http://www.tageducanews.com/Talal Abu-Ghazaleh Education News Agencykey_copyrightshttp://localhost/Ag-Ip-News_Website_V1/images/Admin_images/tagLogo_en.gifhttp://www.tageducanews.com/12050http://www.tageducanews.com/news.aspx?id=87015&lang=enhttp://www.tageducanews.com/news.aspx?id=87015&lang=enSouthwestern UniversityTEXAS - Southwestern University has once again been highlighted on Forbes’ annual list of America’s Top Colleges. The business magazine touted Southwestern as the #2 liberal arts college in Texas and the #320 overall university in the nation. Southwestern also received an A+ grade in Forbes’ College Financial Grades evaluation, according to the official website of the University.  In their annual College Financial Grades, Forbes assesses the financial health of more than 900 private, not-for-profit colleges with enrollments higher than 500 students. Several key metrics are used to determine each school’s letter grade, including endowment assets per student, unrestricted net assets relative to expenses, enrollment growth, tuition as a percentage of revenue, and net tuition revenue per student. Elsewhere across Forbes’ 2027 rankings, Southwestern was tabbed #68 on the publication’s Top Colleges in the South list, as well as #6 in Texas and #169 overall on their list of Best Private Colleges. In their profile on the University, Forbes highlighted how Southwestern “emphasizes interdisciplinary study, close faculty interaction, and experiential learning across the humanities, sciences, social sciences, and professional fields.” The magazine went on to tout how “students can extend their education through undergraduate research, internships, community engagement, and study-away opportunities.” Forbes also recognized one of Southwestern’s most popular differentiators, describing how the University’s “location near Austin provides access to professional and cultural opportunities in one of Texas’ major metropolitan areas.” For their 2027 America’s Top Colleges List, Forbes evaluated roughly 2,600 four-year colleges and universities in the U.S. across a variety of degree types, including doctoral research universities, master’s universities and colleges, and baccalaureate colleges, as well as colleges that offer specialized programs in engineering, business, and art. Forbes ultimately ranked the top 500 that “produce successful, high-earning and influential graduates from all economic backgrounds, with less student debt.”   Wed, 07 Oct 2026 16:46:49 GMThttp://www.tageducanews.com/news.aspx?id=87014&lang=enhttp://www.tageducanews.com/news.aspx?id=87014&lang=enGulf UniversityGulf University Organizes a Technical Workshop in Collaboration with “iWorld” to Enhance Students’ Digital Skills SANAD - As part of its continuing commitment to an advanced learning environment that supports students throughout their studies, the Information Technology Department at Gulf University, in collaboration with iWorld, organized a specialized technical workshop for students. The workshop introduced participants to MacBook devices, covering the essentials of their use and highlighting key tools and features that simplify academic tasks and enrich the digital learning experience, according to the official website of the University.  Students engaged enthusiastically throughout the session and praised the practical knowledge and technical skills they gained to support their academic achievement. The workshop concluded with the distribution of souvenir gifts to participants, adding to the lively and positive atmosphere. Mr. Ali Mansoor, Head of the Information Technology Department, stated that the workshop reflects the University’s commitment to keeping pace with the latest educational technologies and equipping students with modern digital tools for their academic and professional paths. He described the collaboration with iWorld as an important step towards integrating advanced technology into the learning environment, and commended the students for their active participation and eagerness to apply what they learned. Mr. Abdullah Emad, Head of the Student Services Department, noted that the University places great importance on hands-on activities and applied workshops that enrich campus life and meet students’ learning needs beyond the classroom. He affirmed that the Student Services Department will continue to support initiatives that develop students’ skills and provide an environment that inspires creativity and excellence throughout their university journey. Gulf University continues to accept applications for its diverse academic programs.   Wed, 07 Oct 2026 16:46:08 GMThttp://www.tageducanews.com/news.aspx?id=87013&lang=enhttp://www.tageducanews.com/news.aspx?id=87013&lang=enKhalifa University ABU DHABI - TelecomGPT-R1 and RF-GPT are helping AI interpret telecom engineering knowledge and wireless signals and subsequently assisting radio frequency engineers to quickly understand RF signals. Khalifa University’s high-performance computing (HPC) facilities support the development workflow, reducing demanding RF-GPT tasks from days to hours and making repeated experiments more practical, according to the official website of the University.  A network engineer investigating a weak radio frequency connection may need to read technical standards, inspect network records and examine the radio signals in detail. Our research at Khalifa University can assist a radio frequency engineer understand the causes of abnormal RF signals without having to resort to numerous resources through two complementary projects: TelecomGPT-R1 specializes in telecommunications reasoning, while RF-GPT interprets radio-frequency signals through a language-based interface. Telecommunications has its standards, procedures and engineering constraints. A fluent answer from a general-purpose large language model can still misinterpret this specialized information. TelecomGPT-R1 builds on our TelecomGPT research by training an AI model to reason across protocol specifications, technical knowledge, engineering calculations and network fault data. The AI model learns from curated examples and is then refined using reinforcement learning with answers checked against task-specific rules. The aim is to connect an engineering question to the relevant evidence and work through the reasoning needed to answer it. Potential uses include interpreting standards and helping engineers investigate radio network problems. The GSMA Open Telco Leaderboard snapshot in our July 2026 presentation placed TelecomGPT-R1 first among the models shown. Teaching AI to Interpret Wireless Signals RF-GPT extends the research to radio signals. A radio receiver records a waveform, which we convert into a spectrogram: an image showing how signal energy changes across time and frequency. This lets us adapt the visual capabilities of a multimodal language model to wireless data. Users can ask which wireless technology is present, whether transmissions overlap or how many users are active. The research also examines the extraction of specific 5G signal characteristics. The interaction gives engineers a way to ask questions about a signal using ordinary language, alongside the plots and measurements they already use. Our demonstration connects the model to radio equipment and a software interface for inspecting captured signals. It shows how RF-GPT can be used beyond simulated RF signals. The published study evaluates the approach across several tasks, including wireless technology recognition, signal overlap analysis and user counting, using a controlled synthetic benchmark. Creating the Data that AI Needs Teaching this capability requires examples that connect signal patterns to correct technical descriptions. We use wireless simulators to generate signals and record their underlying configurations. These records specify what each example contains, allowing us to pair a spectrogram with a description grounded in the simulation settings. A large language model then turns those descriptions into varied questions and answers for training. The workflow presented at the HPC forum produced around 600,000 instruction pairs. It supports different questions about the same scene, including signal counting, technology recognition and overlap analysis, while reducing the need to write every example manually. This workflow creates several distinct computing demands. Signal simulation benefits from parallel processing on central processing units (CPUs). Generating conversations requires substantial language-model inference, and fine-tuning RF-GPT uses multiple graphics processing units (GPUs). HPC therefore contributes throughout development, including the preparation of the data on which the final model depends. How HPC changes the pace of research The RF-GPT workflow comparison shows the practical benefit of the HPC cluster. Signal generation time fell from 24 hours on 1 CPU to 2 hours using 96 CPUs. Conversation synthesis time fell from 12 hours on two NVIDIA A6000 GPUs to 20 minutes on one node containing eight NVIDIA H200 GPUs. For the model-training comparison, the