Natasha Ridge | Sheikh Saud Bin Saqr Al Qasimi Foundation (original) (raw)

Papers by Natasha Ridge

Over the past two decades, policymakers, international organizations, and scholars focusing on ge... more Over the past two decades, policymakers, international organizations, and scholars focusing on gender and education have largely concentrated their efforts on issues relating to girls (The World Bank, 2013; King & Winthrop, 2015). However, results from recent international assessments, coupled
with data on higher education enrolment rates, have led to a new concern about the performance and retention of males - particularly, those from low socioeconomic backgrounds (Organization for Economic Cooperation and Development [OECD, 2015a]; Fryer & Levitt, 2010). In the Middle East and
the Caribbean, girls have been outperforming boys for many years, but this phenomenon has received little attention at the global level (Ridge, 2014; United Nations Girls’ Education Initiative, 2011). However, as nations across Europe and other parts of the world also begin to face a decline in the relative achievement and retention of males, there has been an increase in attention paid to the academic outcomes of boys, both domestically and globally.

In the Arab World, and in the Gulf in particular, the father has traditionally occupied a unique ... more In the Arab World, and in the Gulf in particular, the father has traditionally occupied a unique and integral place, both in his own family and in his wider kinship networks. While much has been written about the role and function of the patriarchy in the Middle East, most of this has been negative, in particular with relation to the impact on women and children. Most of this research has also been qualitative in nature, relying on small sample sizes that make it difficult to extrapolate findings to the general population. As such, information on Arab fathers living in the Gulf and the impact of their lives on their children remains limited.

In an effort to address the gap in the literature, this paper uses data from a pilot study of 61 Arabs (both expatriates and Emiratis living in the emirate of Ras Al Khaimah, United Arab Emirates) to explore the nature and impact of Arab father involvement in their children’s lives. The study finds that Arab fathers score highly on their role as good providers, in terms of the nature of their involvement with their children, but low in regards to their responsible paternal engagement, which refers to father involvement in the child’s education and related activities. It was also found that the more positively involved a father has been in his child’s life, the higher the child’s self- esteem tends to be, consistent with Western literature on self-esteem. Future research aims to examine a much larger sample from across the Arab world to explore issues relating to gender, education, and career trajectory.

Higher Education Policy

This study investigated how instructors in United Arab Emirates higher education institutions vie... more This study investigated how instructors in United Arab Emirates higher education institutions view their professional employment, the extent of their identification and engagement with their institution, and how their views are shaped by the national and institutional contexts in which they work. Many interviewees felt their professional contributions were valued and they were respected as individuals, but, at the same time, they were regarded by their employing institution as transient and easily replaceable. Findings suggest that the extensive use of expatriate staff on short-term contracts can work against the development of institutional loyalty or commitment. Results of this study hold broader implications for universities in other countries that see increasing their reliance on expatriate instructors as a prudent course of action.

Higher Education, 2014

ABSTRACT As many countries expand their higher education systems, they must attract, support, and... more ABSTRACT As many countries expand their higher education systems, they must attract, support, and retain qualified academic staff. This paper focuses on the United Arab Emirates (UAE) as a case study of a nation drawing on large numbers of mostly expatriate faculty working in short-term academic appointments. The paper begins by considering the national context within which expatriate faculty work in the UAE. Then, using a published conceptual framework highlighting key elements of academic work, the paper examines defining aspects of the work experience of expatriate faculty in the UAE, including work expectations (teaching, research, and service); equity (compensation, incentives, and benefits); autonomy, academic freedom, and flexibility; collegiality and institutional involvement; and professional growth. The discussion considers the implications of these elements of academic work for the satisfaction, motivation, and institutional commitment of the expatriate faculty members. The sample of 29 expatriate faculty studied is drawn from the population of full-time instructors at three public and three semi-public institutions in the UAE who teach in education or media, humanities and social sciences, science or engineering, and business or economics. The discussion of findings highlights satisfactions and concerns, as well as the relationship of work experiences with organizational commitment. The nature of academic work in many countries is shifting toward temporary and short-term contract-based appointments. Thus, analysis of the experiences of expatriate academic staff working within the UAE, where the majority of faculty members are in short-term positions, raises issues relevant to those in other countries where the non-permanent academic workforce is increasing. Additionally, issues considered are of interest to those who study the academic career and the factors shaping it.

