - | - -  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Second Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Crime
Prevention | Intellectual
Security | - | -  |
|   | Electronic
Crimes | - Learns the good uses of modern technology | - Electronic games  |
|   | Protection against Drugs | - Explains the dangers of Passive Smoking
- Explains how to deal with smokers | - Awareness-raising film
- Dramatic scenes  |
|   | Juvenile
Crimes | - Avoids verbal offence to others
- Explains the importance of respecting the law | - Cartoon film
- Electronic games  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Third Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Crime
Prevention | Intellectual
Security | ・- | ・-  |
|   | Electronic
Crimes | ・- | ・-  |
|   | Protection
against
Drugs | ・- | ・-  |
|   | Juvenile
Crimes | - Identifies the types of abuse (verbal,
physical and sexual), negligence and
maltreatment | - Drawings and electronic touchscreens  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Fourth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Crime
Prevention | Intellectual
Security | - Differentiates between sound and
faulty thinking | - Drawings and picture leaflets  |
|   | Electronic
Crimes | - Identifies the dangers resulting
from modern technology and how to
benefit from this technology | - Awareness-raising film  |
|   | Protection
against
Drugs | - Explains the dangers of smoking and
the resulting illnesses | - Awareness-raising film  |
|   | Juvenile
Crimes | - Respects other people's property
- Explains why one should stay away
from bad companions | - Guide leaflets
- Pictures and films  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Fifth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Crime
Prevention | Intellectual
Security | - Identifies the dangers that might come from strangers or bad companions, and how to face them
- Explains the importance of reporting threats and dangers coming from strangers
- Learns about other cultures and shows respect to them | - Competitions and touchscreens
- Awareness-raising film
- Visiting cultural festivals and events  |
|   | Electronic
Crimes | - - | - -  |
|   | Protection against Drugs | - - | - -  |
|   | Juvenile
Crimes | - Explains the consequences of all forms of abuse and how to avoid them
- Explains the seriousness of withholding information concerning anything that threatens his and other people's security and its consequences | - Awareness-raising film  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students

Sixth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Crime
Prevention | Intellectual
Security | - Explains the importance of freedom of expression without submission or hostility
- Realizes the importance of positive usage of free time, and learns several methods of such | - A piece of theater
- Picture leaflets and awareness-raising films  |
|   | Electronic
Crimes | - Discovers health and behavioral damages resulting from addicting modern technology | - Reports and films  |
|   | Protection against Drugs | - - | - -  |
|   | Juvenile
Crimes | - Distinguishes anomalous sexual practices and lists their serious consequences
- Explains how to fight against sexual abuse
- Identifies the laws and punishments of minor offenders in matters of abuse and sexual relations | - Lecture  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Seventh Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Crime
Prevention | Intellectual
Security | - Explains the importance of reporting anything that threatens himself, properties, or others
- Identifies anomalous alien-to-thecommunity ideas (emo, metal, rock, tattoos) | - Lectures
- Lectures and picture leaflets  |
|   | Electronic
Crimes | - Explains how to handle the risks of modern technology | - Electronic games  |
|   | Protection against Drugs | - Identifies the dangers of smoking and how to overcome it | - Awareness-raising films  |
|   | Juvenile
Crimes | - Learns about the concept of imitating the opposite sex
- Rejects practices inconsistent with religion, customs and traditions in imitating the opposite sex | - Guiding leaflets and a religious lecture
- Religious and Psychological awarenessraising lectures  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students

Eighth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Crime
Prevention | Intellectual
Security | - Identifies the steps of proper scientific thinking | - Lectures  |
|   | Electronic
Crimes | - - | - -  |
|   | Protection against Drugs | - Learns the dangers of narcotics and Psychotropic Substances
- Learns about the drug-related laws in the UAE and the legal protection provided to those who ask for treatment | - Awareness-raising films
- Guidance lectures in law  |
|   | Juvenile
Crimes | - Demonstrates an understanding of the obligation not to pester others
- Maintains public property and does not transgress other people's private property
- Learns the preconditions for choosing friends and how to face bad companions and their pressure
- Describes the risks of joining bad companions | - Lecture
- Picture leaflets
- Awareness-raising film  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Ninth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Crime
Prevention | Intellectual
Security | - Demonstrates the importance of forgiving others, accepting them, and respecting their opinions | - Leaflets and films  |
|   | Electronic
Crimes | - Learns the dangers of handling controlled substances and the punishment of such
- Explains the seriousness of deception, fraud, threatening others, blackmailing and the punishments of such | - Leaflets and electronic games  |
|   | Protection against Drugs | - - | - -  |
|   | Juvenile
Crimes | - Explains the seriousness of using white arms and the legal consequences of such
- Describes the consequences of psychological abuse and emotional neglect
- Demonstrates the importance of adhering to the traffic law
- Explains the consequences of covering up crimes and violations | - Lectures
- Awareness-raising films  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Tenth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Crime
Prevention | Intellectual
Security | - Accepts others and reacts in a forgiving spirit
- Explains best practices of investing time
- Evaluates anomalous young ideas, and avoids them | - Awareness-raising films
- Awareness-raising films and leaflets
- Lectures and leaflets  |
|   | Electronic
Crimes | - Identifies methods of hacking and the dangers of such
- Explains the punishment for spreading rumors, espionage and divulging secrets
- Explains the proper usage of internet cafés and other entertainment spots | - Lectures and films
- Lectures and leaflets  |
|   | Protection against Drugs | - Explains the different dangers resulting from smoking
- Explains methods of protection against smoking, and methods of overcoming it | - Films  |
|   | Juvenile
Crimes | - Explains the importance of keeping away from indecent acts, homosexuality, and imitating the opposite sex | - Lectures  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Crime
Prevention | Intellectual
Security | - Identifies the tools of intellectual influence
- Describes the consequences of intellectual influence on the individual and the entire community
- Describes how to stand up to intellectual influence | - Lectures
- Lectures and leaflets  |
|   | Electronic
Crimes | - - | - -  |
|   | Protection against Drugs | - Explains the danger of drugs on the entire community and the individual
- Explains the drug-related laws and the legal protection provided to those who ask for treatment voluntarily | - Films
- Lectures  |
|   | Juvenile
Crimes | - Highlights the damages resulting from sexual, physical and verbal abuse
- Lists the minors-related laws applied in the UAE
- Explains the importance of respecting laws of all kinds
- Learns about the importance of the Certificate of Good Conduct
- Gives examples of the consequences of covering up crimes | - Student seminar
- Lecture
- Presentation
- Leaflet  |

Learning Outcomes Expected from the Implementation of Khalifa Empowerment Program for Students Twelfth Grade

|  Main
Concern | Secondary
Concern | Learning Outcomes | Suggested Means  |
| --- | --- | --- | --- |
|  Crime
Prevention | Intellectual
Security | - Distinguishes factors influencing mental integrity (fanaticism and extremism, temperance and moderation) | - Lectures  |
|   | Electronic
Crimes | - Learns about the rules of safe online shopping | - Leaflets  |
|   | Protection against Drugs | - Illustrates the role of the community in post-treatment care for addicts | - Lectures  |
|   | Juvenile
Crimes | - Respects others and avoids pestering them | - Student seminar
- Lecture  |

![img-73.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-73.jpeg)

Khalifa Empowerment Program For Students - U.A.E.

![img-74.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-74.jpeg)

# Matrix of the Program's Concerns 

## Topics and Items

![img-75.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-75.jpeg)

# 400 aqdar

**برنامجه خلیفۀ نتمکیین الکلیاب - الإمارات**

Khalifa Empowerment Program For Students - U.A.E.

![img-76.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-76.jpeg)

Scope and Sequence Matrix of Personal Skills' Topics and Items

|  Secondary
Concerns | Topics | First Stage classes |  |  |  |   |
| --- | --- | --- | --- | --- | --- | --- |
|   |  | First Grade | Second Grade | Third Grade | Fourth
Grade | Fifth Grade  |
|  Self-Devel-
opment | Self-esteem | - Understanding one's self | - Improving self confidence | - Understanding one's self | - Self-respect
- Improving self confidence | - -  |
|   | Emotional Intelligence | - Empathy skills | - - | - Empathy skills | - - | - -  |
|   | Planning | - Identifying dream and vision
- Understanding the value of time | - Time management | - A daily plan program | - - | - Personal goals
- Practical steps in time management  |
|  Higher
Thinking
Skills | Creative Thinking Skills | - - | - - | - The skill of fluency | - - | - The skill of flexibility  |
|   | Critical Thinking Skills | - - | - Deduction | - - | - - | - -  |
|   | Problem-
solving | - Analysis | - Simple problemsolving skills | - - | - - | - Assessment of possible solution  |
|   | Decisionmaking | - - | - - | - - | - Simple decisionmaking skills | - -  |

Continued/ Scope and Sequence Matrix of Personal Skills' Topics and Items

|  Secondary
Concerns | Topics | First Stage classes |  |  |  |   |
| --- | --- | --- | --- | --- | --- | --- |
|   |  | First Grade | Second Grade | Third Grade | Fourth Grade | Fifth Grade  |
|  Knowledge
Skills | Learning
Strategies | - The skill of verbal summarization | - Focusing and paying attention | - The skill of listening | - The skills of posing questions and respecting other people's questions | - -  |
|   | Reading
Strategies | - - | - - | - Dealing with visual media | - - | - -  |
|   | Handling
Sources of
Knowledge | - - | - - | - - | - - | - Criticizing visual programs  |
|  Social Inter-
action and
Communica-
tion | Social
Intelligence | - Remembering names and faces | - - | - - | - - | - Sense of humor and fun  |
|   | Family Interaction | - The skills of turning to the family in the time of need | - - | - - | - Methods of increasing the motivation to participate in familyrelated events | - -  |
|   | Communication Skills | - Verbal communication skills (courteous) | - Family communication skills | - Listening skills | - - | - Using jokes and humor in communicating with others  |
|   | Group Work Skills | - - | - Team building skills | - - | - - | - Simple leadership skills - Speech skills  |

Continued/ Scope and Sequence Matrix of Personal Skills' Topics and Items

|  Secondary
Concerns | Topics | First Stage Classes |  |  |  |   |
| --- | --- | --- | --- | --- | --- | --- |
|   |  | First Grade | Second Grade | Third Grade | Fourth Grade | Fifth Grade  |
|  Economic
Awareness | Handling
Banking
Products | - | - | - | - | -  |
|   | Investment
Skills | - | - | - | - | -  |
|   | Financial
Planning | - | - | Saving | aspects of savings'
disbursement | Economizing  |
|   | General
Economic Skills | - | - | - | - | -  |

Scope and Sequence Matrix of Personal Skills' Topics and Items

|  Secondary
Concerns | Topics | Second Stage Classes |  |  |   |
| --- | --- | --- | --- | --- | --- |
|   |  | Sixth Grade | Seventh Grade | Eighth Grade | Ninth Grade  |
|  Self-
Development | Self-esteem | - Understanding one's self | - Improving self confidence | - Self-respect | - The concept of the self  |
|   | Emotional intelligence | - Empathy skills | - Controlling emotions | - | - Adjusting to strains  |
|   | Planning | - Identifying vision |  | - Setting priorities | -  |
|  Higher
Thinking
Skills | Creative Thinking Skills | - Fluency | - Elaborateness (expansion) | - Authenticity | -  |
|   | Critical Thinking Skills | - | - Distinguishing between relevant and irrelevant information | - Discovering contradictions | - Distinguishing facts from opinions  |
|   | Problem-solving | - | - | - Problem-solving strategies | -  |
|   | Decision-making | - | - Decision-making strategies | - | - Generating possible solutions  |

Continued/ Scope and Sequence Matrix of Personal Skills' Topics and Items

|  Secondary
Concerns | Topics | Second Stage Classes |  |  |   |
| --- | --- | --- | --- | --- | --- |
|   |  | Sixth Grade | Seventh Grade | Eighth Grade | Ninth Grade  |
|  Knowledge
Skills | Learning Strategies | - Mind mapping | - Putting studying plans | - | - The skill of summarization  |
|   | Reading Strategies | - | - | - | - Speed reading  |
|   | Handling Sources of Knowledge | - | - Dealing with audio means | - Dealing with visual means | - Dealing with visual means  |
|  Social
Interaction and Communication | Social Intelligence | - The skill of building relationships | - Remembering names and faces | - Sense of humor
- Noticing the human behavior | -  |
|   | Family Interaction | - Strategies of positive communication with family members | - | - | - The skills of accepting the family with its current features  |
|   | Communication Skills | - | - The skills of a successful speaker | - The skills of communication via facial expressions | - The skills of posture and movement in communicating with others  |
|   | Group Work Skills | - The skills of organizing and leading a team | - | - The skills of positive interaction with the team | -  |

Continued/ Scope and Sequence Matrix of Personal Skills' Topics and Items

|  Secondary
Concerns | Topics | Second Stage Classes |  |  |   |
| --- | --- | --- | --- | --- | --- |
|   |  | Sixth Grade | Seventh Grade | Eighth Grade | Ninth Grade  |
|  Economic
Awareness | Handling
Banking
Products | - Bank products | - Opening bank accounts | - | -  |
|   | Investment Skills | - | - Developing projects | - Stock markets | -  |
|   | Financial Planning | - | - Saving | - | -  |
|   | General
Economic
Skills | - | - | - | - Inflation  |

Scope and Sequence Matrix of Personal Skills' Topics and Items

|  Secondary
Concerns | Topics | Secondary School |  |   |
| --- | --- | --- | --- | --- |
|   |  | Tenth Grade | Eleventh Grade | Twelfth Grade  |
|  Self-
Development | Self-esteem | - Improving self-confidence | - The concept of the self | - Self-actualization  |
|   | Emotional Intelligence | - Controlling emotions | - Leisure and happiness | - Adjusting to strains  |
|   | Planning | - Identifying the vision, message and goals | - | - Strategic planning  |
|  Higher
Thinking
Skills | Creative Thinking Skills | - Predicting in light of the provided data | - | - Flexibility  |
|   | Critical Thinking Skills | - Discovering contradictions | - The skills of deductive thinking | - The skills of inductive thinking  |
|   | Problem-solving | - Creative problem-solving skills | - | - Assessment of problemsolving  |
|   | Decision-making | - Decision-making strategies | - Advanced decisionmaking skills | - The skills of prioritizing  |

Continued/ Scope and Sequence Matrix of Personal Skills' Topics and Items

|  Secondary
Concerns | Topics | Secondary School |  |   |
| --- | --- | --- | --- | --- |
|   |  | Tenth Grade | Eleventh Grade | Twelfth Grade  |
|  Knowledge
Skills | Learning
Strategies | - The skills of increasing the motivation to learn | - | - The skills of positive reaction to exams  |
|   | Reading
Strategies | - Survey reading skills | - | - Analytical reading skills  |
|   | Handling
Sources of
Knowledge | - | - | -  |
|  Social
Interaction and
Communication | Social
Intelligence | - The skill of building relationships with others
- Noticing the human behavior | - Reacting to difficult situations | - Identifying the speaker's state of mind  |
|   | Family
Interaction | - The skills of reacting to any problems facing the family | - | - The skills of realizing his role in increasing happy feelings within the family  |
|   | Communication Skills | - The skills of feeling comfortable communicating with others | - The skills of using humor in communication | - The skills of using the voice in communication  |
|   | Group Work Skills | - The skills of taking responsibility within the team | - | - Advanced leadership skills  |