workstation with two A6000 GPUs took more than 72 hours, whereas two nodes with eight H200 GPUs each completed training in 2 hours. These measurements reflect the reported RF-GPT workflow and hardware allocations. The gains combine the effects of parallel software and access to larger shared computing resources. The shorter turnaround changes which experiments are practical. A researcher can test a revised training dataset, inspect the results and plan another run without each iteration occupying several days. For our work, this matters because data quality, training choices and evaluation all need repeated attention. Faster computation makes it easier to investigate those choices systematically. Making Effective use of High-Performance Computing The gains depend on matching each task to appropriate resources. Our workflow uses parallel signal generation, efficient language-model inference and distributed training. Requesting the CPUs, GPUs, memory and run time that a job needs help researchers use the HPC cluster effectively and keeps shared capacity available for other projects. TelecomGPT-R1 and RF-GPT point towards engineering tools that can explain telecom evidence and make wireless observations easier to query. The RF-GPT results show why access to HPC matters for developing such tools at KU: it supports the scale of data preparation and model training, while giving researchers a workable cycle for testing and improving their ideas.  Wed, 07 Oct 2026 16:45:07 GMThttp://www.tageducanews.com/news.aspx?id=87012&lang=enhttp://www.tageducanews.com/news.aspx?id=87012&lang=enThe U.S. Department of EducationWASHINGTON - With the close of Fiscal Year (FY) 2026, the US Department of Education (ED) continued to deliver on its promise both to supercharge evidence-based literacy and the fundamentals of learning rather than pushing ideological indoctrination, and to break up the federal education bureaucracy and place more funding directly into the hands of local communities, according to the official website of the Department.  ED’s interagency agreements allowed over $3.4 billion of formula and competitive grants to flow through the partner agencies to states, students, families, and educators. And by leveraging the expertise and networks of partner agencies, ED significantly expanded the pool of applicants for federal grant competitions.  “This is truly proof of concept that our interagency partnerships are delivering for the American people by streamlining services, breaking up the federal education bureaucracy, better stewarding taxpayer resources, and demonstrating these programs are better situated in other federal agencies,” said U.S. Secretary of Education Linda McMahon. “As we return education to the states, we are focusing our resources on the fundamentals – investing in literacy, expanding career training and apprenticeships, and delivering stronger support to students with disabilities. As a prime example, nearly 80 percent of new elementary and secondary education grants went directly to State Education Agencies or state-endorsed projects, ensuring federal dollars closely reflect local needs. When we zero in on these foundational needs and let states lead the way, students are better served.”  Key FY26 Milestones:  Expanding Career and Adult Education: The Office of Career, Technical, and Adult Education (OCTAE) delivered over 7,850 payments totaling $2 billion through DOL for career and technical education, adult literacy, and workforce preparation programs. These investments are building clear pathways to high-paying, high?demand jobs.  Investing in Students and Community Innovation: The Office of Elementary and Secondary Education (OESE) routed nearly $500 million through DOL and HHS to strengthen literacy, expand charter school access, bolster American History and Civics education, and modernize state academic assessments.   In addition to the Department’s literacy investments, highlights include:   • Career Pathways Exploration: $38 million to help states integrate career exploration into their career pathways and workforce readiness programs.  • Charter Schools Program – State Entities: $78 million to help open new charter schools and replicate and expand high-quality charter schools.  • American History and Civics – National Activities: $19.8 million to promote American history, civics and government, and geography instruction.   Improving Graduation Outcomes and Building a Stronger Workforce: The Office of Postsecondary Education (OPE) awarded 1,000 new grants totaling nearly $1 billion through DOL and HHS. For the first time, these awards prioritized Registered Apprenticeships, responsible Super Intelligence (SI), and short?term, employment?focused programs that improve earnings and help Americans build in?demand skills. Highlights include:  • Strengthening Institutions (SIP): $365 million to help institutions become self-sufficient and expand their capacity to serve low-income students by providing funds to improve and strengthen the institution's academic quality, institutional management, and fiscal stability.  • Rural Postsecondary and Economic Development (RPED): $44.5 million to help improve postsecondary enrollment, persistence, and completion among rural students. Its core strategy is to develop career pathways aligned with high-skill, high-wage, and in-demand industry sectors and occupations in rural regions. Bolstering Support for Students with Disabilities: ED’s Office of Special Education and Rehabilitative Services (OSERS) directly awarded investments to support students with disabilities, including a record $144 million to states in IDEA funding to serve infants, toddlers, children, and youth with disabilities. Additionally, for the first time, states can use IDEA Part C early intervention funds to connect expectant parents of infants with disabilities to information and referrals before their child is born. ED and HHS continue to deepen their partnership, collaborating on best practices to support families and ensuring a continuum of services.  Supporting Child Care Resources: ED’s partnership with HHS leveraged HHS’ existing relationships with childcare providers, community organizations, and early childhood networks to reach new applicants, enhance the quality of technical assistance, and better connect federal support to low-income student parents and their children. As a result, the Child Care Access Means Parents in School program (CCAMPIS), the federal program that supports on-campus and community childcare for parents pursuing an education, received almost 300 applications, nearly double the 161 applications received in the last competition of the program.  Modernizing the Federal Student Aid System: In partnership with the U.S. Department of the Treasury, ED continues to streamline critical resources and help borrowers return to repayment. Most recently, ED and Treasury launched the new Defaulted Loans Support Center, a one-stop shop for borrowers to rehabilitation and consolidate their loans.  Tue, 06 Oct 2026 16:35:42 GMThttp://www.tageducanews.com/news.aspx?id=87009&lang=enhttp://www.tageducanews.com/news.aspx?id=87009&lang=enKhalifa University ABU DHABI - A molecular crystal does not have a single stiffness value. Its molecules are arranged differently along different crystallographic directions, so the same crystal can resist force strongly on one morphological facet, an exposed crystal surface, and deform or crack more easily on another. In pharmaceutical manufacturing, this can affect milling, powder handling and tablet compression, influencing whether a medicine can be produced consistently. In electronic materials, facet-specific stiffness can affect durability during manufacture and use. Laboratory nanoindentation remains essential, but some facets are too small or difficult to test reliably, according to the official website of the Khalifa University.  