Sharjah and Fujairah Rulers pardon 551 inmates ahead of Eid Al Adha
His Highness Sheikh Hamad bin Mohammed Al Sharqi, Supreme Council Member and Ruler of Fujairah, ordered the release of 112 prisoners, while His Highness Sheikh Dr. Sultan bin Muhammad Al Qasimi, Supreme Council Member and Ruler of Sharjah, pardoned 439 inmates.
Those selected reportedly displayed good conduct and behaviour.
The pardons announcements came shortly after President His Highness Sheikh Mohamed bin Zayed Al Nahyan ordered the release of 963 prisoners across the country.
The release of prisoners are reportedly intended to be goodwill gestures by the rulers often conducted during religious holidays.
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Sharjah 24
6 days ago
- Sharjah 24
Arab Parliament for the Child holds session on cultural identity
Cultural identity theme affirms commitment to Arab heritage The session, titled 'The Cultural Identity of the Arab Child', reaffirmed the Arab Parliament for the Child's commitment to instilling cultural and civilisational belonging in the hearts of the emerging generation and enhancing the presence of the Arabic language, along with authentic customs and traditions, in the face of cross-cultural challenges seen globally. High-level patronage and Arab support for children's empowerment The session was held under the patronage of His Highness Sheikh Dr Sultan bin Mohammed Al Qasimi, Supreme Council Member and Ruler of Sharjah, and with the support of Ahmed Aboul Gheit, Secretary-General of the League of Arab States. This reflects unified Arab support to empower children to freely express themselves and participate in societal and humanitarian issues within robust institutional and parliamentary frameworks. Omani child chairs session to promote youth leadership The session was chaired by Elias Al-Maani from the Sultanate of Oman, President of the Arab Parliament for the Child, reaffirming the Parliament's approach to enabling children to assume leadership responsibilities during parliamentary sessions, and to refine their discussion and expression skills while promoting initiative and participation. Secretary-General stresses urgency of identity dialogue The session began with a speech by Ayman Othman Al-Barout, Secretary-General of the Arab Parliament for the Child, who welcomed the attendees and emphasised the importance of raising the issue of cultural identity during this critical stage of Arab childhood awareness. He said: 'The question of identity is no longer a cultural luxury; it has become an existential necessity to protect the self from dissolution in a fast-changing world. We believe that cultivating this awareness must begin in childhood, as envisioned by His Highness Sheikh Dr Sultan bin Mohammed Al Qasimi, who made the child's development a priority more than five decades ago.' Al-Barout added that the Parliament today serves as a unified Arab platform for promoting identity and developing children's skills through training, empowerment, and active participation. He highlighted the success of the Child Parliamentary Leadership Diploma, organised in collaboration with the University of Sharjah, as an inspiring model for participant development. President of the Parliament reaffirms Arab identity Elias Al-Maani, President of the Arab Parliament for the Child, delivered a speech expressing his pride in holding the session in 'Sharjah of Arabism.' He declared: 'We proclaim from under this dome: our identity is our banner, our compass towards progress without compromising our authenticity... Today, we carry the message of generations, stand confidently on the soil of history, and extend our hands to shape the future with our culture, language, and values.' Parliamentarians highlight language, media and education roles The session witnessed strong engagement from members, who presented diverse contributions addressing the importance of preserving the Arabic language, and the role of the family, school, and media in safeguarding cultural identity and confronting digital and foreign cultural challenges. Several speakers stressed that the Arabic language is the backbone of identity and that a child's connection to their mother tongue must be strengthened through educational curricula and cultural activities. Others pointed to the importance of developing media content tailored to children that reflects Arab values and presents positive role models in an engaging and safe environment. Joint recommendations call for pan-Arab action The members of the session affirmed that preserving the cultural identity of the Arab child can only be achieved through joint and organised Arab efforts, stemming from a shared vision aimed at safeguarding the Arabic language, culture, and collective consciousness of future generations. In this context, a set of purposeful recommendations was presented, most notably: the development of a dedicated Arab digital platform for children that offers interactive content to strengthen the Arabic language and promote cultural identity, as well as a proposal to establish an Arab National Day for Cultural Identity, followed by an annual week in schools and community centres to instil a sense of belonging in young people. Creative content and awards to support cultural values The recommendations also highlighted the importance of supporting the production of creative content such as stories, films and games that embody Arab values. They proposed launching a dedicated award for Arab childhood in the field of cultural identity, to honour individual and institutional initiatives that contribute to this vital area. 'The Arab child does not ask for much… only to see themselves in their stories, to hear their voice in their language, and to grow up proud of who they are.' Folk traditions and digital tools to strengthen heritage Speakers also stressed the need to connect children with their heritage through art, music, folktales, and national occasions, given their significant role in reinforcing a sense of belonging. They called for the creation of specialised Arabic-language digital educational platforms that align with the times and nourish identity rather than diminish it. Insight from Mauritania: heritage as a living practice Parliamentarian Sidi Mohamed from Mauritania emphasised that preserving the cultural identity of the Arab child is not a luxury of thought but an existential necessity. He warned that nations which forgo the identity of their children are essentially burying their own history. He referred to Mauritania's continued use of traditional educational tools like the wooden tablet—not due to technical limitations, but out of a deep-rooted commitment to heritage. He advocated for integrating traditional heritage into school curricula and for the enhanced role of media and theatre in fostering belonging and instilling pride in the Arabic language and history. He also stressed that Arabic should be associated with joy and