Continued/ Scope and Sequence Matrix of Personal Skills' Topics and Items

|  Secondary
Concerns | Topics | Secondary School |  |   |
| --- | --- | --- | --- | --- |
|   |  | Tenth Grade | Eleventh Grade | Twelfth Grade  |
|  Economic
Awareness | Handling
Banking
Products | - Bank dealings | - Bank cards | - Protecting personal
identity and information  |
|   | Investment
Skills | - | - Stocks and bonds | -  |
|   | Financial
Planning | - | - Skills of planning
expenditure | - Smart shopping
- Wise consumer  |
|   | General
Economic
Skills | - | - The State Budget | -  |

Scope and Sequence Matrix of Personal Skills' Topics and Items (University)

|  Secondary
Concerns | Topics | Items  |
| --- | --- | --- |
|  Self-
Development | Self-esteem | -  |
|   | Emotional
Intelligence | - Adjusting to strains  |
|   | Planning | - Institutional planning  |
|  Higher
Thinking Skills | Creative
Thinking Skills | - Methods of creative thinking  |
|   | Critical Thinking
Skills | - Strategies of critical thinking  |
|   | Problem-solving | -  |
|   | Decision-making | - Strategies of decision-making and risk study  |
|  Knowledge
Skills | Learning
Strategies | -  |
|   | Reading
Strategies | - Analytical reading skills  |
|   | Handling
Sources of
Knowledge | -  |

Continued/ Scope and Sequence Matrix of Personal Skills' Topics and Items (University)

|  Secondary Concerns | Topics | Items  |
| --- | --- | --- |
|  Social Interaction and Communication | Social Intelligence | -  |
|   | Family Interaction | - Methods of positive communication with the family  |
|   | Communication Skills | - Skills of communicating using body language  |
|   | Group Work Skills | - Positive group work interaction skills  |
|  Economic Awareness | Handling Banking Products | - Funding small to medium businesses  |
|   | Investment Skills | - Investment funds
- Investment portfolios  |
|   | Financial Planning | -  |
|   | General Economic Skills | - National income
- National product  |

Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | First Stage |  |  |  |   |
| --- | --- | --- | --- | --- | --- | --- |
|   |  | First Grade | Second Grade | Third Grade | Fourth Grade | Fifth Grade  |
|  Knowing the Homeland | Historical Roots of the United Arab Emirates since the origination | - Primary historical sites/ Umm Al Nar (the whole story) | - Primary historical sites/ Hili - Al Qusais | - Primary historical sites/ Shaml - Abraq | - Primary historical sites/ Maliha - Al Door | - Primary historical sites/ Dibba - Galfar  |
|   | Factors and Steps of the Establishment of the Union | - Announcing the establishment of the Union (a simplified story) | - Announcing the establishment of the Union | - Announcing the establishment of the Union | - The Union (the initial idea) | - The efforts behind establishing the Union  |
|   | The National Identity of the United Arab Emirates | - Map of the UAE | - Location of the UAE's emirates on the map | - Abu Dhabi, the capital of the UAE | - UAE's Geographical borders | - UAE's most important cities  |
|   | Autobiographies and Accomplishments of the UAE's Leaders | - Current leaders (the President and the VicePresident) | - Current Rulers of the UAE | - The founding leaders of the UAE | - Autobiographies of current leaders | - The role of the leaders of the nation in promoting the future of the Union  |
|   | The Issue of occupying the Three Emirati Islands | - The location of the occupied Emirati islands on the map, and their names | - The location of the occupied Emirati islands on the map, and their names | - The location of the occupied Emirati islands on the map, and their names | - Natural elements of the occupied islands | - Social and demographic outline of the population of the occupied islands  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | First Stage |  |  |  |   |
| --- | --- | --- | --- | --- | --- | --- |
|   |  | First Grade | Second Grade | Third Grade | Fourth Grade | Fifth Grade  |
|  Knowing the Homeland | National
Contribution
in Arab and
Humanitarian
Issues | - | - | - | - | -  |
|   | Local,
International,
Official and
Non-Official
Accomplishments
of the UAE | - | - | - Educational
achievements | - Cultural
achievements | - Sports
achievements  |
|  Love
of the
Homeland | Maintaining the
National Identity | - Elements of the
national identity
(dress, food,
ditties) | - Elements of the
national identity
(accent, ditties) | - Elements of the
national identity
(communication
manners with
guests and parents) | - Elements of the
national identity
(folk games) | - Elements of the
national identity
(proverbs and
folk tales)  |
|   | Active
Participation
in National
Occasions | - Celebrating the
National Day | - Celebrating the
National Day | - Celebrating
the National
Day, and
other national
holidays | - Active
participation
in the National
Day | - Active
participation in
national holidays  |
|   | Promoting
Domestic
Tourism | - Tourist
attractions in
Dubai and Abu
Dhabi | - Tourist
attractions in
Sharjah and
Ajman | - Tourist
attractions in
Ras Al-Khaimah,
Umm Al Quwain
and Fujairah | - Marine
environment
landmarks in
the UAE | - Terrestrial
environment
landmarks in the
UAE  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | First Stage |  |  |  |   |
| --- | --- | --- | --- | --- | --- | --- |
|   |  | First Grade | Second Grade | Third Grade | Fourth Grade | Fifth Grade  |
|  Love of the Homeland | Putting Public Interest Ahead of Personal Interests | - Showing altruism at home | - Showing altruism in playgrounds and places of leisure | - Showing altruism at school | - Showing altruism on the road | - The concepts of private and public interest  |
|   | Love and Appreciation for the Symbols of the Nation | - Respecting the nation's flag and showing pride in it | - Respecting the national anthem and standing up when it is played | - Respecting the emblem of the country and showing pride in it | - Showing love and appreciation for the nation's leaders | - Showing love and appreciation for the nation's leaders  |
|  Serving the Homeland | Serving the Country in Different Fields | - Old maritime professions | - Old agricultural professions | - Emirati women contributions in work in the past | - Old Emirati handcrafts | - Respecting manual crafts and professions  |
|   | Constitutional Rights and Duties | - | - | - | - | -  |
|   | Volunteer Work | - Serving the environment | - Serving the needy | - Serving persons with special needs | - Participating in official volunteer programs | - Volunteering for the service of the nation  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | Second Stage |  |  |   |
| --- | --- | --- | --- | --- | --- |
|   |  | Sixth Grade | Seventh Grade | Eighth Grade | Ninth Grade  |
|  Knowing the Homeland | Historical Roots of the United Arab Emirates since the origination | - Primary historical sites/ Jebel Hafeet Tawam | - Origination of human settlements in the UAE area | - Civilizational unity of the UAE area form the $3^{\text {rd }}$ century BC to the $7^{\text {th }}$ century AD | - The spread of Islam in the UAE area  |
|   | Factors and Steps of the Establishment of the Union | - The establishment of the Union of the United Arab Emirates | - The social and cultural factors behind the establishment of the Union | - The economic factors behind the establishment of the Union | - The historic factors behind the establishment of the Union  |
|   | The National Identity of the United Arab Emirates | - UAE's religious identity and its manifestations | - UAE's Arab identity and its manifestations | - UAE's cultural identity and its manifestations | - UAE's political identity and its manifestations  |
|   | Autobiographies and Accomplishments of the UAE's Leaders | - The biography of Sheikh Zayed bin Sultan Al Nahyanmay he rest in peace | - The biography of Sheikh Rashid bin Saeed Al Maktoummay he rest in peace | - The biography of Shaikh Khalifa Bin Zayed bin Sultan Al Nahyan, President of the UAE; may Allah save him | - The biography of Sheikh Mohammed Bin Rashid bin Saeed Al Maktoum, Vice-President of the UAE-may Allah save him  |
|   | The Issue of occupying the Three Emirati Islands | - The strategic importance of the occupied Emirati islands | - Detailed information about Abu Musa Island | - Detailed information about the islands of Greater and Lesser Tunbs | - Introduction to the issue of occupying the three Emirati islands  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | Second Stage |  |  |   |
| --- | --- | --- | --- | --- | --- |
|   |  | Sixth Grade | Seventh Grade | Eighth Grade | Ninth Grade  |
|  Knowing the Homeland | National
Contribution
in Arab and
Humanitarian
Issues | - The United
Arab Emirates'
philanthropic work
in Arab, Islamic and
friendly states | - The United Arab
Emirates' health-
related projects in
Arab, Islamic and
friendly states | - The United Arab
Emirates' relief efforts
and projects in the
Arab World | - The United Arab
Emirates' relief efforts
and projects on the
global level  |
|   | Local,
International,
Official and
Non-Official
Accomplishments
of the UAE | - UAE's Environmental
accomplishments | - UAE's Medical
accomplishments | - UAE's Scientific
accomplishments | - UAE's Economic
accomplishments  |
|  Love of the Homeland | Maintaining the National Identity | - Taking pride in the elements of the national identity most distinctive to the UAE | - Taking pride in the country's cultural and social heritage | - Respecting old crafts and professions | - Playing heritage sports  |
|   | Active
Participation
in National
Occasions | - Civilized participation in national occasions | - Civilized participation in religious, cultural and sporting events | - Reinforcing the stature of the State by participating in official events | - Investing different occasions in reinforcing the stature of the State  |
|   | Promoting
Domestic
Tourism | - Mechanisms of organizing domestic tourism programs for families (gathering information, setting priorities and benefiting from offers) | - Maintaining tourist and environmental landmarks | - Putting marketing programs to stimulate organizing domestic tourism programs | - The skills of organizing domestic tourism programs (booking accommodation and transport and organizing the visit's schedule)  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | Second Stage |  |  |   |
| --- | --- | --- | --- | --- | --- |
|   |  | Sixth Grade | Seventh Grade | Eighth Grade | Ninth Grade  |
|  Love of the Homeland | Putting Public Interest Ahead of Personal Interests | - Limits of private interest | - Limits of public interest | - Putting public interest ahead of personal interest in times of contradiction (real life examples) | - Putting public interest ahead of personal interest in times of contradiction (real life examples)  |
|   | Love and Appreciation for the Symbols of the Nation | - Respecting the folk heritage | - Respecting proper customs, traditions and social norms | - Appreciating the nation's leaders' stands in different issues | - Appreciating the nation's leaders' stands in different issues  |
|  Serving the Homeland | Serving the Country in Different Fields | - The value of work | - Every honorable job serves the nation | - Connecting the choice of the future career with serving the nation (putting the good of the nation first) | - How to serve the country through work  |
|   | Constitutional Rights and Duties | - Rights, as stated in the constitution | - Duties, as stated in the constitution | - Appreciating the acquired rights according to the constitution | - Respecting the constitution  |
|   | Volunteer Work and Social Responsibility | - Fields of volunteer work | - The conditions and fundamentals of volunteering | - Volunteering and serving the homeland | - Volunteering as a part of the daily work schedule  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | Secondary School |  |   |
| --- | --- | --- | --- | --- |
|   |  | Tenth Grade | Eleventh Grade | Twelfth Grade  |
|  Knowing the Homeland | Historical Roots of the United Arab Emirates since the origination | - The Arab tribes in the UAE's area | - The economic activity, the trade movement and major ports (Galfar, Dibba, Khor Fakkan) | - The Portuguese occupation and the liberation movements
- Emergence of alliances
- The British occupation
- Independence  |
|   | Factors and Steps of the Establishment of the Union | - The political factors behind the establishment of the Union state | - The structure of the Union state | - Political empowerment in the United Arab Emirates  |
|   | The National Identity of the United Arab Emirates | - UAE's political identity as stated in the constitution | - UAE's religious and Arab identity as stated in the constitution | - UAE's cultural identity as stated in the constitution  |
|   | Autobiographies and Accomplishments of the UAE's Leaders | - Autobiographies and accomplishments of the UAE's Crown Princes | - The achievements of the nation's leaders in promoting the country's development | - The tree chart of the UAE rulers  |
|   | The Issue of occupying the Three Emirati Islands | - The historical rights and the Emirati arguments | - Resisting the occupation of the Emirati Islands | - A complete picture of the Emirati islands' occupation issue and the official efforts to resolve it  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | Secondary School |  |   |
| --- | --- | --- | --- | --- |
|   |  | Tenth Grade | Eleventh Grade | Twelfth Grade  |
|  Knowing the Homeland | National
Contribution in Arab and Humanitarian Issues | - Emirati housing projects in Arab, Islamic and friendly states | - UAE's policy in supporting Arab and Islamic issues (the Palestinian issue, for example) | - Emirati developmental contributions (Abu Dhabi Fund for Development)  |
|   | Local,
International, Official and Non-Official Accomplishments of the UAE | - UAE's achievements in human development field | - UAE's achievements in the infrastructure domain | - Renewable energy
- Masdar City
- The Emirati satellite  |
|  Love of the Homeland | Maintaining the National Identity | - Folk proverbs and maxims | - Hospitality Etiquette, and rules of visitation | - Interacting with neighbors and relatives and Etiquettes of speaking  |
|   | Active
Participation in National Occasions | - Showing a civilized behavior when participating in social events | - Showing a civilized behavior when participating in sports events | - Showing a civilized behavior when participating in religious events  |
|   | Promoting Domestic Tourism | - Spreading information about the Emirati environmental tourist attractions | - Spreading information about the Emirati monuments and historical tourist attractions | - Spreading information about the Emirati urban tourist attractions  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | Secondary School |  |   |
| --- | --- | --- | --- | --- |
|   |  | Tenth Grade | Eleventh Grade | Twelfth Grade  |
|  Love of the Homeland | Putting Public Interest Ahead of Personal Interests | - Limits of private interest | - Limits of public interest | - Putting public interest ahead of personal interest in times of contradiction (real life examples)  |
|   | Love and Appreciation for the Symbols of the Nation | - Showing love for the nation and its symbols | - Expressing one's love for the homeland and its symbols | - Adhering to manners and rules of expression when expressing their feelings artistically and literarily  |
|  Serving the Homeland | Serving the Country in Different Fields | - Perfecting the work is one of the fundamentals of citizenship | - Committing to the jobs' and professions' code of honor is one of the fundamentals of citizenship | - Sacrifice and dedication in work for the service of the nation  |
|   | Constitutional Rights and Duties | - Taking pride in the gains achieved under the constitution | - Taking pride in the gains achieved under the constitution | - Taking pride in the gains achieved under the constitution  |
|   | Social Responsibility | - The concept of social responsibility | - Social responsibility on the individuals' level | - Social responsibility on the institutions' level  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | First Stage |  |  |  |   |
| --- | --- | --- | --- | --- | --- | --- |
|   |  | First Grade | Second Grade | Third Grade | Fourth Grade | Fifth Grade  |
|  Loyalty to the United Arab Emirates | Loyalty to the Nation and the Leadership | - | - | - | - | -  |
|   | Adhering to the Country's Interests | - | - | - | - | -  |
|   | Conserving the Structure of the Union | I Maintain my Union | Our Union | Loyalty to the Union | The concept of maintaining the Union's structure | How do I maintain my Union  |
|   | Promoting and Maintaining the Components of the National Unity | My Identity is Emirati, and Emirates is My Identity | I am an Emirati and Islam is My Religion | I am an Emirati and Arabic is my Language | I am an Emirati, I am Proud of my Customs and Traditions | I am an Emirati  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | Second Stage |  |  |   |
| --- | --- | --- | --- | --- | --- |
|   |  | Sixth Grade | Seventh Grade | Eighth Grade | Ninth Grade  |
|  Loyalty to the United Arab Emirates | Loyalty to the Nation and the Leadership | Khalifa Is Our Leader | My Loyalty is to my Emirates | Complete Obedience to the Leaders of the Nation | Complete and
Total Adherence to the Leaders of the Nation  |
|   | Adhering to the Country's Interests | - | The Union is my approach | My Homeland Comes First | The Leaders of My Nation  |
|   | Conserving the Structure of the Union | - | - | The Stability of a Nation | My Flag is the Symbol of My Union  |
|   | Promoting and Maintaining the Components of the National Unity | Highlighting the National, Arab and Islamic Identity | Our Emirati Culture | Respecting Others Is My Duty | We Are All Equal Before the Law  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | Secondary School |  |   |
| --- | --- | --- | --- | --- |
|   |  | Tenth Grade | Eleventh Grade | Twelfth Grade  |
|  Loyalty to the United Arab Emirates | Loyalty to the Nation and the Leadership | Loyalty is Indivisible | My Country is the source of my legislation | One Homeland  |
|   | Adhering to the Country's Interests | The Stability of My Country is Safety and Security | I respect the Constitution of my Country | We all are the United Arab Emirates  |
|   | Conserving the Structure of the Union | Protecting the Union | Protecting the Union | Protecting the Union  |
|   | Promoting and Maintaining the Components of the National Unity | The United Arab Emirates is everyone's Home | Emirates is Authenticity | No Intolerance "Citizenship is Responsibility"  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | Second Stage |  |  |   |
| --- | --- | --- | --- | --- | --- |
|   |  | Sixth Grade | Seventh Grade | Eighth Grade | Ninth Grade  |
|  Protecting the Homeland | Standing up to Contemporary Challenges | - | - | My Country Teaches Me | It Is My Responsibility  |
|   | Facing Negative PopulationRelated Effects | My Beautiful
Language | - | - | -  |
|   | Answering the Nation's Call in Times of Crises and Disasters | - | - | - | For Our Country  |