We developed the MechaPredict software to identify promising facets and predict their mechanical response before committing to expensive experiments. MSc in Applied Chemistry student, Mubarak Almehairbi, wrote and tested the code in work conceived by Prof. Sharmarke Mohamed, Associate Professor, Chemistry and Theme Leader at the Center for Catalysis and Separations. The work was published in Chemistry – A European Journal in 2024. A public GitHub project page provides releases, an installer, documentation and license-request information. MechaPredict already has several freely licensed academic users around the world. Copyright protection is under review by the relevant UAE bodies, with support from Khalifa University Enterprises Company (KUEC), the University’s technology transfer platform. We are exploring licensing routes for for-profit customers in the pharmaceutical industry who have expressed interest in licensing the code from Khalifa University. The software is being marketed and maintained by Solid Form Innovations, a spin-out company founded and led by Prof. Sharmarke Mohamed. MechaPredict is a software that calculates the facet-specific Young’s modulus of molecular crystals, showing how stiff a chosen crystal facet is when force is applied. It turns quantum-mechanical calculations into a mechanical property that can be tested in the laboratory. During development, we used Khalifa University’s high-performance computing (HPC) cluster to study molecular crystals systematically. The method was subsequently published, and the software was made available to licensed academic users. The calculations use dispersion-corrected density functional theory, a quantum-mechanical method for predicting how molecules interact in a crystal. We compared three models: PBE-D3, PBE-TS and PBE-MBD. MechaPredict uses the calculated stiffness data and the index of a selected morphological facet to determine its Young’s modulus, a measure of how strongly that facet resists deformation. MechaPredict’s tensor transformations are completed in an instant; producing dependable input data is the demanding part. Each crystal must be geometrically optimized, and calculating the elastic constants that describe its response to stress requires many repeated quantum-mechanical calculations. Khalifa University’s HPC cluster allowed us to apply the same protocol across 15 crystals, 24 facet-specific experimental measurements and three models. We validated the code by comparing predictions with those measurements. For the (020) facet of L-aspartic acid, PBE-D3 predicted a stiffness of 24.59 gigapascals (GPa) before the experiment; the later measurement was 24.53 ± 0.56 GPa. All three models fell within the reported experimental uncertainty.  Sun, 04 Oct 2026 10:26:12 GMThttp://www.tageducanews.com/news.aspx?id=87008&lang=enhttp://www.tageducanews.com/news.aspx?id=87008&lang=enThe U.S. Department of EducationAUSTIN - US Secretary of Education (ED) Linda McMahon joined US Secretary of Health and Human Services (HHS) Robert F. Kennedy, Jr., the President’s Council on Sports, Fitness, and Nutrition (the Council) appointed Chair Bryson DeChambeau and Vice Chair Paul “Triple H” Levesque, and WWE superstars at an Austin-area high school to announce the US Department of Education’s partnership in the Get Kids Active campaign, a nationwide effort to get America’s kids moving and build a healthier, stronger generation, according to the official website of the Department.  Over the coming months, officials from ED, HHS, members of the Council, and other Administration officials will visit schools across the country to promote the revived Presidential Fitness Test and inspire excitement for physical fitness. The new campaign will also emphasize the important role physical activity plays in supporting students’ health, focus, and success in the classroom.  “Strong minds and strong bodies go hand in hand. When students are active, they are more focused, more engaged, and better prepared to learn,” said US Secretary of Education Linda McMahon. “The Department of Education is proud to partner with the Department of Health and Human Services and   the President’s Fitness Council to take this initiative directly into our schools and encourage students across the country to get up, get moving, and stay active.”  “President Trump restored the Presidential Fitness Test, and now we are taking that challenge directly to students across America,” said Secretary Kennedy. “We are getting kids moving, challenging them to set goals, build strength, and discover what they can achieve. I thank Secretary McMahon and President’s Council on Sports, Fitness & Nutrition Chair Bryson DeChambeau and Vice Chair Paul Levesque for helping us make physical fitness a priority in schools and build a stronger, healthier generation.” “In WWE and throughout my life, I’ve learned that physical discipline builds far more than strength - it builds character, confidence and resilience,” said Paul “Triple H” Levesque, appointed Vice Chair of the President’s Council on Sports, Fitness, and Nutrition. “As Vice Chair of the President’s Council, I’m proud to partner with Secretary Kennedy and Secretary McMahon to bring the ‘Get Active’ campaign to schools nationwide and empower students to reach their full potential.”  Following the announcement, WWE superstars joined students for a workout and fitness activities, putting the campaign’s message into action and encouraging students to make movement part of their everyday lives.  According to the Centers for Disease Control and Prevention (CDC), students with higher grades are more likely to engage in physical activity for at least 60 minutes per day on all 7 days and play on at least one sports team. Similarly, a 2025 study conducted by a professor at the University of North Carolina at Greensboro found that just nine minutes of exercise can help improve a student’s academic performance.    Sun, 04 Oct 2026 10:23:53 GMThttp://www.tageducanews.com/news.aspx?id=87007&lang=enhttp://www.tageducanews.com/news.aspx?id=87007&lang=enKhalifa University First Cohort in Shenzhen Advances UAE–China Collaboration in Doctoral Education, Clean Energy and Net-Zero Research ABU DHABI - A total of five Khalifa University PhD students began the Jointly Awarded PhD Program with Tsinghua University in Shenzhen, becoming the first cohort to enter the new doctoral pathway at the Tsinghua Shenzhen International Graduate School (SIGS), according to the official website of the University.  The students will pursue their research under joint academic supervision, drawing on the faculty expertise, facilities and research networks of both universities. Upon successful completion, graduates will receive a dual award of doctoral degrees from both Khalifa University and Tsinghua University. As one of the first jointly awarded doctoral program of its kind between China and the wider Middle East and Africa region, the program follows a university-level agreement signed by Khalifa University and Tsinghua University in October 2025 to expand cooperation in graduate education, scientific research and areas including clean energy, advanced materials, environmental science and sustainable development. Professor TieJun Zhang, Director of International Relations and Professor of Mechanical Engineering, Khalifa University, met the five students together with their Tsinghua advisors and Dean Ouyang Zheng of SIGS. The visit provided an opportunity to review the cohort’s transition into the program and discuss the academic coordination required to support research across the two institutions. The jointly awarded PhD program forms part of Khalifa University’s wider expansion of research and graduate education partnerships in East Asia. The KU–Tsinghua partnership is also advancing through the Carbon Neutrality and Energy System Transformation (CNEST) Joint Research Program. Five projects have been selected for support in clean energy and net-zero technologies, comprising three fully funded projects and two student-led projects. The fully funded projects will support postdoctoral researchers and PhD students, while the student-led projects will enable doctoral researchers from both institutions to work under joint academic supervision. Professor Mahmoud Al-Qutayri, Associate Provost for Academic Operations, said: “Seeing the first cohort established in Shenzhen is important because it turns Khalifa University’s agreement with Tsinghua University into an active academic community. The students will work within one doctoral framework shaped by the complementary strengths of Khalifa University and Tsinghua SIGS. Their research, professional networks and experience across two innovation systems can create value well beyond the five doctoral projects, laying the foundation for sustained scientific collaboration and talent cultivation between the UAE and China.”  Sun, 04 Oct 2026 10:22:17 GMThttp://www.tageducanews.com/news.aspx?id=87006&lang=enhttp://www.tageducanews.com/news.aspx?id=87006&lang=enUniversity of Canterbury CHRISTCHURCH, New Zealand - University of Canterbury (UC)'s first Master of Illustration students will showcase their work to leading children’s book publishers at the national Storylines Hui in Auckland. According to the University, the Storylines Hui, to be held October 3 and 4, is the country’s largest gathering of children’s writers, illustrators and publishers. The students are the first to study Te Whare W?nanga o Waitaha | University of Canterbury's (UC) new Master of Illustration, launched this year and led by award-winning illustrator Hilary Jean Tapper. Tapper set her publishing career in motion after attending a Storylines Hui as an aspiring picture book illustrator in 2019.  “I had reached the point where I knew I wanted to be a picture book illustrator, so I prepared a portfolio, made postcards of my work and went along determined to put myself out there,” she says.  “Three months later, one of the publishers I had met called me and said she had a manuscript for me. So, I know first-hand how important it can be to get your work in front of people and make those industry connections.” Tapper has since built a successful and rewarding career in Aotearoa New Zealand and internationally, illustrating over 12 picture books published by Hachette, Allen & Unwin, Affirm/Simon & Schuster, Gecko Press and others, earning a Best Children's Picture Book (Australian Book Industry Awards), Storylines Book Awards and Foreverability Book Awards.  