creativity, rather than with heavy memorisation and exam anxiety. Libyan perspective: identity as the foundation of character Parliamentarian Faraj Omar Faraj Al-Tekko from Libya noted that identity is not merely a slogan or cultural symbol, but the essence that shapes a child's thinking, behaviour, and personality. He called for the creation of an educational and cultural environment that nurtures the child's awareness of their identity and opens creative doors through the Arabic language and authentic values. He also recommended developing contemporary, engaging Arabic media content that presents stories, heritage, and arts in an interactive way that strengthens children's connection to their identity and encourages pride in it. Qatari view: a flexible, rooted identity Parliamentarian Maryam Al-Namlan from Qatar stated that the first step in protecting cultural identity is to make it adaptable to global changes, without compromising its roots. She emphasised the need to enable Arab children to engage confidently with other cultures without losing themselves, so they can interact with the world while preserving their civilisational uniqueness. Lebanese concern: cultural erosion through globalisation Parliamentarian Joya Adel Al-Shabab from Lebanon warned of the danger Arab children face in losing their identity due to globalisation, conflict, and distancing from their mother tongue. She called for the inclusion of educational subjects that introduce children to Arab heritage, art, and history, as well as the production of media content broadcast via modern platforms in a style that resonates with children's emotions and strengthens their connection to their culture. She also proposed organising cultural exchange programmes among children in Arab countries to enhance interaction and belonging. Jordanian voice: language and culture as memory and pride Parliamentarian Rabia Ibrahim Abu Rumman from Jordan asserted that identity is not merely a dialect or traditional attire, but an extension of awareness and a deep root in collective memory. She pointed out that Arab children face alienation that makes them believe their origin is backward and that their language is a barrier. From this standpoint, she recommended restoring the status of the Arabic language as a gateway to emotional expression, integrating heritage into education through theatre and music, and establishing an Arab cultural observatory to monitor the quality of content aimed at children. Challenges facing Arab identity Parliamentarian Malek Al-Iskandarani from Lebanon emphasised that Arab identity is facing serious challenges, foremost among them being the weakness of child-focused media, the negative impact of social media, and the effects of conflict and migration. He recommended enriching school curricula with content that deepens a sense of belonging, supporting child-friendly media in strong and engaging Arabic, and organising joint Arab cultural camps to promote cultural interaction among Arab children. Digital openness and rooted traditions Parliamentarian Fajr Al-Dhari from Bahrain affirmed that cultural identity is in real danger today due to digital openness and the abundance of diverse content. She highlighted the importance of embedding values and traditions in children's daily lives. She reviewed Bahrain's efforts in developing curricula and heritage-based activities and recommended leveraging social media to spread authentic Arab concepts, linking technology with heritage through Arabic educational games, and launching Arab competitions in poetry, drawing, and writing. Promoting critical awareness Parliamentarian Mohamed Alaa Al-Makssour from Morocco stated that cultural identity represents a nation's history and roots and is a source of cohesion and contribution. In the face of globalisation, he stressed the need to promote conscious openness rooted in discernment, critical thinking, and analysis rather than passive consumption. He called for a stronger role for families, schools and media in protecting identity, producing attractive Arabic-language content, and fostering critical thinking in children to make them confident in their roots and capable of presenting their culture positively to the world. Shared responsibility and national celebration Parliamentarian Sheikh Humaid bin Khalid Al Qasimi from the United Arab Emirates noted that cultural identity is not a choice but a fundamental right of every Arab child. He stressed that safeguarding it is a collective responsibility that requires coordinated Arab action. He praised Sharjah's role in supporting childhood and culture and proposed the adoption of an Arab National Day for Cultural Identity, followed by a week in schools and community centres, and the launch of a dedicated award in cultural identity to encourage outstanding initiatives and foster belonging across generations. Modern tools for heritage preservation Parliamentarian Al-Afra bint Saif Al-Awfiya from the Sultanate of Oman described Arab cultural identity as a living entity that evolves and reflects the uniqueness of each community. However, it is threatened by globalisation and media-led alienation. She asserted that defending identity does not mean isolation, but rather confident openness. She recommended integrating identity into the curriculum through a dedicated subject and launching interactive apps to introduce children to their language, customs and traditions in an engaging and contemporary way. Gratitude and commitment to the future At the end of the interventions, the President of the Arab Parliament for the Child expressed his thanks to all members for their valuable contributions. He stressed that the discussions represented a genuine step toward a shared collective awareness of the importance of protecting Arab cultural identity among children. New business The third item of the session was dedicated to new developments, including the announcement of the appointment of Riam Mohamed from the Republic of Iraq to the Activities Committee, succeeding former member Roaa Moayyad. Members were also informed that the date and theme of the next session would be determined later by the Secretariat-General. Conclusion and future vision At the conclusion of the session, the Parliament President expressed deep appreciation to the Secretariat-General for organising the session and to all participants for their engagement and constructive proposals. He reaffirmed the Parliament's commitment to supporting childhood issues and reinforcing the authentic Arab presence of children in every field, stating: 'We are the children of this nation, and we will remain loyal to its history and carry the responsibility of its future.' With this declaration, the second session of the fourth cycle of the Arab Parliament for the Child concluded, reaffirming that cultural identity is the gateway to development and the foundation for building an Arab citizen capable of contributing and competing on a global stage.