Continued/ Scope and Sequence Matrix of National Awareness' Topics and Items

|  Secondary
Concerns | Topics | Secondary School |  |   |
| --- | --- | --- | --- | --- |
|   |  | Tenth Grade | Eleventh Grade | Twelfth Grade  |
|  Protecting the Homeland | Standing up to Contemporary Challenges | No Extremism | Clinging to my Principles | -  |
|   | Facing Negative PopulationRelated Effects | - | My Country is My Responsibility | Emiratization of Jobs  |
|   | Answering the Nation's Call in Times of Crises and Disasters | At My Country's Service | Participating in training programs for facing crises | Instantly joining the formal groups that the state forms in the face of crises  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items of the First
Stage (Grades 1
to 5) | Items of the
Second Stage
(Grades 6 to 9) | Items of the
Secondary School
stage (Grades 10
to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Health
Awareness | Physical
Activity | - The benefits of physical activity
- Participating in organized sporting activities | - The relation between physical activity and some diseases (obesity, diabetes, cardiovascular diseases and bronchial asthma) | - Practicing different kinds of physical activity (home-suitable sports, school-suitable sports and outdoor sports)
- The importance of the relation between physical activity and some diseases
- The role of physical activity in preventing such diseases
- Practicing physical activities in order to improve fitness and increase the body's muscle mass
- Choosing the right nutrition for every physical activity (nutritional programs, food supplements, sports supplements and sports drinks) | - Practicing different kinds of physical activities
- Practicing physical activities to improve fitness and increase the body's muscle mass
- Choosing the right nutrition for every physical activity (nutritional programs, food supplements, sports supplements and sports drinks)  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items for the First
Stage (Grades 1
to 5) | Items for the
Second Stage
(Grades 6 to 9) | Items for
Secondary School
(Grades 10 to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Continued
Health
Awareness | Full Physical
Check-Up
and Periodic
Examination | - Benefits of the full
health check-up | - Benefits of the full
health check-up
and several related
positive experiences
- The importance of
periodic examination
in preventing
diseases | - The difference
between full clinical
and laboratory
examinations
- Reading laboratory
tests
- Self-examination | - Clinical and
laboratory
examinations
- Reading laboratory
tests
- Self-examination  |
|   | Healthy
Sleep | - The right sleeping
time, place and
position | - The importance of
sleep | - Dealing with
insomnia
- Healthy sleeping
habits | - Dealing with
insomnia
- Healthy sleeping
habits  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items for the First
Stage (Grades 1
to 5) | Items for the
Second Stage
(Grades 6 to 9) | Items for
Secondary School
(Grades 10 to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Continued
Health
Awareness | Healthy
Nutrition | - Nutrients
(macroelements,
microelements and
water)
- Food groups (food
guide pyramid,
food intakes and
examples of healthy
foods) | - Nutrition-related
illnesses (obesity,
emaciation,
cardiovascular
diseases, diabetes,
anorexia nervosa,
food allergies,
food poisoning
and noninfectious
diseases)
- Healthy eating habits
(Recommendations:
using less salt,
saturated fat and fast
food) | - The different
nutrients and their
importance to health
- Food groups
- The proper intake of
each food group
- Nutrition-related
illnesses and
preventing them
- Healthy nutrition
according to age
group and physical
activity
- Healthy eating habits
(Recommendations:
using less salt,
saturated fat and fast
food)
- Food safety and
preservation
- The food label, and
how to read it | - The different
nutrients and their
importance to health
- Food groups
- The proper intake of
each food group
- Nutrition-related
illnesses and
preventing them
- Healthy nutrition
according to age
group and physical
activity
- Healthy eating habits
(Recommendations:
using less salt,
saturated fat and fast
food)
- Food safety and
preservation
- How to read the label  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items for the First
Stage (Grades 1
to 5) | Items for the
Second Stage
(Grades 6 to 9) | Items for
Secondary School
(Grades 10 to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Continued
Health
Awareness | Health
According
to the Age
Group | - | - | - Pregnant women
- Infants
- Children
- Adolescents (youths
and teenagers-
general and
reproductive health)
- Senior citizens
- Persons with special
needs | - Pregnant women
- Infants
- Children
- Adolescents (youths
and teenagers-
general and
reproductive health)
- Senior citizens
- Persons with special
needs  |
|   | Personal
Hygiene | - Oral health
- Eye health
- Ear health | - Body care and
hygiene
- Caring for one's
appearance | - | -  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items for the First
Stage (Grades 1
to 5) | Items for the
Second Stage
(Grades 6 to 9) | Items for
Secondary School
(Grades 10 to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Continued
Health
Awareness | Psychological
Strains and
How to Handle
Them | - | - Psychological
strains
- Identifying sources
of psychological
strains and
classifying them
- Identifying
the effects of
psychological
strains
(psychologically,
socially,
economically and
heath wise)
- Applying methods
of managing
psychological
strains (realization,
relaxation, and
adopting a positive
attitude and a
healthy lifestyle) | - Psychological
strains
- Avoiding sources
of psychological
strains of all kinds
- Identifying
the effects of
psychological
strains
(psychologically,
socially,
economically and
heath wise)
- Applying methods
of managing
psychological
strains (realization,
relaxation, and
adopting a positive
attitude and a
healthy lifestyle) | - Psychological
strains
- Avoiding sources
of psychological
strains of all kinds
- Identifying
the effects of
psychological
strains
(psychologically,
socially,
economically and
heath wise)
- Applying methods
of managing
psychological
strains (realization,
relaxation, and
adopting a positive
attitude and a
healthy lifestyle)  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items for the First
Stage (Grades 1
to 5) | Items for the
Second Stage
(Grades 6 to 9) | Items for
Secondary School
(Grades 10 to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Continued
Health
Awareness | Psychological
Disorders
and Methods
of Handling
Them | - | - Psychological
disorders and
methods of
handling them
- Identifying sources
of psychological
disorders | - Psychological
disorders and
methods of
handling them
- Identifying sources
of psychological
disorders | - Psychological
disorders and
methods of
handling them
- Applying methods
of dealing with
psychological
disorders
- Identifying sources
of psychological
disorders and how
to handle them  |
|   | Psychosocial
Problems | - Developing
assertive behavior | - Developing
assertive behavior | - Developing
assertive behavior | - Developing
assertive behavior  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items for the First
Stage (Grades 1
to 5) | Items for the
Second Stage
(Grades 6 to 9) | Items for
Secondary School
(Grades 10 to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Traffic
Culture | Traffic
Safety | - The rules of using the school bus
- Children's play at home, in the streets and parking lots
- Crossing the road
- Passenger safety
- Riding bicycles and motorcycles
- Rules of using public transport | - The rules of using the school bus
- Children's play at home, in the streets and parking lots
- Crossing the road
- Passenger safety
- Riding bicycles and motorcycles
- Driving vehicles
- Vehicle safety
- Driving vehicles while driving (using the phone, eating, smoking, overtaking on the right, racing, quarreling, not paying attention)
- Rules of using public transport | - Passenger safety
- Riding bicycles and motorcycles
- Driving vehicles
- Vehicle safety
- Driving vehicles while driving (using the phone, eating, smoking, overtaking on the right, racing, quarreling, not paying attention) | - Passenger safety
- Riding bicycles and motorcycles
- Driving vehicles
- Vehicle safety
- Driving vehicles while driving (using the phone, eating, smoking, overtaking on the right, racing, quarreling, not paying attention)
- Rules of using public transport  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items for the First
Stage (Grades 1
to 5) | Items for the
Second Stage
(Grades 6 to 9) | Items for
Secondary School
(Grades 10 to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Continued
Traffic
Culture | Traffic
Signs and
Signals | - Types of traffic
signals and their
meanings
- Common
procedures at
traffic signals
- Punishment of
violating traffic
signals | - | - Types of traffic
signals and their
meanings
- Common
procedures at
traffic signals
- Punishment of
violating traffic
signals | -  |
|   | Traffic and
Pedestrian
Rules | - Pedestrians
- Cyclists and
motorcyclists | - | - | -  |
|   | Traffic
Accidents | - | - Traffic policies and
strategies
- Types of traffic
accidents
- Reasons and
consequences of
traffic accidents | - Traffic policies and
strategies
- Types of traffic
accidents
- Reasons and
consequences of
traffic accidents | -  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items for the First
Stage (Grades 1
to 5) | Items for the
Second Stage
(Grades 6 to 9) | Items for
Secondary School
(Grades 10 to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Environmental
Culture | Hazards of
Environmental
Resources'
Depletion | - |  | - Depletion of
Environmental
resources
- Depletion of Fish
stocks
- Depletion of
underground water
- Overhunting of
wild animals and
over-collection of
wild plants | - Depletion of
Environmental
resources
- Depletion of Fish
stocks
- Depletion of
underground water
- Overhunting of wild
animals and over-
collection of wild
plants  |
|   | Rationalizing
the use of
Environmental
Resources | - Rationalization of
water
- Rationalization of
energy | - Using clean
and renewable
energy
- Using the Energy
Star standard | - Using clean and
renewable energy
- Using the Energy
Star standard | -  |
|   | Recycling | - Ways of recycling
(household,
technology...etc.)
- Methods of
recycling waste
water | - Ways of recycling
(household,
technology ...etc.)
- Methods of
recycling waste
water | - Ways of recycling
(household,
technology ...etc.)
- Methods of
recycling waste
water | -  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items for the First
Stage (Grades 1
to 5) | Items for the
Second Stage
(Grades 6 to 9) | Items for
Secondary School
(Grades 10 to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Continued
Environmental
Culture | Cleanliness
of My
Environment | - Cleanliness of the
household
- Cleanliness of the
school
- Cleanliness of the
wider environment
(deserts, gardens
and beaches) | - Cleanliness of the
wider environment
(deserts, gardens
and beaches) | - Cleanliness of the
household
- Cleanliness of the
school
- Cleanliness of the
wider environment
(deserts, gardens
and beaches) | -  |
|   | Environmental
Pollution | - | - Air pollution
- Pollution of seas
and bodies of water | - Air pollution
- Pollution of seas
and bodies of water | -  |
|   | Owning All
Kinds of
Animals | - Caring for animals
- Protection from
animal diseases | - Caring for animals
- Protection from
animal diseases | - Caring for animals
- Protection from
animal diseases | -  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items for the First
Stage (Grades 1
to 5) | Items for the
Second Stage
(Grades 6 to 9) | Items for
Secondary School
(Grades 10 to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Prevention
and Safety | School
Safety | - Introducing safety
requirements inside
buildings | - Safety
requirements in
school labs
- Safety rules in
school facilities
- Introducing safety
requirements inside
buildings | - Safety
requirements in
schools labs
- Safety rules in
school facilities
- Construction safety
requirements in
school buildings
- Introducing safety
requirements inside
buildings | -  |
|   | Household
Safety | - How to avoid
kitchen risks
- The risks of falling
from high places | - How to avoid
kitchen risks
- The risks of falling
from high places
- How to avoid
electricity risks
- Hazards of sharp
objects and toxic
substances | - | -  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items for the First
Stage (Grades 1
to 5) | Items for the
Second Stage
(Grades 6 to 9) | Items for
Secondary
School (Grades
10 to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Continued
Prevention
and Safety | Road Safety | - Protection against
vehicle risk factors | - Handling fires and
other vehicle risks
- How to help others | - Protection against
vehicle risk
factors
- Handling fires and
other vehicle risks
- How to help others | -  |
|   | Manual Fire
Extinguishers | - Advantages
of manual fire
extinguishers
- Types of
extinguishers
- What do we do
when a fire occurs? | - Types of
extinguishers
- Pre-operation
procedures
- What do we do
when a fire occurs? | - Pre-operation
procedures
- Types of
extinguishers
- How to use
- What do we
do when a fire
occurs? | - Pre-operation
procedures
- Types of
extinguishers
- How to use
- What do we do
when a fire occurs?  |

Scope and Sequence Matrix of Health and Safety Topics and Items

|  Secondary
Concerns | Topics | Items for the First
Stage (Grades 1
to 5) | Items for the
Second Stage
(Grades 6 to 9) | Items for
Secondary School
(Grades 10 to 12) | University
Education  |
| --- | --- | --- | --- | --- | --- |
|  Continued
Prevention
and Safety | Crises and
Disasters | - What to do at the
sound of a siren | - What to do at the
sound of a siren
- What are the
proper procedures
for evacuating a
danger zone | - The meaning of
different siren
sounds
- What to do at the
sound of a siren
- Types of warnings
- What are the
proper procedures
for evacuating a
danger zone
- What to do when
finding or giving
shelter | - The meaning of
different siren
sounds
- Types of warnings
- What to do at the
sound of a siren
- What are the
proper procedures
for evacuating a
danger zone
- Types of
evacuations
- What to do when
finding or giving
shelter  |
|   | First Aid | - How to report an
accident | - How to report an
accident
- How to carry an
injured person
and transport him
away from danger
- The contents of a
first aid kit | - How to report an
accident
- How to carry an
injured person and
transport him away
from danger
- The contents of a
first aid kit
- Fundamentals of
first aid for minor
injuries | - How to report an
accident
- How to carry an
injured person and
transport him away
from danger
- The contents of a
first aid kit
- Fundamentals of
first aid for minor
and severe injuries  |