The magic of children's books still captivates. “A picture book can be a child’s first experience of art. Those images become part of how they see and understand their world. I love being part of creating that,” she says. Now UC postgraduate Illustration student Kaye Julian is preparing a portfolio and postcards to take to the hui. Julian won the Gavin Bishop Award in 2024, which led to her first published picture book, and she hopes the opportunity to illustrate a second book will soon follow.   “Storylines Hui is an opportunity to meet publishers and show them what I’m working on. You hope that if a book comes along that feels like a good fit for your work, they’ll remember you.” Having largely developed her creative practice independently, Julian was "so excited to find UC's new Master of Illustration, taught by someone with genuine industry experience" and is relishing the opportunity to expand her understanding and practice of her chosen career. “There’s just nothing that can replace reading a tangible book together with a little kid, whether that’s at home, at school or in the library,” she says. Acclaimed children’s author and illustrator Gavin Bishop ONZM is among this year’s Storylines Hui speakers. A UC Fine Arts graduate, Bishop guest lectures in the Master of Illustration program and provides feedback on student work.   Renowned illustrator and fellow UC Fine Arts graduate Robyn Belton, best known for illustrating the Greedy Cat books, also guest lectures for the Master of Illustration. Belton attended the very first Storylines Hui gathering in 1992, at the home of celebrated children's author Joy Cowley.  Support from leading practitioners such as Bishop and Belton is essential to give students valuable insight into the industry, and particularly meaningful for a discipline that has not always had a clear place within university study, Tapper says. “There has traditionally been a gap for illustrators wanting to develop their creative practice at postgraduate level while also building the professional skills and connections they need to make a career from their work. “Having our students at the Storylines Hui means they aren’t only learning about the industry from a distance – they are becoming part of that community.”  UC Executive Dean of Arts Professor Kevin Watson says supporting the students to attend reflects the practical, industry-connected approach behind the program. “The Master of Illustration develops technical skills across traditional and digital media while helping students establish their own distinctive visual language and authorial voice,” he says. With an emphasis on visual storytelling and narrative development, the degree prepares illustrators to work across picture books, publishing, marketing, science, animation and other creative industries. The program can be studied on campus or by distance, full-time or part-time, with Postgraduate Certificate and Postgraduate Diploma pathways also available.  Thu, 01 Oct 2026 12:00:49 GMThttp://www.tageducanews.com/news.aspx?id=87005&lang=enhttp://www.tageducanews.com/news.aspx?id=87005&lang=en University of CanterburyCHRISTCHURCH, New Zealand - A University of Canterbury (UC) Mechanical Engineering student has become a World of WearableArt finalist after transforming an independent study project into kinetic wearable artwork.  According to the University, Fourth-year Te Whare W?nanga o Waitaha | University of Canterbury (UC) Mechanical Engineering student Fergus McMullan was selected as a finalist in the 2026 World of WearableArt (WOW) Awards with Rise and Fall, a wearable sculpture combining mechanical design, 3D printing and moving parts.  While the main WoW awards have been announced, Rise and Fall is still in the running for the 2026 People’s Choice Award.? McMullan was one of 134 designers from 18 countries across Australasia, Asia, Europe and North America selected as a WOW finalist, and one of 10 finalists in his category. He is believed to be the first UC student to achieve this while studying at the University. “There were designers from all over the world,” Fergus says. “It was pretty amazing to be part of that group, especially because there were only a few students from New Zealand.” The project began through an independent course of study organized and supervised by Mechanical Engineering lecturer Dr. George Stilwell, designed to give a student the opportunity to apply the engineering design process in an unusually creative way. The goal was to develop a wearable kinetic sculpture that could meet the specifications of competitions such as WOW. “Fergus exceeded expectations in developing his piece, which went on to become a finalist in WOW this year,” Stilwell says. For Fergus, the project brought together two longstanding interests. “My mum is an art teacher, so I’ve always liked making things,” he says. “That creative and design side was one of the reasons I chose Mechanical Engineering.” Rise and Fall was created for WOW’s kinetic section, which centers on wearable works incorporating movement. The garment is operated by a lever that drives a large gear, setting a series of connected gears in motion. The mechanism is based on a mathematical model that Fergus adapted to create an organic, rotating movement across the piece. Much of the structure was manufactured using 3D printing. Fergus says the project gave him the chance to take an idea through the full engineering design process, from concept development and computer-aided design through to manufacture, assembly and testing. “A lot of engineering design projects can be hypothetical, or you’re working within something quite structured,” he says. “With this, I got to go through the whole process from design to manufacture and end up with something that actually worked.” Fergus had around five weeks to develop the original piece, at one point running three or four 3D printers simultaneously while his flat filled with components and prototypes. His flatmates helped with photography, while his mother stepped in as a model so he could test the garment’s sizing and fit. The completed work then went through several stages of WOW selection, beginning with photographs and video before the physical garment was sent away for further assessment. The experience has also reinforced Fergus’ interest in pursuing design-focused engineering after completing his degree. He is particularly interested in areas such as medical device development and 3D-printed medical technologies, where design and manufacturing can be applied to practical problems. “I really enjoy the design and making side of engineering,” he says. “This project showed me how broad engineering can be and how those skills can be used in really creative ways.” Fergus’s Rise and Fall currently appears on stage in the 2026 World of WearableArt Show “GLO!”. Voting for the People’s Choice Award is open to show audiences until 5 October. Thu, 01 Oct 2026 12:01:09 GMThttp://www.tageducanews.com/news.aspx?id=87000&lang=enhttp://www.tageducanews.com/news.aspx?id=87000&lang=enThe U.S. Department of EducationNearly 2 million Federal Student Loan Borrowers Have Enrolled in Auto Pay  WASHINGTON - The US Department of Education extended the enrollment period for the 1 percent interest rate reduction benefit by an additional three months. Borrowers who enroll in auto pay by December 31, 2026, or those who are already enrolled, will benefit from the interest rate reduction through June 30, 2028, according to the official website of the Department.  Since the Department announced the interest rate reduction earlier this summer, nearly 2 million borrowers have enrolled in auto pay, helping ensure they make their monthly payments on time. This temporary benefit is designed to support borrowers, including those returning to repayment, while ensuring they can access key benefits under the new Repayment Assistance Plan (RAP) that requires on-time payments.   “Following the Trump Administration’s announcement of the interest rate reduction earlier this year, nearly 2 million borrowers have enrolled in auto pay – helping borrowers reduce long-term interest accrual,” said Under Secretary of Education Nicholas Kent. “We are excited to see millions of borrowers take advantage of this temporary benefit, which is already driving up repayment rates and improving the overall health of the federal student loan portfolio.”  Enrolling in auto pay is the easiest way for borrowers to ensure they maintain access to key benefits, including features of the income-driven RAP. For example, borrowers in RAP can receive a match on their on-time payments to ensure interest does not accrue and balances decline every month. Eligible borrowers making on-time, monthly payments can also qualify for Public Service Loan Forgiveness (PSLF), which discharges certain loans after 120 payments. Auto pay helps ensure borrowers never miss a monthly payment, which is a prerequisite for accessing these repayment and discharge benefits.    