Unveiling Obstacles: A Case Study Example on Home Economics Curriculum Development in the UAE and UK

Background of the Study

The world has experienced significant lifestyle changes in the last century, especially due to the rapid urbanization rate, nutritional changes, technology, work, and globalization. Despite the positive effects of these socioeconomic changes, their adverse impacts are also evident. Currently, especially in Arab Countries, have shifted from their traditional diets to fast foods which have high fat and calorie volumes resulting in negative health outcomes. Reports indicate that more than half of Saudi Arabians use junk foods frequently (Hamadeh, 2017). Overreliance on computers and telecommunication technologies has also encouraged a sedentary lifestyle among people of across ages. The junk food use, sedentary lifestyle, and changing economic conditions are the leading causes of serious health consequences including high rates of obesity, diabetes Mellitus, and cardiovascular diseases (Jarrar et al., 2020).

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This study adopts the developing concept that effective pedagogical and epistemological responses to adverse changes in the human lifestyle are an effective strategy for reducing mortality and morbidity rates related to poor nutritional standards, sedentary lifestyle, and poor home-based practices (Abdel-Moemin & Abdel-Rahman, 2019; Moosa, 1999). As a pedagogical response, there is a need to strengthen and oversee the implementation of Home Economics in both public and private Emirati Schools. Consistent with this argument, Al-Yateem and Rossiter (2017) showed that school-based educational interventions that are culturally specific are indeed critical in building sound nutritional knowledge and instigating proper diet and behavioral changes vital in promoting health.

Home Economics is a school-based curriculum that teaches students about various concepts of daily living, including food, health, finances, environment, and consumption. The goal of this field of study is to improve the quality of life by integrating skills, culture, knowledge, and behaviors (Alharbi & Renwick, 2017). At the time of its advent in the early 19th century, the goal of the curriculum was to provide an opportunity for women to attend college and learn how to cook, sew, and plan their home-based responsibilities (Abdel-Moemin & Abdel-Rahman, 2019).

Over time, the field has grown to become more inclusive and diverse. By being involved in Home Economics classes, students achieve cognitive development in cooking, child development, education and community awareness, budgeting and economics, sewing and textile, and health and hygiene among others (Abdel-Moemin & Abdel-Rahman, 2019). Numerous studies have confirmed the significance of Home Economics as a school-based educational intervention to poor lifestyle choices, especially in terms of nutrition and physical activity (Alharbi & Renwick, 2017; Hamadeh, 2017; Moosa, 1999).

Problem Statement

It is evident that teaching people about food and life choices in school positively correlates with their future life choices (Alharbi, 2017; Alharbi & Renwick, 2017). Students who excel in Home Economics topics are highly likely to be more aware of the effects of their lifestyle choices and exhibit positive behaviors toward sustainable diet choices, food preparation techniques, and physical activity amongst others (Dixon, 2017). Thus, the best way to establish a sustainable and healthy UAE in the future is through school-based curriculum interventions. However, despite the confirmed relevance of the Home Economics curriculum, it still remains undeveloped in the Home Economics is generally missing in UAE’s public educational domain (Alharbi, 2017). This controversy generates the need to explore why the Home Economics curriculum is generally undeveloped in the UAE.

Research Purpose and Questions

The purpose of this study is to explore the obstacles that limit the adoption of the Home Economics curriculum in the UAE. The study aims to achieve this purpose through a case study comparing educational reforms in the UAE and those in the UK. The specific questions of the study are outlined below.

1. What is the education reform of the UAE, and how does it compare with that of the UK?
2. Why is the UAE's Ministry of Education, not including Home Economics in the local public secondary schools?
3. Why has the UAE’s Ministry of Education not developed a Home Economics syllabus for the local schools?
4. Are UAE secondary school headteachers concerned that the Home Economics syllabus is not available for students in local schools? Why?

Significance of the Study

Finding answers to the outlined research questions will be of immense importance in determining barriers that limit the adoption of Home Economics in UAE and charting the way forward to address the obstacles. An effective response to the obstacles will open pathways for the adoption of the pedagogical approach in schools which is critical in imparting extensive knowledge and skills on food and diet choices and preparation, home-based planning and practices, and physical activeness. Developing the curriculum is a basis for a more sustainable and healthy country.

Proposed Research Methodology

This study intends to use qualitative research methods to achieve its purpose. It aims to determine the obstacles to curriculum development in UAE by undertaking a case study of two countries; Saudi Arabia and the UK. It seeks to attain data on the two countries through database and website searches. Additionally, it intends to make use of interviews to collect qualitative data from education stakeholders, especially headteachers. Such data collection and use goals can only be attained qualitatively.

Ethical Issues

The researcher understands the relevance of informed consent, voluntary participation, confidentiality, and acknowledgment of research sources. The individuals who will participate in the interviews will be made aware of the goals of the research and that their involvement in the study is fully voluntary and agree from coercion. All information retrieved from databases and websites will be referenced and cited as appropriate. Collected data will specifically be used for the purpose of the study.

Bibliography

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