Scope and Sequence Matrix of Crime Prevention Topics and Items

|  Secondary
Concerns | Topics | First Stage |  |  |  |   |
| --- | --- | --- | --- | --- | --- | --- |
|   |  | First Grade | Second
Grade | Third
Grade | Fourth Grade | Fifth Grade  |
|  Intellectual
Security | Assertive
Attitude | - How to say no
- Reporting any threats made against one's self or others | - | - | - | - How to say no
- Reporting any threats made against one's self or others  |
|   | Sound
Thinking | - | - | - | - Requirements of sound thinking | - The culture of forgiveness, acceptance and respecting the other  |
|   | Intellectual Influences and How to Deal with Them | - | - | - | - | -  |
|  Electronic
Crimes | Positive
Interaction with Modern Technology | - | - Knowing about modern technology and its advantages | - | - Exploitation of minors (sexual, financial or in crime) | - Ways of achieving maximum benefit from modern technology  |
|  Protection against Narcotics | Using and Trading Narcotics and Mind-Altering Substances | - | - | - | - | - Passive smoking, its dangers and how to deal with smokers  |

Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items

|  Secondary
Concerns | Topics | Second Stage |  |  |   |
| --- | --- | --- | --- | --- | --- |
|   |  | Sixth Grade | Seventh Grade | Eighth Grade | Ninth Grade  |
|  Intellectual
Security | Assertive
Attitude | - Expressing ideas and feelings without submissiveness or aggressiveness | - Reporting any threats made against property, one's self or others | - Expressing ideas and feelings without submissiveness or aggressiveness | -  |
|   | Sound
Thinking | - Positive investment of free time | - | - Requirements of sound thinking | - The culture of forgiveness, acceptance and respecting the other  |
|   | Intellectual Influences and How to Deal with Them | - | - Imitating anomalous young trends (emo, metal, rock, tattoos, piercing) | - | -  |

Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items

|  Secondary
Concerns | Topics | Second Stage |  |  |   |
| --- | --- | --- | --- | --- | --- |
|   |  | Sixth Grade | Seventh Grade | Eighth Grade | Ninth Grade  |
|  Electronic
Crimes | Positive
Interaction
with Modern
Technology | - Addiction to modern technology
- Best methods of dealing with modern technology | - Exploitation of minors (sexual, financial or in crime) | - | - Trading prohibited materials
- Deception, fraud, making threats and blackmail  |
|  Protection against Narcotics | Using and Trading Narcotics and MindAltering Substances | - | - Smoking, its dangers and how to quit | - All kinds of narcotics and intoxicating and mind-altering substances
- Raising awareness about drug-related laws and legal protection | -  |

Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items

|  Secondary
Concerns | Topics | Second Stage |  |  |   |
| --- | --- | --- | --- | --- | --- |
|   |  | Sixth Grade | Seventh Grade | Eighth Grade | Ninth Grade  |
|  Juvenile
Crimes | Sex
Education | - Doing indecent acts | - Imitating the opposite sex | - | -  |
|   | Abuse | - Sexual abuse: rape and sexual molestation | - | - Verbal abuse
- Pestering others: harassment | - Physical abuse: physical violence and using white arms
- Psychological abuse and emotional neglect  |
|   | Infringing on Other People's Rights | - | - | - Vandalizing public and private property
- Writing on walls
- Theft | -  |
|   | Choosing
Friends | - | - | - Cliquing
- Keeping away from bad company
- Standing up to peer pressure | -  |
|   | Respecting the Law | - Raising awareness concerning juvenile laws | - | - | - Respecting traffic laws
- Consequences of concealment  |

Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items

|  Secondary
Concerns | Topics | Secondary School |  |   |
| --- | --- | --- | --- | --- |
|   |  | Tenth Grade | Eleventh Grade | Twelfth Grade  |
|  Intellectual
Security | Assertive
Attitude | - Expressing ideas and feelings without submissiveness or aggressiveness
- Reporting any threats made against property, one's self or others | - | -  |
|   | Sound
Thinking | - Positive investment of free time
- The culture of forgiveness, acceptance and respecting the other | - Requirements of sound thinking | - Factors influencing mental integrity (fanaticism and extremism, balance and moderation)  |
|   | Intellectual Influences and How to Deal with Them | - Imitating anomalous young trends (emo, metal, rock, tattoos, piercing) | - Tools of intellectual influence
- Consequences of intellectual influence
- Standing up to intellectual influence | -  |
|  Electronic
Crimes | Positive
Interaction with Modern Technology | - Hacking
- Spreading rumors and divulging secrets
- Spying and invasion of privacy
- Positive usage of internet cafés and places of leisure | - | - Online buying and selling  |

Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items

|  Secondary
Concerns | Topics | Secondary School |  |   |
| --- | --- | --- | --- | --- |
|   |  | Tenth Grade | Eleventh Grade | Twelfth Grade  |
|  Protection against Narcotics | Using and Trading Narcotics and MindAltering Substances | - Smoking, its dangers and how to quit | - All kinds of narcotics, and mind-altering substances
- Drug abuse, addiction psychology and addiction as a disease
- Recognizing addicts
- Raising awareness about drug-related laws and legal protection | - Treatment and posttreatment care; a mission for everyone
- How society sees addicts  |
|  Juvenile
Crimes | Sex
Education | - Doing indecent acts
- Homosexuality
- Imitating the opposite sex | - | -  |
|   | Abuse | - | - Sexual abuse: rape and sexual molestation
- Physical abuse: physical violence and using white arms
- Verbal abuse
- Psychological abuse and emotional neglect | - Pestering others: harassment  |

Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items

|  Secondary
Concerns | Topics | Secondary School |  |   |
| --- | --- | --- | --- | --- |
|   |  | Tenth Grade | Eleventh Grade | Twelfth Grade  |
|  Juvenile
Crimes | Infringing on Other People's Rights | - | - | -  |
|   | Choosing Friends | - Cliquing
- Keeping away from bad company
- Standing up to peer pressure | - | -  |
|   | Respecting the Law | - | - Raising awareness concerning juvenile laws
- Respecting the law
- Good conduct
- Consequences of concealment | -  |

Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items (University)

|  Secondary Concerns | Topics | Items  |
| --- | --- | --- |
|  Intellectual Security | Assertive Attitude | -  |
|   | Sound Thinking | - Requirements of sound thinking
- The culture of forgiveness, acceptance and respecting the other
- Factors influencing mental integrity (fanaticism and extremism, balance and moderation )  |
|   | Intellectual Influences and How to Deal with Them | - Tools of intellectual influence
- Consequences of intellectual influence
- Standing up to intellectual influence  |
|  Electronic Crimes | Positive Interaction with Modern Technology | - Hacking
- Trading prohibited materials
- Spreading rumors and divulging secrets
- Spying and invasion of privacy
- Deception, fraud, making threats and blackmail
- Exploitation of minors (sexual, financial or in crime)
- Online buying and selling  |

Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items (University)

|  Secondary Concerns | Topics | Items  |
| --- | --- | --- |
|  Protection against Narcotics | Using and Trading Narcotics and MindAltering Substances | - Smoking, its dangers and how to quit
- All kinds of narcotics, and mind-altering substances
- Drug abuse, addiction psychology and addiction as a disease
- Recognizing addicts
- Treatment and post-treatment care; a mission for everyone
- How society sees addicts
- Raising awareness about drug-related laws and legal protection  |
|  Juvenile Crimes | Sex Education | - Doing indecent acts
- Homosexuality
- Imitating the opposite sex  |
|   | Abuse | - Sexual abuse: rape and sexual molestation
- Physical abuse: physical violence and using white arms
- Verbal abuse
- Psychological abuse and emotional neglect
- Pestering others: harassment  |
|   | Infringing on Other People's Rights | -  |

Continued/ Scope and Sequence Matrix of Crime Prevention Topics and Items (University)

|  Secondary Concerns | Topics | Items  |
| --- | --- | --- |
|  Juvenile Crimes | Choosing Friends | - Standing up to peer pressure  |
|   | Respecting the Law | - Raising awareness concerning anti-terrorism laws
- Respecting the law
- Intellectual property
- Economic crimes  |

![img-77.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-77.jpeg)

# 1159

**aqdar** 1159

# The End With The Grace of Allah

# aqdar 

![img-78.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-78.jpeg)

## ![img-79.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-79.jpeg)

Khalifa Empowerment Program For Students - u.e.t.
![img-80.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-80.jpeg)

# 11 

بناء على توجيهات الفريق سمو الشيخ سيف بن زايد آل نهيان نائب رئيس مجلس الوزراء وزير الداخلية، بشأن تشكيل لجنة إعداد البرنامج الوطني للتوعية الطلابية (برنامج خليفة لتمكين الطالاب) والتي تضمنت إعداد برنامج متكامل للتوعية الإلكترونية عبر مختلف الوسائل والتقنيات، الموجهة إلى الشرائح الطلابية والشبابية، وذلك دعما وتمكينا لهم على التوصل إلى أفضل المعارف والمعلومات والسلوكيات التي تجعلهم قادرين على مواجهة تحديات المستقبل ومتغيراته، وذلك من خلال تركيز التوعية والمعرفة وذلك ارتكازا على ثلاثة جوانب رئيسية:

- معرفة وصف وظروف هذا الشيء.
- فهم ومعرفة طبيعة حركته وهل هي مفيدة أو ضارة، ايجابية أم سلبية، خير أم شر.
- التوصل إلى أسلم الطرق الممكنة للتعامل مع هذا الشيء.

فالتوعية تعنى بتحصين الفرد ضد أية أخطار محتملة، بمعنى أننا نحاول عن طريق التوعية أن نشيد أسواراً لحماية الفرد من المخاطر قبل وقوعها، والتحوط لما يمكن أن يقع من أخطار، والعمل على تأمين المحيط الذي يعيش فيه الفرد بشكل يسمح له بالتكيف مع كل ما هو آمن والبعد بالتالي عن كل ما هو خطر.
![img-81.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-81.jpeg)

# ![img-82.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-82.jpeg) 

## نبذة عن البـادرة:

تدعم هذه المبادرة العملية التعليمية عن طريق ألعاب الفيديو والتي تعد أفضل السبل والوسائل للمساهمة في نشر التوعية بسبب الانتشار الواسع للألعاب على مختلف الأجهزة والانظمة ( Apple, Android, windows). بما تحتويه هذه الألعاب من رسائل تعليمية في قالب ممتع للصغار والكبار، وفيها استثمار للوقت فيما ينفع، وتحتوي الألعاب الذكية على محاور توعوية ومضامين تربوية . كما أنها إحدى وسائل التوعية والتي تستخدم فيها كافة تقنيات المعلومات والاتصالات من خلال عدة قنوات إلكترونية.

![img-83.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-83.jpeg)

### **الرئب**

**إعداد أجيال وطنية واعية تفخر بها الدولة ويفخرون بها.**

### **الرسالة**

**استحداث مجموعة من الألعاب الذكية التفاضلية المرتكزة على الثقافة المجتمعية والتاريخية لدولة الإمارات العربية المتحدة ذات مضامين تربوية وقيمية وأخلاقية ونشرها بين الفئات الطلابية.**

![img-84.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-84.jpeg)

![img-85.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-85.jpeg)

![img-86.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-86.jpeg)

### **الاهداف:**

1. **اعداد جيل واعي يحسن إدارة نفسه وعلاقته مع الآخرين**

2. **ايصال الرسائل والمفاهيم والدروس التوعوية المختلفة إلى قطاعات المجتمع في أي مكان**

   - **ويكل السبل الإلكترونية المتاحة التي تساهم في الوصول إلى أفراد المجتمع الذين قد يصعب التواصل معهم مباشرة**

3. **يصف العالم في أي مكان في أي مكان**

   - **ويكمل السبل الإلكترونية المتاحة التي تساهم في الوصول إلى أفراد المجتمع الذين قد يصعب التواصل معهم مباشرة**

![img-87.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-87.jpeg)

![img-88.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-88.jpeg)

![img-89.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-89.jpeg)

**القناة المستهدفة:**

تستهدف المبادرة ثلاثة قنات رئيسية وهي:

|  1 | القنة الأولى: | كافة الطلبة ابتداءً من الروضة حتى المراحل العليا.  |
| --- | --- | --- |
|  2 | القنة الثانية: | أولياء أمور الطلبة.  |
|  3 | القنة الثالثة: | قنة الشباب.  |

![img-90.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-90.jpeg)

![img-91.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-91.jpeg)

# الطـرّ والوسائل المستخدـمة: 

$\cdot$ استخدام أفضل المحركات المستخدمة عالميا في تطوير الالعاب وعن طريق كادر داخلي متخصص، بالتعاون مع الشركات المتخصصة .

تطوير العاب توعوية تعمل على الأجهزة الذكية مختلفة الأنظمة

استخدام شخصيات كرتونية وطنية، وإبراز الجهات المساهمة.

التطوير بناء على السيناريوهات الموضوعة بالتعاون مع اللجنة الوطنية و المتوافقة مع أهداف الدولة والبرنامج الوطني.

تعدد اللغات (العربية، الانجليزية، الفرنسية، الأوردو).

## الشـــــكاو:

الجهات ذات العلاقة المباشرة وغير المباشرة مع الطالب .

