بداية التعليم النظامي في إمارات الساحل و تطوره و الموقف البريطاني منه 1953-1560

الملخص EN

Objectives: This study aims to track the developments that formal education has been through since its early beginning in the Trucial Emirates (now the United Arab Emirates) in 1953, and the difficulties that faced it until 1960.

Method: The research relied on analyzing and studying what was mentioned in the reports and correspondences of the British officials and local employees working with them.

It also relied on personal interviews that the researcher has conducted in 1993 with ’’Mustafa Youssef Taha", the first teacher sent by Kuwait to start formal education in Sharjah in 1953, and also with "Muhammad Diab Al-Mousa" who succeeded Taha in his mission in 1955 and became the principal of the first regular school in Emirates.

Results: This study sheds light on the early years of establishing formal education in the Emirates, since its inception with the first formal school opened in Sharjah which was followed later by other schools in the rest of the Emirates.

The study also highlighted the British attitude towards the launch of formal education in Emirates, and the clash between the British authority and Arab teachers.

It also addressed the role of Kuwait in establishing and supporting formal educa¬tion, besides the support and assistance that other Arab countries provided later.

It also shed light on the role of Arab teachers in the social movement that resulted from the beginning of education, and led to major changes in the UAE society.

Conclusion: This study was concluded with a set of conclusions.

It focused on analyzing what came in the British documents, of important historical material about the interventions of British officials in education affairs, the British refraining from providing better opportunity for the endeavors of Kuwait to uplift the education in the Emirates, in addition to not providing sufficient aid that matches Britain’s financial position and its status as a dominant power in the region, but rather focusing on secondary matters such as monitoring scholarship teachers, and paying attention to the impact of Kuwaiti aid on Britain situation in the region.