The impact of socioeconomic status, family, and school experiences on the school continuation dec... more The impact of socioeconomic status, family, and school experiences on the school continuation decision has been well-documented in Western literature. To date, however, no empirical studies have been conducted on the Gulf region. Using a sample of 149 dropouts and 347 non-dropouts, this study is the first to apply a mixed-methods comparative design to explore the patterns and trends in male dropout rates across government schools in the United Arab Emirates (UAE). Importantly, the study finds that the effect of teachers on a student’s decision to stay in school can be as strong as family influences. Consistent with previous literature on other parts of the world, dropping out in the UAE is associated with low socio-economic background, poorly educated and/or uninvolved parents, and de-motivating school experiences marked by unsupportive teachers and disruptive peers

In the Middle East, a region traditionally associated with male privilege, women’s participation ... more In the Middle East, a region traditionally associated with male privilege, women’s participation in higher education has been increasing at far greater rates than that of men, to the point where currently over 70% of students in tertiary education in the United Arab Emirates are women. While research has been conducted on male participation rates in some OECD countries very little has been conducted in the Middle East despite even lower male higher education participation rates.
This paper covers the case of the United Arab Emirates and uses the literature on access as a framework to examine male participation in higher education from an economic and sociological perspective. It explores the reasons why so many Emirati men are failing to enroll in higher education. Key factors for the low male participation rates identified in this paper include the disconnect between educational effort and probable rewards, social and educational stratification and poor prior academic attainment of Emirati males.
The paper concludes by recommending further research into the causes of low male participation rates in higher education in the UAE with particular attention to socioeconomic influences on student achievement.

While much attention within the United Arab Emirates (UAE) has been paid to the poor quality of s... more While much attention within the United Arab Emirates (UAE) has been paid to the poor quality of school education, the discussion has yet to move beyond Western conceptions of issues related to teacher quality and student achievement. School inspections conducted in Dubai (KHDA 2009) found that government schools, and boys’ schools in particular, were the worst performing schools in the Emirate, a finding supported by the 2007 TIMSS results and by Ministry of Education (MOE) examination results for the UAE as a whole. However, despite rising concerns about the poor performance of boys, policy makers to date have failed to examine the quality of the expatriate, male teachers who are largely responsible for teaching them.
This paper looks at teacher quality within the UAE, casting it as a function of teacher background characteristics, school characteristics and institutional characteristics. The data used was gathered from teacher observations, student surveys and teacher questionnaires conducted in eight MOE secondary schools. The paper finds that there are deficiencies in the recruitment, training and ongoing management of male, expatriate teachers which may explain, at least in part, the poor performance and retention of boys.

Books by Natasha Ridge

Policy Briefs by Natasha Ridge

Social Impact Bonds (SIBs) are often portrayed as providing both social benefits and financial re... more Social Impact Bonds (SIBs) are often portrayed as providing both social benefits and financial returns. However, as SIBs are a relatively recent invention, they have yet to prove their ability to bring about effective, innovative, and long lasting solutions for social change. Despite this, governments and philanthropic organizations around the world continue to be attracted to the promises made by proponents of SIBs. In the context of the increased discussion of and interest in SIBs, this policy paper explains the development of the growth and motivations behind various stakeholder involvement in SIBs and examines current SIB activities across sectors, particularly education. The paper also explores the appeal of SIBs and concludes with policy recommendations for governments to be able to get the most from a SIB initiative.

With an increasing emphasis on youth development and employability in the Middle East, the United... more With an increasing emphasis on youth development and employability in the Middle East, the United Arab Emirates (UAE) has made a substantial effort to re- imagine and reform its public education sector. Local education authorities have implemented many reforms to try to shift education from rote memorization toward a skills-based system that prepares students to thrive in the 21st century. This policy paper explores the history of curriculum development in the UAE, the role of various agencies, ministries, and current initiatives as well as the challenges and possibilities that lie ahead on the road of reform. It concludes with recommendations for policymakers relating to the implementation of sustainable curriculum reforms.