# 2020

## التوعية باستخدام ألعاب الفيديو

وهناك عدة طرق ووسائل لنشر الوعي من خلال الإعلام المرئي والمقروء منها الكتيبات، المطويات، الملصقات، الأفلام، البوسترات، المحاضرات والندوات، الزيارات الميدانية، الحملات التوعوية.....، وتعد التوعية الإلكترونية من أبرز وسائل التوعية. وتعد ألعاب الفيديو من أفضل السبل والوسائل للمساهمة في نشر التوعية بسبب الانتشار الواسع للألعاب، فتشير الإحصائيات أن 72٪ من الأسر في أمريكا يقومون بلعب ألعاب الفيديو(Entertainment Software Association). وأن المراهقين يقضون معدل 25 دقيقة يوميا للعب ألعاب الفيديو مقابل 3 ساعات و 20 دقيقة لمشاهدة التلفاز و 6 دقائق للمكالمات و 23 دقيقة على الانترنت و 6 دقائق لمشاهدة فيديو على الانترنت (Nielson)، وتشير إحصائية أخرى أجريت على أطفال من سن 6-11 أن 81,2٪ استخدموا الانترنت للعب ألعاب الفيديو (Mediamark Research \& Intelligence)، وإحصائية أخرى تشير أن 97٪ من الأطفال يلعبون العاب الفيديو و 53٪ من الكبار يقومون بلعب ألعاب الفيديو (The Pew Internet \& American Life (Project. وتسبق ألعاب الفيديو وسائل أخرى مثل الايميل والإذاعة والفيديو عبر الانترنت والتواصل المجتمعي والمجلات كما في الجدول التالي:

|  نوع الوسيلة | النسبة  |
| --- | --- |
|  الانترنت | 45٪  |
|  التلفاز | 32٪  |
|  ألعاب الفيديو | 29٪  |
|  الايميل | 26٪  |
|  الإذاعة | 22٪  |
|  الفيديو عبر الانترنت | 18٪  |
|  التواصل المجتمعي | 17٪  |
|  المجلات | 9٪  |
|  الحفلات المباشرة | 7٪  |

![img-92.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-92.jpeg)

### **الرعية الإلكترونية (E-Awareness)**

**الأجهزة الذكية والنقالة مثل:**

- (XOOM, GALAXY TAB, Android devices, Galaxy S1)
- **الإنترنت والمواقع المجتمعية (Facebook)**
- **البرامج والتطبيقات على الحاسب الآلي (Macintosh, Windows)**

![img-93.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-93.jpeg)

وتهدف التوعية الإلكترونية إلى إعداد جيل واعي يحسن إدارة نفسه وعلاقته مع الآخرين، وإيصال الرسائل والمفاهيم والدروس التوعوية المختلفة إلى قطاعات المجتمع في أي مكان. ويكل السبل الإلكترونية المتاحة التي تساهم في الوصول إلى أفراد المجتمع الذين قد يصعب التواصل معهم على أرض الواقع، وزيادة سبل الحصول على المعلومات المفيدة في أي وقت ومن أي مكان.

![img-94.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-94.jpeg)

![img-95.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-95.jpeg)

![img-96.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-96.jpeg)

### **لصية سـياق البداير**

![img-97.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-97.jpeg)

![img-98.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-98.jpeg)

![img-99.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-99.jpeg)

الفريق سمو الشيخ/ سيف بن زايد آل نهيان، نائب رئيس مجلس الوزراء وزير الداخلية، يطلق لعبة البداير بحضور، اللواء/ ناصر لخريباتي النعيمي، رئيس ديوان سمو نائب رئيس مجلس الوزراء وزير الداخلية، رئيس اللجنة العليا لبرنامج خليفة لتمكين الطلاب، واللواء الركن / خليفة حارب الخبيلي، وكيل وزارة الداخلية المساعد للموارد والخدمات المساندة، واللواء / الخبير. خميس مطر المزينة، القائد العام لشرطة دبي رئيس اللجنة التنفيذية لبرنامج خليفة لتمكين الطلاب، وعدد من المسؤولين.

# 899 

## نسبة اللمـايم (ريـاضـة سبـائ اللـدراجات والسبـارات)

## فكرة اللعبة :

يقوم اللاعب بالتنافس مع الآخرين في جو من المرح والتنافس، حيث يتعلم من خلالها أهمية الالتزام بإجراءات السلامة والقيادة والتنافس في الحلبات المخصصة.

## الأهداف التربوية

تعمل اللعبة على تعزيز الوعي الوطني، والتعرف على خريطة الدولة، وإمارات الدولة وقوانينها المرورية. وثقافة السلامة المرورية، كما يتعرف على أنواع الإشارات المرورية ومعانيها. والحصول على رخصة قيادة باجتياز إختبار الإشارات واختبار عملي. وارشادات القيادة بحذر أثناء تكاثف الضباب وهطول الأمطار.
كما تعمل اللعبة على تعزيز المهارات الشخصية، ومهارات المعرفة من خلال ممارسة الطالب مهارتي الإنتباه والتركيز، وتنمية الذات من خلال ما يؤديه الطالب من أنشطة تعكس ميوله، مما يشعره بالسعادة أثناء الترويح عن النفس. وكذلك تنمية مهارات التفاعل والتواصل الاجتماعي.

![img-100.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-100.jpeg)

### **التعليمات والعارف:**

القوانين المرورية، أساسيات السلامة المرورية، الإشارات المرورية.

### **المسلمين وتدريبهم:**

ترتكز لعبة رياضة الدراجات والسيارات على تطوير التركيز الذهني للطالب من خلال تدريبه على التآزر الحركي البصري، والاستدلال المكاني، والدقة والسرعة في الأداء، إضافة إلى دافعية الانجاز، وتوكيد الذات والثقة بالنفس، والتحكم والتمكن، والتنافس الايجابي، والعمل الجماعي، والعمل ضمن فريق، وتكوين اتجاه سلبي نحو الجريمة ونبذ السلوك الاجرامي، وتكوين اتجاهات إيجابية نحو العمل الشرطي، وتعزيز مفاهيم الولاء والانتماء.

![img-101.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-101.jpeg)

![img-102.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-102.jpeg)

![img-103.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-103.jpeg)

![img-104.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-104.jpeg)

# **لعبة سِياق الشجن**

![img-105.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-105.jpeg)

![img-106.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-106.jpeg)

![img-107.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-107.jpeg)

الفريق سمو الشيخ / سيف بن زايد آل نهيان
نائب رئيس مجلس الوزراء - وزير الداخلية
يطلق لعبة سباق الهجن بحضور اللواء / ناصر لخريباني رئيس اللجنة العليا لبرنامج خليفة لتمكين الطالاب

# تعيـة سـياق الهجــن 

تعد لعبة سباق الهجن أحد مخرجات البرنامج المتكامل للتوعية
الإلكترونية، وهي لعبة مخصصة للأطفال في المرحلة الأولى
ومن خلال هذه اللعبة يتم تعليمهم المفاهيم والمفردات الثقافية
بالاضافة إلى الثقافة الغذائية الصحية.

![img-108.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-108.jpeg)

![img-109.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-109.jpeg)

![img-110.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-110.jpeg)

# الهدف العام من اللعينة: 

تعزيز الوعي الوطني من خلال الارتباط المعرفي بالمفردات الثقافية التراتية والتاريخية، والتي تعد
سباق الهجن أحد أهم أركانها، وتعمل لعبة سباق الهجن على تحقيق التالي:

أولا: الوعي الوطني:

- التعريف بتراث سباقات الهجن والحث على الحفاظ عليه.
- لوحات توعوية عن حب الوطن.

ثانيا: الثقافة الصحية:

- الأغذية الصحية.
- الأغذية غير الصحية.

ثالثاً: المهارات الشخصية:

- مهارات المعرفة: (ممارسة مهارتي الانتباه والتركيز).
- تنمية الذات (من خلال ممارسة أنشطة تعكس ميوله، والتي تشعره بالسعادة أثناء الترويح عن النفس).
- مهارات التفاعل والتواصل الاجتماعي.

![img-111.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-111.jpeg)

![img-112.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-112.jpeg)

**رابعاً: المضمين التربوية:**

**تتضمن لعبة سباق الهجن عدداً من القيم والمهارات التربوية والسلوكية التي تتلخص في:**

- **التأزر الحركي البصري.**
- **الاستدلال المكاني.**
- **الدقة والسرعة في الأداء.**
- **دافعية الانجاز.**
- **تنمية الذات والثقة بالنفس.**
- **التحكم والتمكن.**
- **التنافس الإيجابي.**
- **تعزيز مفاهيم الولاء والانتماء.**
- **التوعية والتثقيف الصحي.**

# لعبة مدينة أقدر الذكية 

فكرة اللعبة: يقوم اللاعب بالدخول إلى مدينة افتراضية تسمى مدينة أقدر الذكية، وفيها يحصل اللاعب على المعلومات من خلال عدة وسائل (التجميع ، كنوز المعرفة، المحاضرات)، ومن ثم يدخل في أجواء تنافسية لاختبار مقدار المعرفة التي قام بجمعها.

## الأهداف التربوية:

تستهدف هذه اللعبة تعزيز الوعي الوطني من خلال مجموعة من الفلاشات التوعوية ومعلومات متنوعة عن دولة الإمارات العربية المتحدة. والوقاية من الجريمة، مثل الجرائم الإلكترونية حيث يتعرف على الاستخدامات الإيجابية للتقنيات الحديثة. والتحرش الجنسي. وأضرار المخدرات. ومخاطر الألعاب النارية. أضافة إلى تنمية المهارات الشخصية، والمعارف الصحية، مثل أهمية النظافة، ومعلومات عن H1N1 ، السرطان وغيرها. والإسعافات الأولية: الحماية في

المنزل.
كما تعزز اللعبة مهارات المعرفة، حيث يمارس الطالب مهارتي الانتباه والتركيز، ويحرص على التعامل الإيجابي الفاعل مع الوسائل المرئية. وتنمية الذات حيث يؤدي الطالب أنشطة تعكس ميوله، ويشعر بالسعادة أثناء الترويج عن النفس. والتدريب على مهارات التفاعل والتواصل الاجتماعي. والتفوق الدراسي والبيئة وفن ادارة الوقت.

## المعلومات والمعارف:

تتضمن اللعبة عدداً من المعلومات والمعارف تشمل مواد مثل، مادة الأحياء، والجغرافيا، والتاريخ، والرياضيات، والأدب، والتربية الإسلامية، والعلوم. إضافة إلى معلومات أخلاقية ودينية: كالأمانة ، وفنون التعامل في ظل السيرة النبوية، وفضل شهر رمضان، وأهمية الوقف، والبيت العتيق.

![img-113.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-113.jpeg)

### **المساهمين التربويين**

تقدم مدينة أقدر الذكية مجموعة متنوعة وموثوقة من المعلومات العامة والثقافية والعلمية التي تؤدي إلى الإثراء المعرفي والتنوع المهاري لدى الطلبة الذين يتجولون في أنحائها.

كما تحقق مدينة أقدر الذكية مبدأ تربويًا هامًا في الانتقال من التعليم بالتلقين إلى التعلم بالبحث الذاتي والممارسة الفعلية النشطة من جانب المتعلمين مما يؤدي إلى تثبيت المعلومات ويجعلها أكثر قابلية للتطبيق في الحياة العملية.

وتعمل مدينة أقدر الذكية على تقديم المعلومات العلمية في إطار من التشويق والجاذبية التي تحد من شعور المتعلمين بالملل وتجعلهم أكثر رغبة في استقاء مزيد من المعلومات.

وتعتبر مدينة أقدر الذكية نقلة نوعية في تقديم المادة العلمية والتثقيفية للطلبة بصورة إلكترونية تفاعلية مدروسة ومبتكرة مما يعتبر تمهيدًا للانتقال إلى التعلم الذكي الذي نطمح لتحقيقه على صعيد المناهج الدراسية.

![img-114.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-114.jpeg)

![img-115.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-115.jpeg)

# 1999  

## لعبة مدينة الملاهي :

## فكرة اللعبة :

يذهب الطالب فيها إلى رحلة إلى مدينة ملاهي للتسلية، وفي هذه الرحلة يواجه عدد من المواقف والمغامرات التي سيتم من خلالها غرس قيم برنامج خليفة لتمكين الطلاب.

## الأهداف التربوية :

تعمل لعبة مدينة الملاهي على تعزيز الوعي الوطني، من خلال عروض ولوحات من التراث في حب الوطن، وعدد من الأمثال الشعبية. كما تعمل اللعبة على تعزيز المهارات الشخصية، ومهارات المعرفة من خلال ما يمارسه الطالب من مهارتي الإنتباه والتركيز، وما يمارسه من ألعاب ذكاء. وتنمية الذات حيث يؤدي الطالب أنشطة تعكس ميوله، يشعر بالسعادة أثناء الترويح عن النفس، إضافة إلى مهارات التفاعل والتواصل الاجتماعي.

## المضامين التربوية :

تم إعداد لعبة مدينة الملاهي لتدريب الطالب على مهارات الاكتشاف والبحث عن الحقائق، وتتبع الأدلة للوصول الى استنتاجات، والربط المنطقي بين المقدمات بالنتائج المترتبة عليها، والتخطيط للوصول الى الهدف، والدقة والسرعة، والتحكم والتمكن، وتكوين اتجاهات ايجابية نحو الادخار والاستخدام المناسب للمدخرات، ومعلومات تثقيفية حول التراث و الثقافة الإماراتية، وتعزيز مشاعر الولاء والانتماء.

![img-116.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-116.jpeg)

![img-117.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-117.jpeg)

![img-118.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-118.jpeg)

![img-119.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-119.jpeg)

![img-120.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-120.jpeg)

# ![img-121.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-121.jpeg) 

P.O.Box: 96222, Dubai - U.A.E.
Tel.: +971 4 6096866, Fax: +971 4 2171726
E-mail: info@aqdar.ae
webside: www.aqdar.ae

![img-122.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-122.jpeg)

Nourishing Minds, Flourishing Nations

# DAY ONE

26 November 2018

## Opening Ceremony

|  Agenda | Country | Code | From | To  |
| --- | --- | --- | --- | --- |
|  National Anthem |  |  | $10: 00$ | $10: 02$  |
|  Recitation of the Holy Quran |  |  | $10: 02$ | $10: 05$  |
|  Operetta - Year of Zayed |  |  | $10: 05$ | $10: 15$  |
|  Main Speech
H.H. Sheikh Nahyan bin Mubarak Al Nahyan Cabinet Member - Minister of Tolerance | United Arab Emirates | V001 | $10: 15$ | $10: 30$  |
|  Aqdar World Summit 2018 Video |  |  | $10: 30$ | $10: 35$  |
|  Main Speech - United Nations | United Nations | V002 | $10: 35$ | $10: 40$  |
|  Main Speech - UNESCO | UNESCO | V003 | $10: 40$ | $10: 45$  |
|  Patron Speach
Lt. General H.H. Sheikh Saif bin Zayed Al Nahyan Deputy Prime Minister and Minister of Interior |  | V004 | $10: 45$ | $11: 00$  |
|  Exhibition Inauguration |  |  | $11: 00$ |   |

## Conference Program

|  Main Sessions | Country | Code | From | To  |
| --- | --- | --- | --- | --- |
|  First Session: Sheikh Zayed Strategies on Empowering People |  | P001 | $11: 30$ | $12: 40$  |
|  Chairperson:
Dr. Hawaa Saeed Almansoori
Deputy Medical Director at the Imperial College of London | United Arab Emirates | M001 |  |   |
|  Sheikh Zayed empowered his nation to build the UAE. H.E. Zaki Anwar Nusseibeh Minister of State | United Arab Emirates | S001 | $11: 30$ | $11: 50$  |
|  Zayed A Unique Approach to Nation Building and Human Empowerment
Dr. Jayanti Robin Maitra
Research Advisor - National Archives | United Arab Emirates | S002 | $11: 50$ | $12: 10$  |
|  Zayed Approach in Human Development
H.E. Afra Rashed Al Basti
Director General of Dubai Foundation for Woman and Children and Member of the Federal National Council | United Arab Emirates | S003 | $12: 10$ | $12: 30$  |
|  Panel Discussion - End of Session 1 |  | D001 | $12: 30$ | $12: 40$  |