How to Enroll in Auto Pay  Auto pay is an optional feature that lets a borrower’s student loan servicer automatically deduct the monthly student loan payment directly from their checking or savings account. Before July 1, 2026, if a borrower enrolled in auto pay, servicers reduced a borrower’s interest rate by 0.25 percent. The 1 percent interest rate reduction is a temporary benefit available to borrowers who enroll in auto pay by the end of the calendar year. Enrolling in auto pay is quick and easy.    • Borrowers who are not currently enrolled in auto pay must log in to their student loan servicer account and select “auto pay” from the navigation menu. Borrowers must enter their bank account information and confirm specific payment amounts.  • All borrowers that were previously enrolled in auto pay when the extension was first announced have had their interest rate automatically adjusted to the 1%.    • Borrowers who are in default – and thus are not currently in repayment – must log in to StudentAid.gov, consolidate their eligible loans, and then apply for a new repayment plan before enrolling in auto pay.   • Borrowers must remain in auto pay and meet all eligibility criteria while enrolled in auto pay to continue to benefit from the interest rate reduction. The additional interest rate reduction will benefit all borrowers whose Federal Direct Loans originated after July 1, 2012, including student and parent borrowers who are currently enrolled in auto pay; borrowers who are not yet enrolled in auto pay; and borrowers who are enrolled in the now-defunct SAVE [Saving on a Valuable Education] Plan, who have enrolled in a different, lawful repayment plan. This benefit will also be available for borrowers who are currently in default once they bring their loans back into good standing.   How to Apply for an Income-Driven Repayment Plan  Applying for an income-driven repayment (IDR) plan is easy and efficient when borrowers provide consent for the Department to obtain their federal tax information (FTI) directly from the Internal Revenue Service (IRS). This allows the Department to process a borrower’s IDR application faster and eliminates the need for a borrower to manually upload their income information.     Wed, 30 Sep 2026 13:34:42 GMThttp://www.tageducanews.com/news.aspx?id=86999&lang=enhttp://www.tageducanews.com/news.aspx?id=86999&lang=enSouthwestern UniversityGEORGETOWN - In alignment with Southwestern’s Tactical Plan, the five-year grant will aid the University’s initiatives to increase retention and graduation rates, prepare students to meet the needs of today’s workforce, and modernize academic facilities, according to the official website of the University.  The United States Department of Education has awarded Southwestern University a five-year, $2.8 million grant under the federal government’s Title III, Part A: Strengthening Institutions Program (SIP). The grant will fund Southwestern’s proposal, “Title III SIP: The Pirate Project to Increase Retention, Graduation, and Workforce Readiness in Texas.” “This generous award will benefit our students by combining academics and career readiness,” Southwestern University President Laura Skandera Trombley said. “It reflects the collaborative work of our dedicated staff, and it exemplifies the spirit of Southwestern’s Paideia philosophy.” The Pirate Project was guided by the key pillars of Southwestern’s 2026–2031 Tactical Plan: attracting students, helping them succeed, and preparing them for meaningful lives and careers in an increasingly competitive environment. “These federal grant funds will have far-reaching implications across Southwestern’s campus, from enhancing student success and support systems to modernizing classrooms and instructional spaces,” Southwestern University Executive Vice President for Advancement, Athletics, and Career Services Marie Muhvic said. “The culmination of three years of work, this grant will aid the University in achieving our goals set out in the Tactical Plan, including developing the capacities necessary to fully realize the Pirate Plan.” At the center of the Tactical Plan is the Pirate Plan, a four-year framework that connects academic excellence, career preparation, student engagement, and high-impact experiences into a cohesive student journey. The integration of curricular and co-curricular programs is central to SU’s distinctive Paideia philosophy, which emphasizes intentional, interconnected learning, leading to graduation and employment. Funding from the SIP grant will primarily support four foundational goals: • Build a data-informed retention infrastructure to increase retention and graduation rates and stabilize enrollment revenue. • Reduce D/F/withdraw (DFW) rates and increase student progression into pre-professional majors. • Modernize classrooms into technology-enabled learning environments. • Enhance support and offerings so all degree-seeking students can access paid, credit-bearing, work-based learning with coaching, advising, wraparound support, and expanded internship opportunities aligned with in-demand regional industries. Southwestern will be transitioning from a limited-use pilot of EAB’s Navigate360 software to a full institutional subscription. Navigate360 enables Success Coaches and Academic Advisors to proactively engage at-risk students, track progress toward degree completion, and facilitate timely interventions for students encountering academic challenges and other issues that could affect academic success and retention. Grant funding will also support implementing Tableau, software that provides a central data hub and visualizes student engagement at Pirate Plan waypoints. Tableau will aggregate data from Navigate360 and SU’s student information system, enabling the University to monitor progress toward objectives and make timely adjustments. SIP funds allow for Southwestern to support 11 tutors per academic year in the Professor John Score II Learning Commons. These tutors will be embedded in high DFW courses where students struggle and provide additional tutoring hours within the Learning Commons. Over the first two years of the grant, 15 classrooms across Southwestern’s campus will receive nearly $20,000 each in modernization enhancements. Upgrades will include AV hardware, systems, and components such as projectors, mounts, and screens, as well as audio systems and wiring. SU classroom modernization is expected to improve retention, course completion, and graduation rates. As part of receiving the SIP funding, Southwestern will hire a full-time Title III coordinator who will be responsible for overseeing alignment with funding and institutional priorities, ensuring that grant funds are used for vital project activities and expenses. The Title III coordinator will also be tasked with engaging in targeted relationship-building among employers to expand the number of internship opportunities for SU students, particularly in fields that meet state workforce needs. Finally, to implement the Title III Pirate Project and the Pirate Plan effectively, grant funding has been secured to provide faculty with professional development related to strengthening career readiness advising. This training will provide faculty with effective methods to encourage student engagement in Pirate Plan progress markers and to leverage Navigate360 to track student advising activities. The total value of Southwestern’s grant over its five-year lifespan is $2,803,377, with $844,167 being awarded for the first year of the program this fall. Future grant funding will be awarded and announced annually by the federal government. “I want to credit the amazing team from the Office of Academic Affairs, Advancement, Center for Career and Professional Development, Office of Institutional Research & Effectiveness, and the Budget Office who worked on this grant proposal,” Muhvic said. “This was a real team win in support of our students.”  Wed, 30 Sep 2026 13:33:14 GMThttp://www.tageducanews.com/news.aspx?id=86996&lang=enhttp://www.tageducanews.com/news.aspx?id=86996&lang=enThe U.S. Department of EducationWASHINGTON - The US Department of Education approved four Workforce Pell Grant programs in Florida, marking the sixth state in the nation to receive program approvals. Eligible students at Eastern Florida State College can now use Federal Pell dollars to enroll in programs that will prepare students for careers as firefighters, correctional officers, emergency management technicians, and more, according to the official website of the Department.  Workforce Pell is a major reform launched by President Trump’s Working Families Tax Cuts Act, allowing students to use Pell Grant funds for high-quality, short-term programs that can be completed in as little as 8 weeks.   The Workforce Pell Grant program was developed by the Department in consultation with leadership at the U.S. Department of Labor’s Employment and Training Administration, which at the time was led by Dr. Henry Mack, now Florida Commissioner of Education.  “Workforce Pell is restoring common sense to higher education: lowering costs, opening faster pathways to family sustaining jobs, and opening new opportunities for students to pursue the American dream,” said Under Secretary of Education Nicholas Kent. “This approval marks an important milestone in expanding pathways for Floridians to enter critical public safety occupations across the state.”  “Today’s announcement of four Workforce Pell Grant programs at Eastern Florida State College allows for expanded access to affordable training for students pursuing high-wage, in-demand careers,” said Florida Governor Ron DeSantis. “We appreciate the Trump Administration and U.S. Department of Education for expanding access to federal financial aid so that Floridians pursuing workforce credentials have the same opportunity to invest in their future as students enrolled in traditional four-year degree programs.”  "Eastern Florida State College is tremendously proud to be the first college in Florida to support this innovative Workforce Pell Grant program in partnership with national and state leaders,” said Eastern Florida State College President Dr. Jim Richey. "By aligning affordable education and workforce training with industry needs, we are creating more opportunities for students while helping employers build the skilled workforce necessary to drive Florida's future economic growth."  Last year, President Trump signed the Working Families Tax Cuts Act into law, which established criteria for short-term programs to gain eligibility to receive Workforce Pell.  The Department conducted negotiated rulemaking to establish the regulatory framework for Workforce Pell. The final rule implementing Workforce Pell was published on May 18, 2026, and became effective on July 1, 2026.    On August 4, 2026, the Department approved the nation’s first Workforce Pell Grant program in Iowa. Since then, the Department has approved Workforce Pell Grant programs in Indiana, Nebraska, North Carolina, and Texas.     In coordination with state workforce boards, Governors across the country are currently identifying education and training programs that meet the high-skill, high-wage, and in-demand eligibility criteria for Workforce Pell programs. This process enables state leaders to designate programs that are well positioned to improve employment outcomes and generate strong economic returns for workers and their local communities.  Wed, 30 Sep 2026 13:32:31 GMThttp://www.tageducanews.com/news.aspx?id=86995&lang=enhttp://www.tageducanews.com/news.aspx?id=86995&lang=enThe University of Jordan (UJ)AMMAN - The University of Jordan (UJ) has received five-year international accreditation from the Foundation for International Business Administration Accreditation (FIBAA) for seven B.A. and M.A. programs across four schools, according to the official website of the University.  School of Archaeology and Tourism B.A. in Archaeology B.A. in Cultural Resources Management and Conservation School of Sharia B.A. in Islamic Banking School of Law B.A. in Law Prince Al Hussein Bin Abdullah II School of Political Science and International Studies B.A. in Political Science M.A. in Diplomatic Studies M.A. in Human Rights and Human Development The programs were accredited following a review by FIBAA experts covering five main areas, program objectives and positioning, admission, content and structure, the academic environment and institutional conditions, and quality assurance. The review examined how the programs respond to labor market needs, develop subject specific and employability skills, and are positioned within the national and regional higher education sector. It also covered admission policies, language proficiency requirements and academic support for students. Program content was assessed for curricular coherence, the balance between theory and practice, and the integration of critical thinking and professional ethics. The review also considered professional and transferable skills, internationalization and opportunities for student and staff mobility. The academic environment was evaluated in terms of faculty qualifications, teaching expertise, technological and library resources, infrastructure, career services, alumni engagement and partnerships with institutions in Jordan and abroad. Quality assurance focused on the effectiveness of internal systems and how feedback from students, teaching staff, graduates and employers is used to review and update the programs. The accreditation gives the seven programs international recognition and may support graduates seeking postgraduate study abroad. For employers, it shows that the programs have undergone independent assessment against academic and professional standards. The accreditation can also support curriculum development, particularly in research, transferable skills and practical training while facilitating student exchanges and academic cooperation with international partners. With the seven newly accredited programs, UJ now has 68 internationally accredited academic programs across 16 schools. UJ aims to raise that number to around 92 by 2028.  Mon, 28 Sep 2026 16:41:41 GMThttp://www.tageducanews.com/news.aspx?id=86992&lang=enhttp://www.tageducanews.com/news.aspx?id=86992&lang=enThe Emirates News Agency (WAM)DUBAI - The Ministry of Higher Education and Scientific Research has reported continued growth in university enrolment across the UAE, with the number of admitted students increasing by 15% in the previous academic year compared with the year before, bringing total enrolment to more than 218,000 students during the 2025–2026 academic year, according to the official website of the Emirates News Agency (WAM).  The Ministry said this growth reflects the effectiveness of flexible admissions policies that provide students with broader opportunities to develop the knowledge and skills needed to enter the labor market, in line with national economic priorities and future requirements. In an interview with the Emirates News Agency (WAM), Dr. Ahmad Sultan Al Shoaibi, Undersecretary of the Ministry of Higher Education and Scientific Research, explained that expanding access to higher education institutions is supported by an integrated system of real-time data connectivity between the ministry and higher education institutions. This enables the Ministry to monitor admissions and enrolment indicators on an ongoing basis, while enhancing universities’ efficiency in managing admissions processes in accordance with the legislation governing the higher education sector and approved national frameworks. He said that indicators recorded over the past period demonstrate the positive impact of policies aimed at expanding access to higher education. During the previous academic year, higher education institutions in the UAE recorded a 15% increase in the number of admitted students compared with the preceding year, with the total number of students admitted and enrolled exceeding 64,000, including approximately 32,000 Emirati students. ''The number of students enrolled in higher education institutions exceeded 218,000 during the 2025–2026 academic year, including approximately 124,000 Emirati students, he explained. The impact of the development of admissions policies has also extended to the range of educational pathways available to students. The number of students enrolled in diploma and higher diploma programs increased from 3,995 in the 2021–2022 academic year to 10,926 in 2025–2026, representing growth of 173%. This expansion provides students with a broader range of options while supporting the acquisition of qualifications and skills that enhance their readiness for the labor market,'' he added. He noted that the development of admissions policies and criteria at higher education institutions forms part of a clear and integrated vision aimed at expanding students’ access to university places, enhancing the flexibility of the higher education system and its ability to accommodate students’ needs and diverse academic pathways, while maintaining the quality of educational outcomes and aligning them with labor market requirements and national priorities. He explained that granting higher education institutions greater flexibility in determining admission criteria according to the nature of their programs and specializations forms part of the development of the governance model for the higher education sector. This approach, he noted, strengthens institutions’ responsibility for the academic standards of their students and the quality of their outcomes, while enabling them to develop admissions policies suited to the nature and level of their academic programs. This is implemented within an integrated and clearly defined framework applicable to all universities, alongside an outcomes-based assessment framework that supports this flexibility and ensures the continued maintenance of quality. In this regard, Dr. Al Shoaibi stressed that the flexibility granted to higher education institutions in setting