The Abu Dhabi Department of Education and Knowledge (ADEK) has recently mandated that all educational institutions within the emirate establish boards of trustees, a crucial step in bolstering governance and accountability in schools. This directive underscores ADEK’s commitment to enhancing the standards of education in the region and aligns with broader educational reforms aimed at improving the overall learning environment for Emirati students.
According to ADEK, the boards of trustees will serve as the highest governing authority within schools, ensuring that decision-making processes reflect a diverse range of perspectives and interests. Each board must consist of a minimum of five voting members and can include up to fifteen, depending on the size of the institution. This structure highlights the importance of collective governance, as it combines the insights of various stakeholders, including educators, parents, and community members.
The composition of the board is meticulously defined in the ADEK Schools Policy on Governance, which all schools are required to adhere to beginning with the current academic semester. To ensure a balanced representation, the voting members of the board are to include the following:
1. Officials in an Official Capacity: The school owner or a designated representative must take on a voting role, serving either as the chairperson or as an active board member. This establishes a direct link between the board’s governance and the institution’s administration.
2. Parent Representative: In a bid to foster community involvement, each board is required to include at least one parent representative, who is to be elected by the parent body. This role is pivotal as it compels the representative to transcend personal interests and advocate for the wider parent community, ensuring that parent voices are adequately represented in school governance.
3. Teacher Representative: Similarly, the board must include at least one elected teacher representative. This individual is entrusted with the responsibility of articulating the collective concerns and aspirations of the teaching staff, fostering a collaborative relationship between educators and administrators.
4. Independent External Member: The appointment of at least one independent external member is a significant innovation within the governance framework. This individual should possess substantial experience in the field of education, thereby enriching the board’s discussions with a wealth of insights. Additionally, the inclusion of a member from the local business community is encouraged to create synergies that could assist the school in achieving its strategic objectives.
Beyond the voting members, the chairperson has the authority to appoint a non-voting member to support specific responsibilities, with the appointment mechanism to be clarified in the school’s governance documentation. Alongside this, the principal of the school will also hold a non-voting position on the board, a decision that aims to integrate administrative perspectives into governance practices. The principal is expected to attend all board meetings to provide valuable insights regarding the institution’s performance and to be available for inquiries. In the event that the principal is unavailable, the deputy principal is required to represent them. However, it is important to note that neither the principal nor the deputy may participate in discussions surrounding sensitive topics such as the principal’s performance or remuneration.
Interestingly, schools have been encouraged to consider the inclusion of student representatives on the board. Eligible candidates must be in Cycle 3 (generally high school students) and recognized for their leadership capabilities. These representatives can be elected by their peers and, upon the principal’s approval, may be granted voting rights. If they serve as non-voting members, their level of participation in meetings is subject to the discretion of the chairperson. This initiative not only empowers students but also introduces a youthful perspective into the governance structure, acknowledging the importance of student voices in shaping their educational experience.
In conclusion, ADEK’s initiative to establish boards of trustees in schools reflects a progressive approach to educational governance in Abu Dhabi. By promoting diversity, accountability, and collaboration, these boards are poised to reinforce the framework of educational excellence in the region, ultimately benefiting students, educators, and the broader community.
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