# Conference Program 

| Main Sessions | Country | Code | From | To |
| :--: | :--: | :--: | :--: | :--: |
| Second Session: Human Development for Economy Growth |  | P002 | $12: 40$ | $14: 50$ |
| Chairperson:  Dr. Najwa Mohmed Alhosani Vice Dean - College of Education at UAE University | United Arab Emirates | M002 |  |  |
| The Role of Human Resources in Sustainable Development  H.E. Nasser Juma Al Hamli Cabinet Member and Minister of Human Resources and Emiratisation | United Arab Emirates | S004 | $12: 40$ | $13: 00$ |
| Human Capital Development for the Future of Work - through the lenses of Singapore's Skills Development Effort  Guo Xiangcen  Principal Manager at SkillsFuture Singapore | Singapore | S005 | $13: 00$ | $13: 20$ |
| Social Engagement: LRT2 - Learn, Reflect, Transfer, Transform  Dr. Alexander Herzner Assistant Professor and Researcher at Applied Science University, Amberg - Weiden | Germany | S006 | $13: 20$ | $13: 40$ |
| Panel Discussion - End of Session 2 |  | D002 | $13: 40$ | $13: 50$ |
| Lunch Break |  |  | $13: 50$ | $15: 00$ |


| Third Session: Gender Parity for a Better Society |  | P003 | $15: 00$ | $16: 10$ |
| :--: | :--: | :--: | :--: | :--: |
| Chairperson:  Mostafa Ismail Al Zarooni  Editor in Chief - Khaleej Times | United Arab Emirates | M003 |  |  |
| Gender Parity the Mean for a Balanced Society H.E. Hessa bint Essa Buhumaid Cabinet Member and Minster of Community Development | United Arab Emirates | S007 | $15: 00$ | $15: 20$ |
| Gender Parity: a Fundamental Right and a Developmental Necessity  H.E. Asma Hanna Khader  Former Minitser - CEO at SIGI and a Member of the Jordanian Senate | The Hashemite Kingdom of Jordan | S008 | $15: 20$ | $15: 40$ |
| Gender Parity in Education, Employment and Leadership: Mapping Gulf Countries in to the Globe Dr. Tatiana Karabchuk Assistant Professor of Sociology, Humanity and Social Science College - UAE University | Russia | S009 | $15: 40$ | $16: 00$ |
| Panel Discussion - End of Session 3 |  | D003 | $16: 00$ | $16: 10$ |

# DAY TWO

27 November 2018

## Conference Program

|  Main Sessions | Country | Code | From | To  |
| --- | --- | --- | --- | --- |
|  Fourth Session: Sustainable Education for Flourishing Countries |  | P004 | 10:00 | 11:10  |
|  Chairperson:
Dr. Robert R. Buckley
Technical Advisor - National Archives | United Arab Emirates | M004 |  |   |
|  Education as one of the Sustainable Development Goals of 2030
Dr. Ahmad Mohammad Alkandari Consultant Doctor and a Specialist in Sustainable Development | Kuwait | S011 | 10:00 | 10:20  |
|  The $4^{\text {th }}$ Goal of SDG (Education): the Main Pillar for Developing Stable Societies
Dr. Faisal Mohammed Al Bakeri
Advisor to His Excellency Minister of Education | United Arab Emirates | S012 | 10:20 | 10:40  |
|  How to develop a world-class educational system in 8 years?
Pavel Kuzmin
Director of Moscow Center for Quality Education
*This session will not be delivered in Arabic | Russia | S013 | 10:40 | 11:00  |
|  Panel Discussion - End of Session 4 |  | D004 | 11:00 | 11:10  |
|  Break |  |  | 11:10 | 11:50  |

|  Fifth Session: Sustainable Goals and Successful Partnerships |  | P005 | 11:50 | 13:00  |
| --- | --- | --- | --- | --- |
|  Chairperson:
H.E. Dr. Hatem Aly
Representative of the UNODC Office for GCC Countries | UN | M005 |  |   |
|  Maritime National Industries
H.E. Khamis Juma Buamim
Chairman of Dubai Council for Marine and Maritime Industries | United Arab Emirates | S014 | 11:50 | 12:05  |
|  Telehealth Failures and Secrets to Success: A Blueprint for UAE and the World Dr. Milton Chen CEO at Vsee | United Sates of America | S015 | 12:05 | 12:20  |
|  Sustainability: A Call to Action for Socially Conscious Businesses
Adel Ahmed Alzarouni
General Manager/ Real Estate \& Administration Chairman, Corporate Social Responsibility Council at Abu Dhabi Islamic Bank | United Arab Emirates | S016 | 12:20 | 12:35  |
|  UAE and China-Partners for Sustainable Development Jiang Xiheng Vice President at China Center for International Knowledge and Development | China | S017 | 12:35 | 12:50  |
|  Panel Discussion - End of Session 5 |  | D005 | 12:50 | 13:00  |
|  Lunch Break |  |  | 13:00 | 14:00  |

# Conference Program

|  Main Sessions | Country | Code | From | To  |
| --- | --- | --- | --- | --- |
|  Sixth Session: Smart Infrastructure for Sustainable Nations |  | P006 | 14:00 | 15:10  |
|  Chairperson:
Dr. Farhi Marir
Professor at College of Technological Innovation - Zayed University | United Arab Emirates | M006 |  |   |
|  Telecommunication sector: the strategic partner and the pivotal enabler for the smart infrastructures
H.E. Ahmed bin Ali Alhammadi Senior Vice President - Etisalat Group | United Arab Emirates | S018 | 14:00 | 14:20  |
|  Smart Cities: Roles, Responsibilities and Opportunities
Dr. Ayman Yehia Zeineldin
Director of Strategic Marketing at the Arab Academy for Science, Technology and Maritime Transport | Egypt | S019 | 14:20 | 14:40  |
|  Challenges and Solutions of the Digital ID in Future Cities
Dr. Obaid Saleh Almukhattin
Academic Researcher | United Arab Emirates | S020 | 14:40 | 15:00  |
|  Panel Discussion - End of Session 6 |  | D006 | 15:00 | 15:10  |

|  Seventh Session: Building Countries on the Foundation of Justice and Peace |  | P007 | 15:10 | 16:50  |
| --- | --- | --- | --- | --- |
|  Chairperson:
H.E. Dr. Faisal Obeid Alayyan
Vice President at Rabdan Academy | United Arab Emirates | M007 |  |   |
|  The Role of Justice in Establishing a Healthy Nation Sheikh Aboobacker Ahmad Chairman of the Executive Committee for the Sheikh Zayed International Peace Conference | India | S021 | 15:10 | 15:30  |
|  Speckhard Breaking the ISIS Brand Counter Narrative Project
Dr. Anne Catherine Speckhard
Director, International Center for the Study of Violent Extremism (ICSVE) | United States of America | S022 | 15:30 | 15:50  |
|  Programmes and initiatives of the United Nations Office on Drugs and Crime to empower communities for crime prevention Marine Mayer
Crime Prevention and Criminal Justice Coordinator | UN | S023 | 15:50 | 16:10  |
|  Panel Discussion - End of Session 7 |  | D07 | 16:10 | 16:20  |
|  End of Day Two and the Announcement of Aqdar World Summit 2018 Recommendations |  |  | 16:20 | 16:50  |

![img-123.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-123.jpeg)

# The e-safe school initiative in UAE, a nationwide online safeguarding framework

**Dr. Ibrahim Aldabal**

**ceo of AQDAR**

![img-124.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-124.jpeg)

![img-125.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-125.jpeg)

![img-126.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-126.jpeg)

![img-127.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-127.jpeg)

![img-128.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-128.jpeg)

![img-129.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-129.jpeg)

![img-130.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-130.jpeg)

![img-131.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-131.jpeg)

# U.A.E ...

# UAE, 45 years ago....

![img-132.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-132.jpeg)

![img-133.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-133.jpeg)

![img-134.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-134.jpeg)

![img-135.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-135.jpeg)

# Background 

The UAE is a centrally located regional hub with world class infrastructure. More than 206 nationalities reside in the UAE which means the influx of digital information into the country can come from anywhere around the world.

# Internet Stats

|   | Global | Middle East | UAE  |
| --- | --- | --- | --- |
|  Internet users | 4.021 billion 53\% | 164 million 65\% | 9.38 Million 99\%  |
|  Active social media users | 3.196 billion 42\% | 130 million 52\% | 9.38 Million 99\%  |
|  Unique mobile users | 5.135 billion 68\% | 323 million 128\% | 77\%  |
|  Internet annual growth \% | $+7 \%$ | $+11 \%$ | $+2 \%$  |
|  Active social media growth \% | $+13 \%$ | $+39 \%$ | $+2 \%$  |
|  Unique mobile users growth \% | $+4 \%$ | $+3 \%$ | -  |

# Current situation

![img-136.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-136.jpeg)

![img-137.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-137.jpeg)

![img-138.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-138.jpeg)

![img-139.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-139.jpeg)

![img-140.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-140.jpeg)

![img-141.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-141.jpeg)

Then what we should do???

# **from where we should start??**

![img-142.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-142.jpeg)

![img-143.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-143.jpeg)

![img-144.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-144.jpeg)

# Our aim

![img-145.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-145.jpeg)

![img-146.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-146.jpeg)

![img-147.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-147.jpeg)

![img-148.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-148.jpeg)

# How did UAE provide a Safe Online life for it's children?

- Legislations and Policies
- Local Partnerships
- Initiatives and Programs
- Global presence and partnerships

![img-149.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-149.jpeg)

![img-150.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-150.jpeg)

# Legislations and Policies 

Child Protection Law
Cyber Crimes Law
Online Safety Policies in Schools

# Local Partnerships 

Khalifa Empowerment Program (AQDAR) - Child Protection Center
Telecommunications Regulatory Authority (TRA) - General Women Union
Sharjah Supreme Family Council - Ministry of Interior

# Initiatives and Programs 

The contributors of the Child Online Safety initiatives have created several program. Each designed to tackle a certain area.

An example of those initiatives is:
360 Degrees of Students Awareness -

# Global presence and partnerships 

UAE is a member (Currently leading) the VGT
UAE is a member of the ITU-COP (Currently leading)
The contributors of the Child Online Safety in UAE have collectively world wide parnterships with organizations the varies from governmental all the way to NGOs and Charities such as:

UKSaferInternetCenter -
SWGFL -
UNESCO -
Safer Internet Day -

# aqdar J2_SI

**Khalifa Empowerment Program - U.A.E.**

**Nourishing Minds, Flourishing Nations**

**Skills - Capabilities - Partnerships**

![img-151.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-151.jpeg)

![img-152.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-152.jpeg)

The first copy of the National Document for Student Awareness was handed to H.H. Shiekh Mohamed Bin Zayed

![img-153.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-153.jpeg)

![img-154.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-154.jpeg)

![img-155.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-155.jpeg)

# AQDAR Pillars

![img-156.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-156.jpeg)

![img-157.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-157.jpeg)

![img-158.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-158.jpeg)

![img-159.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-159.jpeg)

# Learning Styles

## To Tell

- Lectures
- Parenting skills
- Workshops

## To Show

- Videos
- Kiosk
- Flyers
- Social media
- Websites
- Cartoon characters
- Films
- Books

## To Do

- Events
- Competitions
- Activities
- School theatre
- Students' researches

![img-160.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-160.jpeg)

![img-161.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-161.jpeg)

# **Partnerships**

![img-162.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-162.jpeg)

### **Academic**

- UAE Ministry of Education
- UAE Ministry of Higher Education
- Knowledge and Human Development Authority

![img-163.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-163.jpeg)

### **Law enforcement**

- UAE Ministry of Interior
- Civil Defense GHQ
- Drugs Prevention GHQ
- National Anti-Terrorism Committee

![img-164.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-164.jpeg)

### **Family and Youth Programs**

- Family Development Foundation
- General Authority of Youth & Sports Welfare

![img-165.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-165.jpeg)

![img-166.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-166.jpeg)

![img-167.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-167.jpeg)

![img-168.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-168.jpeg)

![img-169.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-169.jpeg)

![img-170.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-170.jpeg)

![img-171.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-171.jpeg)

![img-172.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-172.jpeg)

# Signing MOUs with partners

![img-173.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-173.jpeg)

![img-174.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-174.jpeg)

![img-175.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-175.jpeg)

# AQDAR's Links to the SUSTAINABLE DEVELOPMENT GOALS

![img-176.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-176.jpeg)

![img-177.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-177.jpeg)

![img-178.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-178.jpeg)

![img-179.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-179.jpeg)

# The Link between AQDAR and SDG

AQDAR is committed to several SDG goals through the implementation of the National Students Awareness Document and through its multiple programs and initiatives. AQDAR covers the following SDGs:

![img-180.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-180.jpeg)

![img-181.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-181.jpeg)

![img-182.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-182.jpeg)

![img-183.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-183.jpeg)

# SUSTAINABLE DEVELOPMENT GOALS (SDGS) 

The UAE is regional leader in Sustainable development through it's UAE 2020 vision. Peace, Equality, Quality education, health and safety are major pillars in UAE's vision and plane UAE helps and supports developing countries in achieving their SDGs (e.g . Somalia, Palestine, $\cdot$ Syria..etc)

# Ensure Healthy Lives And Promote Well-being For All 

AQDAR is committed to the following goals target:
Reduce the number of global deaths and injuries from road traffic accidents through it's "AQDAR (I can) Drive Safely" awareness Program
Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol through it's Drugs Prevention awareness programs

# Ensure Inclusive And Equitable Quality Education And Promote Lifelong Learning Opportunities For All 

AQDAR is committed to the following goals target: ensure that all learners acquire the knowledge and skills needed to promote sustainable development through it's eAwareness program The UAE Ministry of Education (AQDAR's Key Partner) have achieved all of the SDG goal target!

# Achieve Gender Equality And Empower All Women And Girls 

AQDAR is committed to the following goal targets:
End all forms of discrimination against all women and girls everywhere through raising awareness and eliminating cyber bullying and discrimination against women
AQDAR works closely with the UAE Women General Union to ensure gender equality and empower all girls

# **Build Resilient Infrastructure, Promote Sustainable Industrialization And Foster Innovation**

AQDAR is committed to the following goal targets:

- **Support domestic technology development, research and innovation in developing countries.** Through its AQDAR Competition and AQDAR International Summit Research papers
- **Develop quality, reliable, sustainable and resilient infrastructure** by protecting the country's education ICT infrastructure through its AQDAR eSafe school program

![img-184.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-184.jpeg)

![img-185.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-185.jpeg)

![img-186.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-186.jpeg)

# Make Cities Inclusive, Safe, Resilient And Sustainable 

AQDAR is committed to the following goal targets:
Strengthen efforts to protect and safeguard the world's cultural and natural heritage through several AQDAR programs and initiatives
Reduce the adverse per capita environmental impact of cities through AQDAR's Environmental awareness program
Support least developed countries, including through financial and technical assistance
AQDAR is willing to spread their awareness programs to all and any developed country $\cdot$

# Promote Just, Peaceful And Inclusive Societies 

AQDAR is committed to the following goal targets:
Significantly reduce all forms of violence and related death rates everywhere through AQDAR's Crime prevention awareness program
Strengthen relevant national institutions, including through international cooperation, for building capacity at all levels by countering terrorism and extremism at a school level through programs like eSafe school and Cyber C3 .