admission criteria does not in any way mean compromising quality requirements. He emphasized that the Ministry will not tolerate any practices or admissions policies that could undermine the quality of the educational process or affect the standard of its outcomes. He noted that the approved admissions policies represent one of the leading international practices, serving as a tool to enable students to enter educational pathways suited to their abilities without compromising academic standards or graduates’ competence and ability to meet labor market needs. Dr. Al Shoaibi explained that higher education institutions are responsible for ensuring that their admission criteria are appropriate to the nature of their academic programs, within an integrated system of governance, oversight and accountability. This approach seeks to strike a balance between expanding access to higher education, maintaining quality standards, ensuring graduate competence and strengthening graduates’ readiness for the labor market. He added that the higher education system has made significant qualitative advances in recent years, with a greater focus on governance and ensuring the quality of educational outcomes to meet the future needs of the labor market and priority sectors. The performance of higher education institutions is also subject to continuous monitoring and evaluation. He explained that greater flexibility in admission criteria for higher education institutions does not represent a relaxation of quality requirements. Rather, it forms part of the development of the governance model for the higher education sector and a shift from relying primarily on the regulation of inputs towards a more comprehensive system that links institutional autonomy with accountability for the quality of outcomes and results. This is supported by an outcomes-based assessment framework that operates alongside admissions flexibility to ensure a dynamic response to the requirements of the sector without compromising quality standards. The Ministry confirmed that Ministerial Resolution No. 19 of 2024 on Admission Criteria for Higher Education Institution Programs in the UAE requires higher education institutions to establish clear admission criteria for their programs. It also permits conditional admission subject to the successful completion of preparatory or remedial courses or programs to address any potential gaps in the academic skills of admitted students. In addition, diploma, higher diploma and partial qualification pathways are available to students according to their abilities and educational pathways. With regard to minimum secondary school grades and grades in specialized subjects, the Ministry clarified that the absence of a single, standardized minimum requirement across all higher education institutions does not mean that academic controls are absent. Rather, it reflects an approach that gives institutions the flexibility to determine admission requirements according to the nature of the program and specialization and the level of preparation required, while subjecting the outcomes of these policies to ongoing monitoring, evaluation and oversight. Regarding the absence of a requirement to obtain the Ministry’s prior approval when establishing or amending each individual admission criterion, the Ministry explained that the current model is based on strengthening higher education institutions’ responsibility for their academic decisions, while subjecting their performance to continuous oversight and evaluation. Accordingly, the absence of a requirement for prior approval of every amendment does not mean that the Ministry’s supervisory role has been removed. The Ministry verifies institutions’ compliance with admission criteria through academic accreditation renewal processes, as well as periodic monitoring and inspection visits and ongoing assessment of the quality of admissions practices. This represents a shift from oversight based primarily on procedural prior approval towards a broader model of continuous accountability. It enables the impact of admissions policies to be assessed in relation to students, programs, graduates and the labor market, while allowing the necessary measures to be taken when practices that affect the quality of the educational process are identified. The Ministry also stressed the importance of distinguishing between “open admission” without sufficient academic controls and the regulated model of flexibility governed by clear and robust standards, which is applied in the UAE. The UAE model does not involve opening admissions without controls. Instead, it combines institutional flexibility in determining admission criteria with preparatory and remedial programs where needed, academic accreditation, inspection and oversight, and continuous monitoring of educational outcomes. Accordingly, assessing the impact of flexibility should not be limited to admission criteria at the point of entry. It should also take into account indicators such as student retention and completion, employment, quality of education and the alignment of graduates’ skills with the needs of the national economy. The Ministry continues to develop the higher education system through an approach focused on the quality of outcomes and measuring their impact. This includes learning outcomes and employment, partnerships with the economic and industrial sectors and future readiness, alongside the development of tools to anticipate future labor market needs and identify the skills and specializations required in nationally prioritized economic sectors. The Ministry stressed that expanding access to higher education and maintaining the standards of university graduates are complementary objectives. It continues to monitor and evaluate admissions policies and the performance indicators of higher education institutions on an ongoing basis, with the aim of balancing broader educational opportunities for students with ensuring the quality and competence of graduates and strengthening their readiness and ability to compete in the labor market.  Mon, 28 Sep 2026 10:18:07 GMThttp://www.tageducanews.com/news.aspx?id=86991&lang=enhttp://www.tageducanews.com/news.aspx?id=86991&lang=enThe United Nations Educational, Scientific and Cultural Organization's (UNESCO)New opportunities for literacy and adult learning are opened to communities in Aroma, bringing education closer to adults who have had limited opportunities to access learning. KASSALA - The program, organized by the UNESCO Sudan Office in cooperation with the Adult Education Department of Kassala State, the Sudanese National Commission for Education, Science and Culture, and the Ministry of Education and Guidance of Kassala State, aims to expand access to literacy and adult education while strengthening awareness, community participation and local development, according to the official website of UNESCO.  The launch brought together state authorities, local and community leadership, education actors and local stakeholders, reflecting broad support for expanding learning opportunities in Aroma. Among those attending were Mr. Othman Omar Othman, Minister of Education and Guidance of Kassala State, and Nazir Sayed Mohamed Al-Amin Tirik, General Chief of the Hadendowa Tribes, alongside Mr. Junaid Sorosh-Wali, Head of Office and UNESCO representative to Sudan, the National Commission, government institutions, education authorities and leaders from Rural Aroma Locality. Education reaching beyond the classroom For communities where adults may have missed opportunities to learn earlier in life, literacy can have an impact well beyond the ability to read and write. It can strengthen people's ability to access information, participate in their communities and pursue new social and economic opportunities. Minister Othman Omar Othman welcomed the initiative and reaffirmed the Ministry's commitment to strengthening and expanding adult education in partnership with UNESCO and other stakeholders. “Expanding literacy and adult education means opening opportunities to people who may not have had access to education before. We value UNESCO's support and our partnership in reaching more communities across Kassala State.” Said Minister Othman The launch also received strong support from community leadership. In his address, Nazir Sayed Mohamed Al-Amin Tirik, praised UNESCO’s efforts to support literacy and education programmes in Aroma, highlighting their importance in strengthening community capacities and opening new opportunities for learning and development. “We greatly value UNESCO’s attention to Aroma and its support for the priorities of our communities. Strengthening literacy and education, alongside addressing essential needs such as access to drinking water, which can contribute directly to better living conditions, stability and development. We look forward to continued cooperation between UNESCO, government authorities and our local communities,” said Nazir Tirik. He also highlighted UNESCO’s interest in contributing to improved access to drinking water in Aroma through