Over the last three decades, continued expatriate population growth across the United Arab Emirat... more Over the last three decades, continued expatriate population growth across the United Arab Emirates (UAE) and Qatar has created an unprecedented demand for private education. However, a combination of a lack of affordable private education options, monopolistic behaviors of private education providers, and a mix of government regulations have resulted in serious issues surrounding access and quality. This policy paper presents the nature and implications of private school provision for access and equity in K-12 education in the UAE and Qatar.
We find that, across the populations of these countries, there are considerable socioeconomic differences that determine who has access to private schooling. As a result of increasing growth in the for-profit private education sector in both countries, poorer families are ultimately left less able to access quality education than are their wealthier counterparts. The potential of non-profit schools to create greater equity and accessibility is discussed, and recommendations for policymakers are offered.

With an increasing emphasis on youth development and employability in the Middle East, the United... more With an increasing emphasis on youth development and employability in the Middle East, the United Arab Emirates (UAE) has made a substantial effort to re-imagine and reform its public education sector. Local education authorities have implemented many reforms to try to shift education from rote memorization toward a skills-based system that prepares students to thrive in the 21st century. This policy paper explores the history of curriculum development in the UAE, the role of various agencies, ministries, and current initiatives as well as the challenges and possibilities that lie ahead on the road of reform. It concludes with recommendations for policymakers relating to the implementation of sustainable curriculum reforms. (An updated version of an earlier paper)

Introduction In 2014, philanthropic giving in the United Arab Emirates (UAE) accounted for the se... more Introduction In 2014, philanthropic giving in the United Arab Emirates (UAE) accounted for the second largest share of all philanthropy in the Gulf Cooperation Council (GCC) countries (Coutts, 2015a). U.A.E. donors, individuals, foundations, and corporations gave $337 million USD, which was approximately 38% of all philanthropic donations in the GCC that year (Coutts, 2015a). The past 15 years have been characterized by a remarkable growth in philanthropy across the UAE, and, in particular, there has been strong growth in philanthropy related to state-funded foundations in the country. This policy paper presents findings from an exploratory study of 11 state-funded foundations in the UAE. It begins by discussing the development of global philanthropy and a few of the historical reasons behind why foundations have been widely established in Western nations. It then considers the GCC and, specifically, the case of the UAE. The paper explores some of the ways in which local philanthropic organizations operate and engage stakeholders across the country, and it examines their primary areas of focus. It concludes with policy recommendations that are designed to address some of the challenges facing these institutions, in order to improve their sustainability and impact and to foster greater cooperation for the public good among foundations and related institutions.

In the education sector, Arab expatriate teachers account for a significant percentage of the tea... more In the education sector, Arab expatriate
teachers account for a significant
percentage of the teacher workforce,
therefore playing a critical role in
determining the quality of the national
education systems. This policy paper
presents results from a study exploring
the perceptions of Arab expatriate
teachers in the UAE and Qatar regarding
the push and pull factors drawing them
to work in the two countries and the
implications of this phenomenon for
education systems and these countries
overall.

An increasing number of global comparison studies rank countries on everything from carbon footpr... more An increasing number of global comparison studies rank countries on everything from carbon footprint to educational performance to gender equality. In the United Arab Emirates (UAE), a focus on improving competitiveness has coupled with growing attention to gender issues to ensure that two reports published annually by the World Economic Forum (WEF) have received significant attention. While useful in many respects, global comparisons such as the WEF’s Global Competitiveness Index (GCI) and the Global Gender Gap Index (GGGI) fail to capture a growing gender gap in education that is adversely affecting males in the UAE.
This brief will examine current trends in gender and education in the UAE, as well as possible explanations for the male gender gap. It will outline why a gender gap which adversely affects males should be of concern to policy makers in the UAE and the region at large, highlighting some of the problems surrounding the use of global comparison reports. The brief concludes with recommendations on how to address the situation.

Higher Education Policy

Higher Education, 2014

With an increasing emphasis on youth development and employability in the Middle East, the United... more With an increasing emphasis on youth development and employability in the Middle East, the United Arab Emirates (UAE) has made a substantial effort to re-imagine and reform its public education sector. Local education authorities have implemented many reforms to try to shift education from rote memorization toward a skills-based system that prepares students to thrive in the 21st century. This policy paper explores the history of curriculum development in the UAE, the role of various agencies, ministries, and current initiatives as well as the challenges and possibilities that lie ahead on the road of reform. It concludes with recommendations for policymakers relating to the implementation of sustainable curriculum reforms. (An updated version of an earlier paper)