# 360 Degrees of Students Awareness

- **Comprehensive program focuses on:**
  - Students, Teachers, Parents and community
  - Interactive Magazines, Live videos, Cartoons, Competitions, Events and Activities
  - Enforces: confidence, Personal skills, Self development, Critical thinking skills, Nation Protection, Prevention and safety, etc.
  - Has won several international awards
  - Has covered the entire UAE education system

![img-187.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-187.jpeg)

![img-188.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-188.jpeg)

# 360 Degrees of Student Awareness

![img-189.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-189.jpeg)

![img-190.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-190.jpeg)

![img-191.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-191.jpeg)

![img-192.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-192.jpeg)

# AQDAR Stats 

Total numbers of conducted classes is 1,710
Total numbers of visited schools is 1,154
Total number of what has been trained (students, Teachers and parents) is 240,692

# AQDAR Interactive Magazines

![img-193.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-193.jpeg)

![img-194.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-194.jpeg)

![img-195.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-195.jpeg)

![img-196.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-196.jpeg)

![img-197.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-197.jpeg)

![img-198.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-198.jpeg)

![img-199.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-199.jpeg)

![img-200.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-200.jpeg)

# AQDAR E-Awareness Videos

![img-201.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-201.jpeg)

![img-202.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-202.jpeg)

![img-203.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-203.jpeg)

![img-204.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-204.jpeg)

# Download

![img-205.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-205.jpeg)

![img-206.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-206.jpeg)

# Aqdar e-awareness program

![img-207.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-207.jpeg)

![img-208.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-208.jpeg)

# aqdar

# Cyber C3 Certificate

![img-209.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-209.jpeg)

![img-210.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-210.jpeg)

قم بتسجيل جميع البيانات من قبل **Cyber C3** في **CyberC3.com** في 10/06/2023.

![img-211.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-211.jpeg)

![img-212.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-212.jpeg)

![img-213.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-213.jpeg)

![img-214.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-214.jpeg)

# Other Initiatives

Child Safety Campaign •
By Sharjah Supreme Family Council – be Tricked •
By TRA – Digital Kid and Mothers Av Campaign •
By GWU –

E-safe School - Software

![img-215.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-215.jpeg)

# UK Safer Internet Centre

## www.saferinternet.org.uk

![img-216.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-216.jpeg)

![img-217.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-217.jpeg)

![img-218.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-218.jpeg)

![img-219.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-219.jpeg)

![img-220.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-220.jpeg)

![img-221.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-221.jpeg)

![img-222.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-222.jpeg)

![img-223.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-223.jpeg)

# aqdar

# "A child's Online Safety is Nation's Responsibility"

![img-224.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-224.jpeg)

![img-225.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-225.jpeg)

![img-226.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-226.jpeg)

![img-227.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-227.jpeg)

![img-228.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-228.jpeg)

![img-229.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-229.jpeg)

Develop school safeguarding policy
Encourage safe use in school and beyond
Outstanding online safety education for all

![img-230.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-230.jpeg)

![img-231.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-231.jpeg)

# AQDAR's E-Safe School 

- The E-Safe School is designed to be a school evaluation and assessment platform/matrix to measure the school's online safeguarding level.
- It prevents all of the aforementioned risks by providing the schools, the governing bodies and other governmental organizations with a full bird-eye view of the current standings
- It measure through a 21 check points system that are categorized into 4 categories:
- Policies and Leadership
- Infrastructure
- Education
- Monitoring and impact

![img-232.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-232.jpeg)

![img-233.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-233.jpeg)

# 360 sole the online safety self-review tool

![img-234.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-234.jpeg)

![img-235.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-235.jpeg)

![img-236.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-236.jpeg)

![img-237.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-237.jpeg)

![img-238.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-238.jpeg)

![img-239.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-239.jpeg)

![img-240.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-240.jpeg)

![img-241.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-241.jpeg)

![img-242.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-242.jpeg)

![img-243.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-243.jpeg)

![img-244.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-244.jpeg)

![img-245.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-245.jpeg)

# **Parents**

![img-246.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-246.jpeg)

![img-247.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-247.jpeg)

![img-248.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-248.jpeg)

![img-249.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-249.jpeg)

# Policy and Leadership

## Communication Technologies

- Managing digital content, services and devices
- Professional Standards

## Policies

- Online Safety Policy
- Acceptable Use
- Whole School
- Strategies for managing unacceptable use
- Reporting

## Responsibilities

- Online Safety Leader
- Online Safety Group

## Services

- Password Strategy
- Password Strategy
- Filtering and monitoring
- Technical Security
- Data Protection

## Education

- Staff Training
- Children and Young People
- Online Safety Education
- Digital Citizenship
- The contribution of young people

## Monitoring

- Monitoring and Reporting on Online Safety Incidents
- Impact of the Online Safety Policy and Practice

![img-250.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-250.jpeg)

![img-251.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-251.jpeg)

# Expectation

15 SWGfL experience in policy and standards development

![img-252.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-252.jpeg)

![img-253.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-253.jpeg)

![img-254.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-254.jpeg)

![img-255.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-255.jpeg)

# Empowerment 

360 degree safe system empowers schools to assess and track performance against online safety standards.
Prioritized improvement actions and reports
Schools rewarded with accreditation standard
National training programme

# Education 

Age appropriate classroom and curriculum resources

- Staff Professional Development
- Parental support materials
- Child Protection reporting measures
- National online safety specialists trained

![img-256.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-256.jpeg)

![img-257.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-257.jpeg)

# Evaluation

- Individual school progression data and report
- Accreditation levels
- National school performance and tracking data
- Inform national strategy

![img-258.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-258.jpeg)

![img-259.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-259.jpeg)

![img-260.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-260.jpeg)

![img-261.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-261.jpeg)

# Vision Technologies

## Level Global Essentials Advanced

### Key

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# Performance 

## Top 5 Strengths

- 1. Reporting (2.38)
- 2. Acceptable Use Policies (2.25)
- 3. Managing Digital Content (2.25)
- 4. Filtering Systems (2.14)
- 5. Managing Acceptable Use (2.14)


## Top 5 Weaknesses

- 1. Impact (1.00)
- 2. Online Safety Policy (1.13)
- 3. Monitoring (1.25)
- 4. Protecting Personal Information (1.29)
- 5. Digital Citizenship (1.50)

# Case Study 1

The girl referred to the "person I need to be" and stated that she was sorry that she would not see people again but that she was embarking on a journey that she needed to make.

![img-262.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-262.jpeg)

It's nice knowing you for the time I did. Akhirah, you will always be my du'aas hope you can forgive me if I have wron you don't forget me either. I've learnt I cannot thank you enough. I've apprect friend, and had an awesome personal the last time, I bid you farewell, Asa!

In a successful life and Allah gives you the best in the world and the time the girl I was a year ago so that means I cannot talk to you. I was. You care of yourself always, I will not forget you, and I hope you and you have helped me in so many ways. In extraordinary, I am you so sad to me, it all means so much to me. You were a great one person you are. I hope you go a lot way in life and have a massive time.

![img-263.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-263.jpeg)

![img-264.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-264.jpeg)

# Case Study 1

The school and relevant agencies were immediately alerted and the safeguarding process activated.

- Aqueed: 4
- Tawheed: 12
- Aleppo
- Salafi: 84
- Jihad: 29
- Kufr

![img-265.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-265.jpeg)

![img-266.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-266.jpeg)

# Case Study 2

The dialogue makes evident that the young person contacted the group as she wanted help to stop self-harming.

![img-267.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-267.jpeg)

![img-268.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-268.jpeg)

![img-269.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-269.jpeg)

# Case Study 2

This issue was identified on a Friday afternoon and the school was alerted immediately in order to ensure that the situation would not escalate over the weekend.

![img-270.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-270.jpeg)

![img-271.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-271.jpeg)

![img-272.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-272.jpeg)

![img-273.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-273.jpeg)

# Transformation

![img-274.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-274.jpeg)

![img-275.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-275.jpeg)

![img-276.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-276.jpeg)

![img-277.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-277.jpeg)

![img-278.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-278.jpeg)

![img-279.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-279.jpeg)

### **Expectation**

- National digital safety policy and standards for schools

### **Empowerment**

- Universal system to equip all schools to implement the system and empower staff

### **Education**

- Educate all children to manage online risks to benefit from technology
- Prevent harm online

### **Evaluation**

- How well equipped are schools and teachers to recognise, respond and resolve issues
- How do you know?

![img-280.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-280.jpeg)

|   |  | Group  |
| --- | --- | --- |
|   | Responsibilities | Responsibility  |
|   |  | Governors  |
|   |  | Acceptable Use  |
|   |  | Policy Development  |
|   |  | Policy scope  |
|  Policy and Leadership | Policies | Reporting  |
|   |  | Strategies  |
|   |  | Self Evaluation  |
|   |  | Whole School  |
|   |  | Digital Images and Video  |
|   |  | Social Media  |
|   | Communications | Mobile Technology  |
|   |  | Professional Standards  |
|   |  | Public Communications  |
|  Infrastructure | Passwords | Security  |
|   | Services | Filtering / Monitoring  |
|   |  | Technical Security  |
|   |  | Data Protection  |
|   |  | Digital Literacy  |
|   | Children | Education  |
|   |  | Contribution  |
|  Education | Staff | Training  |
|   | Governors | Training  |
|   | Parents | Engagement  |
|   | Community | Engagement  |
|   | Monitoring | Recording of Incidents  |
|   |  | Impact of Policy  |

![img-281.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-281.jpeg)

**Overview** Accreditation Register Contact Us Sign In

# The Free Online Safety Self-Review Tool for Schools

360 degree safe is free to use, and is intended to help schools review their Online Safety policy and practice. We walk you through each aspect of Online Safety, helping you to collaborate, report, and progress.

Begin Review

![img-282.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-282.jpeg)

![img-283.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-283.jpeg)

Welcome to 360 degree safe, the award-winning Online Safety self-review tool for schools. Our tool provides:

- Information that can influence the production or review of online safety policies and develop good practice.
- A process for identifying strengths and weaknesses.
- Opportunities for commitment and involvement from the whole school.
- A continuum for schools to discuss how they might move from a basic level provision for online safety to practice that is aspirational and innovative.

![img-284.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-284.jpeg)

**Online Safety Review**
Progress through 28 aspects of Online Safety, improve your practice, record progress, and produce reports.

![img-285.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-285.jpeg)

**Accreditation**
When you are able to show good practice, you can apply for the nationally recognized Online Safety Mark.

![img-286.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-286.jpeg)

**Academy Groups**
Track and monitor progress across your chain of schools, identify areas of strength and development, and drive change.

![img-287.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-287.jpeg)

![img-288.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-288.jpeg)

|  Overview | Accreditation | Review | Assessors | Data Overview | Academy Groups | My Account | Contact Us  |
| --- | --- | --- | --- | --- | --- | --- | --- |
|  Sign Out |  |  |  |  |  |  |   |
|  Reporting |  |  |  |  |  |  |   |
|  Review > Policy & Leadership |  |  |  |  |  |  |   |
|  Responsibilities |  |  |  |  |  |  |   |
|  ☐ ☐ |  |  |  |  |  |  |   |
|  Choose Aspect ▼ |  |  |  |  |  |  |   |

This aspect describes how the school manages their online safety strategy, involving a group with wide ranging representation.

### **School object to: accountable level**

- ☐ There is no Online Safety Group
- ☑ The school is in the process of establishing an Online Safety Group.

### **Your Improvement Actions**

- Ensure that the Online Safety Group has staff representation and a clear brief, which is clearly stated in its terms of reference.
- Ensure that those involved on the committee group can have an impact in ensuring that policies are understood and implemented.

### **Data Community**

- ☐ The school has an Online Safety Group with staff representation and a clear brief.
- ☑ The school has an active Online Safety Group with wide representation from the S-T, staff (including child protection, representative), governors, and pupils/students. It has clear lines of responsibility and accountability.
- ☐ The school has an active Online Safety Group with wide representation from within the school eg S-T, teaching and support, staff (including Child Protection, representative), governors, and pupils/students and also from parents and carers and the wider community. It has clear lines of responsibility and accountability, which are understood by all members of the school. The committee is actively integrated and collaborating with other relevant groups in school eg School Council.

### **Suggested Evidence Sources**

- Online Safety Group Minutes
- Online Safety Group Terms of Reference
- Other minutes and reports as relevant
- Including Governors

### **Supporting Links & Documents**

- Specialist help and support: Online Safety 902007 service to support online safety development
- SMGS: School Online Safety Policy, Online Safety Group
- Terms of Reference for an Online Safety Group (Somerset)
- Guidance for establishing an Online Safety Group (e-safety advisor)

### **Current Position**

Enter what your current position is with this aspect. Schools applying for accreditation must fully describe their provision for this aspect and how it meets the benchmark level.

![img-289.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-289.jpeg)

# Annual Assessment Report

## ONLINE SAFETY WITH PLYMOUTH UNIVERSITY

![img-290.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-290.jpeg)

![img-291.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-291.jpeg)

![img-292.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-292.jpeg)

![img-293.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-293.jpeg)

![img-294.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-294.jpeg)

# 12,000 Schools

## Top 5 Strengths

- Filtering and monitoring
- Policy Scope
- Acceptable Use Agreement
- Digital and Video Images
- Policy Development

## Top 5 Weaknesses

- Community Engagement
- Impact of Policy and Practice
- Governor Training
- Staff Training
- Online Safety Group

## Areas of Strength

- **Newing effective connectivity and filtering in place**: (Almost 65% of schools have excellent or good connectivity and filtering in place)
- **The scope of online safety covered in school policies**: (Just over 70% of schools have strong online safety policies in place)
- **Nursing effective Acceptable Usage Agreements in place**: (Almost 60% have a detailed and effective Acceptable Usage Agreement in place)

## Areas of Weaknesses

- Community Engagement
- Impact of Policy and Practice
- Governor Training
- Staff Training
- Online Safety Group

## Areas of Weaknesses

- **Avoiding the use of online safety in school policies**: (Almost 50% have no safe and safe use in school)
- **Developing a culture of online safety in school**: (Almost 50% have a culture of online safety in school)
- **Developing a culture of online safety in the workplace**: (Almost 50% have a culture of online safety in the workplace)

## Areas of Weaknesses

- **Avoiding the use of online safety in school policies**: (Almost 50% have no safe and safe use in school)
- **Developing a culture of online safety in the workplace**: (Almost 50% have a culture of online safety in the workplace)
- **Developing a culture of online safety in the workplace for all students**: (Almost 50% have a culture of online safety in the workplace for all students)
- **Developing a culture of online safety in the workplace for all students**: (Almost 50% have a culture of online safety in the workplace for all students)

## Areas of Weaknesses

- **Avoiding the use of online safety in school policies**: (Almost 50% have no safe and safe use in school)
- **Developing a culture of online safety in the workplace for all students**: (Almost 50% have a culture of online safety in the workplace for all students)
- **Developing a culture of online safety in the workplace for all students**: (Almost 50% have a culture of online safety in the workplace for all students)
- **Developing a culture of online safety in the workplace for all students**: (Almost 50% have a culture of online safety in the workplace for all students)

## Top 5 Strengths

- Filtering and monitoring
- Policy Scope
- Acceptable Use Agreement
- Digital and Video Images
- Policy Development

## Top 5 Weaknesses

- Community Engagement
- Impact of Policy and Practice
- Governor Training
- Staff Training
- Online Safety Group

## Top 5 Weaknesses

- Community Engagement
- Impact of Policy and Practice
- Governor Training
- Staff Training
- Online Safety Group

## Top 5 Weaknesses

- Community Engagement
- Impact of Policy and Practice
- Governor Training
- Staff Training
- Online Safety Group

![img-295.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-295.jpeg)

|  Policy Scope |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |
|  Filtering and monitoring |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
|  Digital and Video Images |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
|  Acceptable Use Agreement |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
|  Mobile Technology |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
|  Policy development |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
|  Social Media |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
|  Professional Standards |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
|  Online Safety Responsibilities |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
|  Online Safety Education |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
|  Public Online Communications |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
|  Strategies for managing unacceptable use |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
|  Whole School |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |
|  Reporting |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |   |

![img-296.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-296.jpeg)

# Project Objectives

## 1.1. Project Objectives

- **Project Objectives**: To develop a comprehensive understanding of the project process.
- **Project Objectives**: To develop a comprehensive understanding of the project process.
- **Project Development**: To develop a comprehensive understanding of the project process.