Gulf Today
24-07-2025
- Gulf Today
UAE's Ministry of Education unveils new academic calendar for public and private schools
With the approval of the Education, Human Development and Community Development Council, the Ministry of Education (MoE) has announced a new school calendar for public and private schools across the UAE, effective for academic year 2025-2026. The new school calendar sets unified dates for the start of the Academic Year, end of the three terms and end of term breaks. The calendar applies to all public and private schools nationwide. These updates aim to support family cohesion and provide a balanced learning environment in line with the goals of the "Year of Community." Sarah Al Amiri, Minister of Education, highlighted that the new school calendar marks a qualitative shift in managing the academic year, aligning with the Ministry's national approach to achieving the goals of the 'Year of Community' by creating a more balanced and socially connected educational system. Al Amiri added that the calendar now serves as a strategic national tool, reinforcing both educational quality and social cohesion. She also noted that consistent holiday dates will enable community, cultural and tourism entities to align their programmes with the academic schedule, strengthening the link between education and society. Implementation of the calendar begins on Aug.25, 2025, marking the start of the academic year 2025-2026. The first term will end with a four-week winter break from Dec.8, 2025 to Jan.4, 2026, with schools resuming on Jan.5 2026. This extended break offers students time to recharge after an intensive term and engage in national and community activities. The second term runs from Jan.5, 2026 through March 15, 2026, followed by a spring break from March 16 to 29, 2026. Schools resume on March 30, 2026, except for private schools in Sharjah, which return on March 23, 2026. The third term starts on March 30, 2026 and ends on July 3, 2026, except in Sharjah, where it ends on July 2, 2026. The schedule ensures a balanced academic year that supports learning and student well-being. The new calendar introduces mid-term breaks for public and private schools following the government's curriculum, offering regular short breaks to ease academic pressure. The first mid-term break runs from Oct.13 to 19, 2025, an early pause during the longest term. The second break falls between Feb.11 and 15, 2026, offering students a mid-term recharge. The third break is scheduled from May 25 to 31, 2026, aligning with the Eid Al Adha holiday. These short breaks aim to support students' well-being and strengthen family time throughout the academic year. The Ministry of Education has allowed private schools that do not follow the government's curriculum to schedule mid-term breaks in October and February, with each break not exceeding five consecutive days. These breaks must remain within the specified months and cannot be extended or shifted, ensuring alignment with the national calendar while accommodating schools' operational needs. The MoE stressed that all schools must follow the approved calendar, including holding final assessments or completing curriculum requirements in the last week of each term, to ensure students attend until the last school day. This excludes grades taking pre-scheduled international exams. It also emphasised that private schools following the government's curriculum must adhere to the centralised test calendar used in public schools. WAM
Dubai Eye
24-07-2025
- Dubai Eye
UAE announces unified school calendar for 2025–2026
The UAE's Ministry of Education has announced a new unified school calendar for the 2025–2026 academic year, approved by the Education, Human Development and Community Development Council. The calendar applies to all public and private schools nationwide, setting standardised dates for term starts, end of the three terms and end-of-term holidays. It aims to enhance family cohesion, promote student well-being and align with the goals of the 'Year of Community.' The new academic year officially begins on August 25, 2025, with the first term concluding with a four-week winter break from December 8, 2025 to January 4, 2026, with classes resuming on January 5. The second term runs until March 15, followed by a spring break from March 16 to 29, with the third term running from March 30 to July 3. Schools in Sharjah will reopen on March 23 for the third term and wrap up on July 2. To ease academic pressure, the calendar also introduces three mid-term breaks for public and private schools following the government's curriculum: October 13 to 19, 2025 February 11 to 15, 2026 May 25 to 31, 2026, aligning with Eid Al Adha Private schools not following the national curriculum may schedule mid-term breaks in October and February, but each must not exceed five consecutive days and must remain within the designated months. The Ministry has emphasized that schools must adhere to the calendar, including conducting assessments through the final week of each term. Exceptions apply only to students sitting for international exams. The goal, officials say, is a more balanced and connected academic experience that supports both educational excellence and community well-being. Following the Education, Human Development and Community Development Council's approval . . Ministry of Education unveils new school calendar for Academic Year 2025-2026 — UAEGOV (@UAEmediaoffice) July 23, 2025