## 2. Project Objectives

- **Project Objectives**: To develop a comprehensive understanding of the project process.
- **Project Development**: To develop a comprehensive understanding of the project process.
- **Project Development**: To develop a comprehensive understanding of the project process.

## 3. Project Objectives

- **Project Objectives**: To develop a comprehensive understanding of the project process.
- **Project Development**: To develop a comprehensive understanding of the project process.
- **Project Development**: To develop a comprehensive understanding of the project process.

## 4. Project Objectives

- **Project Objectives**: To develop a comprehensive understanding of the project process.
- **Project Development**: To develop a comprehensive understanding of the project process.
- **Project Development**: To develop a comprehensive understanding of the project process.

## 5. Project Objectives

- **Project Objectives**: To develop a comprehensive understanding of the project process.
- **Project Development**: To develop a comprehensive understanding of the project process.
- **Project Development**: To develop a comprehensive understanding of the project process.

## 6. Project Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 7. Project Costs

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 8. Project Costs

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 9. Project Costs and Budget

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 10. Project Cost and Budget

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 11. Project Cost and Budget

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 12. Project Cost and Budget

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 13. Project Cost and Budget

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 14. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 15. Project Cost and Budget

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 16. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 17. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 18. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 19. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 20. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 21. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 22. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 23. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 24. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 25. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 26. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 27. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 28. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 29. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 30. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 31. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 32. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 33. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 34. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 35. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 36. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 37. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 38. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 39. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 40. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 41. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 42. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 43. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 44. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 45. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 46. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 47. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 48. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 49. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 50. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 51. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 52. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 53. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 54. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 55. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 56. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 57. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 58. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 59. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 60. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 61. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 62. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 63. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 64. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 65. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 66. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 67. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 68. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 69. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 70. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 71. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 72. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 73. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 74. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 75. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 76. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 77. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 78. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 79. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 71. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 72. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 73. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 74. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 75. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 76. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 77. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 78. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 79. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 71. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 72. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 73. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 74. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 75. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 76. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 77. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 78. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 79. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 71. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 72. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 73. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 74. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 75. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 76. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 77. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.
- **Project Cost**: The cost of a project is approximately **$1,500** per year.

## 78. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 79. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 71. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 72. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 73. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 74. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 75. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 76. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 77. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 78. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 79. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 71. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 72. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 73. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 74. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 75. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 76. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 77. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 78. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 79. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 71. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 72. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 73. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 74. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 75. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 76. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 77. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 78. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 79. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 71. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.

## 72. Budget and Cost

- **Project Cost**: The cost of a project is approximately **$1,000** per year.



![img-297.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-297.jpeg)

# 6-2 - Difference in average ratings between primary and secondary schools

![img-298.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-298.jpeg)

# Figure 8-3 - Comparison of 2009 starters with overall averages

![img-299.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-299.jpeg)

# 2016-2017 Difference

## Difference 2015-2016 Difference

![img-300.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-300.jpeg)

![img-301.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-301.jpeg)

![img-302.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-302.jpeg)

![img-303.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-303.jpeg)

# برنامج خليفـــــة لتمكيــــن الطـــلاب – أقــدر يشـهد بأن مدرسـة

## **النهبانية**

قد استوفت المعايير القياسية للمدرسة **الأمئة** رقميا ضمن مبادرة **أقدر** – للتوعية الإلكترونية بتاريخ **AQ-SC-001**

> **إلغاء الدكتور ناصر لخريباتك التعليمات** **القرن العام لمكتب سمو نائب رئيس مجلس الوزراء وزير الداخلية**

**يسرت هذا الإقامة لمدة عام واحد من تاريخه**

![img-304.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-304.jpeg)

# Recommendations 

2017 Annual assessment report concludes the following are areas that schools require urgent improvement
Staff Training ・
Data Protection ・
Evaluation

# Evaluation of the program

![img-305.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-305.jpeg)

![img-306.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-306.jpeg)

![img-307.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-307.jpeg)

![img-308.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-308.jpeg)

# Thank you

# (القيالمة تقصير) 

## بيسـر

جمعية نوعية ورعاية الاحداث
أن تمنح هذه الشهادة إلى

## برنامج خليفة لتمكين الطالاب - شرطة دبي

تقديرا منها لدوركم ومساهمتكم الفعّالة في دعم برامج وانشطة الجمعية خلال عام ٢٠١٥م
مما كان له الاثر الكبير في تحقيق الاهداف المرجوة منه.
متمنين لكم التقدم والنجاح
والله ولي التوفيق
الفرنق/فنان حلفا
رئيس مجلس الرمز

![img-309.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-309.jpeg)

![img-310.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-310.jpeg)

![img-311.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-311.jpeg)

# LETTER OF APPRECIATION FOR WSIS PRIZE 2016 CHAMPION IN CATEGORY

## WSIS Action Line C10: Ethical dimensions of the Information Society

On the occasion of the WSIS Forum 2016 it is with great pleasure to award **Khalifa Empowerment Program for Students | AQDAR** with this Letter of Appreciation for the amazing ICT-related project work done within your community. Your project **360 Degrees of Student Awareness** is among the most voted ones and has gained one of the best reviews by the members of the WSIS Expert Group.

Taking into account **Khalifa Empowerment Program for Students | AQDAR** significant efforts in promoting and fostering the information society development as well as your successful participation in the WSIS Prize 2016 contest, it is a great pleasure to honor you as a Champion of WSIS Prize 2016.

Geneva, 4 May 2016

Houlin Zhao
ITU Secretary-General

![img-312.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-312.jpeg)

![img-313.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-313.jpeg)

![img-314.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-314.jpeg)

# ![img-315.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-315.jpeg) 

## (SENIOR SECONDARY SCHOOL AFFILIATED TO C.B.S.E. NEW DELHI)

$30-01-2017$

## Certificate of Appreciation

We would like to extend our heartfelt Thank You to Khalifa Empowerment Program for Students launching the "Express Your Love for UAE" National Campaign at Indian School, Ras Al Khaimah on Sunday 22nd January, 2017. Through your campaign our students and staffs were able to express how they love and treasure UAE.

We wish you success for this National Campaign.

Sainudeen Perumannil.
Principal
![img-316.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-316.jpeg)
indian1@emirates.net.ae
سرب 1917. رأس الخيمة - ا.ع.م. - هاتف : 9944713 . 9944713 (V) - فاكس : 9944713 (V) - بريد إلكتروني

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# ABU DHABI INDIAN SCHOOL 

Branch-1, AL-WATHBA
P.O. Box : 79803, Abu Dhabi

United Arab Emirates
Tel. No. : 025831991
Fax No. : 025831992
Email : info@adiswathba.com

ADISBr1/AQDAR/2017
Ref. No. $\qquad$
![img-334.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-334.jpeg)

## مـدرست أبوظبي الهنـيه

$\qquad$
ص.ب : ٢٠٠٩. أبوظبي
الامارات العربية المتحدة
تليفون : ٢ ٥٨٢١٩٩١
فاكس : ٢ ٥٨٢١٩٩٢
23/02/2017
Date $\qquad$

## AQDAR - Khalifa Empowerment Program for Students UAE Team

Respected Sirs/Madams,

This is with reference to "Express Your Love for UAE Campaign" conducted in our school, Abu Dhabi Indian School, Branch 1 on Monday, 23rd January 2017.

We are thankful to the entire team at AQDAR for giving our students the opportunity to participate in this nationwide campaign.

Our students have been greatly inspired by the "Express You Love for UAE Campaign" and have gained insight about the great leaders of this nation and on what it means to love UAE in an enthusiastic and practical way.

We look forward to fostering a positive relationship with AQDAR for more such community driven programs.

Thanking You,
With Best Regards,

## Shibanti

Ms.Shibanti Bhowmik
Principal
![img-335.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-335.jpeg)

![img-336.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-336.jpeg)

![img-337.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-337.jpeg)

# **شهــادة تقديـــر**

يسر هيئة تنمية المجتمع أن تتقدم بخالص الشكر والتقدير إلى

# **برنامج خليفة لنمكس الطلاب (أقدر)**

لرعايتهم و إسهاماتهم الكريمة في إنجاح منشط (شتى وبانا) خلال الفترة من تاريخ 18 ديسمبر 2016 إلى 5 يناير 2017

![img-338.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-338.jpeg)

**أحمد عبد الكريم حلفا**
مدير عام - هيئة تنمية المجتمع

![img-339.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-339.jpeg)
![img-340.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-340.jpeg)

# ST. JOSEPH'S SCHOOL

P.O. Box 3361, Abu Dhabi, United Arab Emirates

## CERTIFICATE OF APPRECIATION

Presented to

**AQDAR – Khalifa Empowerment Program for Students – UAE Team**

in appreciation for your outstanding presentation

"Express Your Love for UAE"

*held on Wednesday, 18th January 2017*

*Dr. Carmen*

Principal

18th January 2017

*Dated*

Abu Dhabi Education Council
Shamma Bint Mohammad Primary School Cycle 1
Al Ain Education Office

مجلس أبو ظبي للتعليم
مدرسة شما بنت محمد للتعليم الأساسي / ١٢
مكتب العين التعليمي

Certificate of Appreciation
The Administration of Shamma bint Mohammad
Primary School thanks

QDAR – Khalifa Empowerment Program for Students – UAE Team

We would like to extend our heartfelt Thank You
for launching the “Express Your Love For UAE” National Campaign
at Shamma Bint Mohammed Primary School. Through your campaign our
students and staffs were able to
express how they love and treasure UAE.
We wish you success for this National Campaign

School Principal
MS. Amina Jaffel

School Social Worker Team
12-January, 2017

# Certificate of Appreciation

This award of appreciation is given to

**AQDAR – Khalifa Empowerment Program for Students – UAE Team**

for their untiring participation in "EXPRESS YOUR LOVE FOR UAE NATIONAL CAMPAIGN" which was held in **EMIRATESH LITURE INTERNATIONAL ACADEMY**

**CHAIRMAN**

**PRINCIPAL**

![img-341.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-341.jpeg)

![img-342.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-342.jpeg)

# Certificate of Appreciation

**Presented to**

**AODIA - Khalifa Empowerment Program for Students - UAE Team**

*For providing the "Express Your Love for UAE" National Campaign to our students and teachers.*

![img-343.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-343.jpeg)

*Date:* _______________________ *Principal:* _______________________

![img-344.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-344.jpeg)

![img-345.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-345.jpeg)

# Where Thanks

The Management of The New Indian School, with its entire staff and students appreciates

AQDAR – Khalifa Empowerment Program for Students – UAE Team

for their devoted and excellent service extended to the students and staff of the school on Jan-16, 2017

under the title

## EXPRESS YOUR LOVE FOR UAE NATIONAL CAMPAIGN

We wish them great success in their future endeavours.

Rafeeq Rahim
Principal

01.02.2017

The shared vision of The New Indian School is one that enables students to achieve their potential within a multi-cultural environment, that is safe, positive, respectful and welcoming so as to become successful world citizens.

# "CREATE, CONNECT AND SHARE RESPECT: A BETTER INTERNET STARTS WITH YOU"

![img-346.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-346.jpeg)

![img-347.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-347.jpeg)

# Safer Internet Day 2018 | Tuesday 6 February

# SAFER INTERNET DAY 2018 Tuesday 6th February 

Safer Internet Day is celebrated globally in February each year in over a hundred countries to promote the safe and positive use of digital technology for children and young people and inspire a national conversation.

The day offers the opportunity to highlight positive uses of technology and to explore the role we all play in helping to create a better and safer online community. It calls upon young people, parents, carers, teachers, social workers, law enforcement, companies, policymakers, and wider, to join together in helping to create a better internet.

## SID CHALLENGE

As a part of this initiative, we are pleased to announce a challenge for school students: Students are required to "Create" a presentation for parents, video record the presentation and post on YouTube.

The title for the presentation is "Make Your Parents Safe Techie".

## OBJECTIVE

Objective of this challenge is to ignite the skill of research and critical thinking in children. As the child deeply researches digital safety domain, they will understand the importance of digital safety themselves.

The challenge also facilitates more family time, integration with parents and hence increases the self-esteem of the children. This will also enhance the presentation and project management skills of students.

# RULES 

-The competition is open for all UAE school students of all nationalities (age 13 and above).
-Research and create a Cyber Security Awareness presentation for your Parents / Adult family members, about at least one online threat and solution for their day to day internet usage.
-Introduce at least one great online skills to your Parents/Adult family members, to exhibit how technology can be their best tool for solving day to day professional or personal challenges.
-The idea presented should reflect all the three themes of the safer internet day: CREATE, CONNECT and SHARE RESPECT.
-Create: Create the presentation to educate /inspire parents.
-Connect: Collaborate with internet peers globally for getting ideas and improving research skills, social entrepreneur ship and volunteerism.
-Share Respect: By incorporating national patriotic agenda. The year 2018 being marked as the "Year of Zayed", Sheikh Zayed's vision of UAE being a land of tolerance, progress and unity. Take this opportunity to come up with ideas on how you can contribute to the vision of the great leaders UAE.
-All presentations must have minimum 6 and maximum 10 slides.
-Video must be recorded in Landscape mode
-The participants are required to record and submit us the video of their presentationpresenting the concepts to the audience (parents/adult family members) and the testimonials from the audience. The video duration should not exceed 7 min ( 5 Min for presentation and 2 Min for QA).
-The videos will be evaluated by the Esafe team and will be published in Esafe facebook page. The published videos can then be shared online by the participants to hit maximum likes and shares for their video.
-The videos should be submitted on or before 25th of February 2018, 8.00 pm
-Judgment Criteria : The entries will be evaluated based on the following criteria

- Content and Creativity
- Clarity of presentation
- Count of the shares, likes and comments in social media.

# WHO WE ARE ? - AQDAR CONSORTIUM 

![img-348.jpeg](https://popdatasets.blob.core.windows.net/popdatasetmdimgs/19-09_dubai_aqdar/img-348.jpeg)

Register on : http://SID2018.esafesociety.org
Email : info@esafesociety.org Mobile : +971-55-6878232