support for the drilling of water wells, identifying water as one of the community’s priority needs and an important factor in improving living conditions and supporting local development. Literacy as an investment in people and communities Speaking at the launch, Mr. Junaid Sorosh-Wali reaffirmed UNESCO's commitment to working alongside national authorities and communities to ensure that learning opportunities extend beyond formal schooling and reach people throughout their lives. “Education should not end with the classroom or be limited by age. Through literacy and adult learning, we can give more people the knowledge and skills to participate in their communities, improve their opportunities and contribute to Sudan's recovery and development,” said Mr. Junaid The Sudanese National Commission for Education, Science and Culture, represented by Ms. Azza Ahmed, also emphasized the importance of sustained cooperation between national and state institutions, UNESCO and other partners to ensure that adult education initiatives are maintained and expanded. At the local level, Mr. Montaser Abdel Fattah, Executive Director of Rural Aroma Locality, reaffirmed the locality's support for the program and its readiness to facilitate its implementation, underscoring the importance of local ownership to its success. The launch in Aroma marks another step in UNESCO's efforts to restore and expand learning opportunities in Sudan, particularly for communities affected by conflict, displacement and longstanding barriers to education. By working with education authorities, community leaders and local institutions, UNESCO is supporting approaches that place literacy, lifelong learning and community participation at the heart of recovery, helping ensure that education reaches not only children and young people, but adults and communities as a whole.Mon, 28 Sep 2026 10:15:15 GMThttp://www.tageducanews.com/news.aspx?id=86989&lang=enhttp://www.tageducanews.com/news.aspx?id=86989&lang=enThe United Nations Children's Fund (UNICEF)AMMAN - The United Kingdom signed a new £2.85m contribution to UNICEF, extending the UK’s and UNICEF’s partnership to improve education for refugee and vulnerable children in Jordan for another three years, from October 2026 to August 2029, according to the official website of the UNICEF.  The new funding will support safe and inclusive education services for around 20,000 refugee children in Azraq, Za’atari and Garden camps, help the Ministry of Education strengthen foundational literacy and numeracy through a nationally owned remedial education system and establish an Early Warning System to identify and support children at risk of dropping out of school. Safe and inclusive education services means hygienic learning environments with water and sanitation facilities, child protection and psychosocial support. On foundational literacy and numeracy, the funding will help the Ministry of Education develop and validate a national remedial education model, building on evidence from UNICEF’s Reading Recovery and Mathematics Accelerated Programs, using standardized risk identification and referral pathways.  Learning materials, teacher training and assessment tools will be adapted to support those with disabilities and learning difficulties. Marc Rubin, UNICEF Representative to Jordan, said: “Education is every child’s right, but access alone is not enough – children must also learn and remain in school. This partnership links essential support for refugee children with longer-term reform, using evidence to strengthen foundational learning, identify children at risk earlier and make education more inclusive. We thank the United Kingdom for investing in solutions that can deliver lasting results for the most vulnerable children.” Philip Hall, British Ambassador to Jordan, stated: "The UK supports education in Jordan from early reading and numeracy to postgraduate studies.  Today the UK and UNICEF are announcing that they will work together with the Ministry of Education for a further three years to improve education for refugee and vulnerable children." The extended program aligns with and supports Jordan’s Education Sector Plan 2026–2030, Education Reform Action Plan, Education Resilience and Access program, Inclusive Education Strategy and Out-of-School Children Initiative.  Mon, 28 Sep 2026 10:13:27 GMThttp://www.tageducanews.com/news.aspx?id=86988&lang=enhttp://www.tageducanews.com/news.aspx?id=86988&lang=enThe Gulf University The ceremony, attended by Higher Education Council leadership, reaffirms Gulf University’s commitment to academic excellence and introduces pioneering PhD programs in Business Management and Mass Communication to strengthen Bahrain’s research and innovation ecosystem. MANAMA - Gulf University has achieved a major institutional milestone by renewing its Institutional Accreditation for a period of five years, pursuant to Higher Education Council (HEC) Board of Trustees Resolution No. (333/15/2025) issued on June 24, 2025. This milestone reaffirmation highlights the strength of the university’s academic and administrative ecosystem and its ongoing commitment to quality standards and institutional development. The renewal of institutional accreditation solidifies the university’s standing and its ongoing mission to deliver trusted higher education and academic outcomes that meet the needs of the community and development sectors, according to the official website of the University.  This milestone coincides with four of the university’s academic programs obtaining programmatic academic accreditation for a five-year period under Resolution No. (284/2025) issued on March 24, 2025, which are the Bachelor of Accounting and Finance, Bachelor of Mass Communication (Digital Media Track & Digital Public Relations Track), Bachelor of Interior Design Engineering, and Bachelor of Human Resources Management. In continuation of this momentum, Gulf University has opened admissions for its Ph.D. programs in Business Management and Mass Communication, aimed at enhancing the postgraduate and scientific research ecosystem while providing advanced opportunities for researchers, professionals, and leaders. His Excellency Dr. Mohamed bin Mubarak Juma, Minister of Education and Chairman of the HEC Board of Trustees, personally presented the accreditation certificates to Prof. Mohanad AlFiras, President of Gulf University, in the presence of Her Excellency Dr. Diana Abdulkarim Al-Jahromi, Secretary-General of the Higher Education Council. Prof. Mona bint Rashid Al-Zayani, Chairperson of Gulf University’s Board of Trustees and Directors, expressed her sincere gratitude to HE Dr. Mohamed bin Mubarak Juma and HE Dr. Diana Abdulkarim Al-Jahromi for their continued support in strengthening the Kingdom’s academic accreditation framework. She noted that the university takes great pride in the trust reflected in these accreditations, calling it a motivation to continuously elevate GU’s programs and learning outcomes in service of students, the community, and Bahrain’s standing in higher education and scientific research. Prof. Mohanad Ismail AlFiras said the launch of both PhD programs reflects the university’s commitment to advancing scientific research that serves the economic and media sectors and supports a knowledge-based economy. He explained that the programs follow an integrated, coursework-free research model: researchers engage from day one in a specialized project, supported by targeted workshops and structured supervision, culminating in a thesis defense over a standard three-year duration. The Ph.D. in Business Management is offered in both Arabic and English, featuring six structured research stages and requiring the publication of two scientific research papers during the academic journey. Meanwhile, the PhD in Mass Communication is offered in Arabic, focusing on developing innovative research that keeps pace with rapid transformations in media and communication. Both programs welcome students in the Fall and Spring semesters to prepare researchers and leaders capable of making original contributions across academia, scientific research, executive leadership, specialized consulting, and policymaking. Gulf University invites qualified academics, professionals, and leaders from the public and private sectors to apply, with a supportive research environment and specialized academic supervision provided throughout the academic journey. All applications are evaluated according to the university’s established admission criteria.Mon, 28 Sep 2026 10:12:06 GMThttp://www.tageducanews.com/news.aspx?id=86985&lang=enhttp://www.tageducanews.com/news.aspx?id=86985&lang=enKhalifa University Program Enables Doctoral Students to Earn PhD Degrees from Both Institutions Through an Integrated Research Experience ABU DHABI - Khalifa University of Science and Technology and Canada’s Western University announced a strategic Dual Degree PhD partnership across eligible doctoral programs, marking another milestone in Khalifa University’s growing global research ecosystem, according to the official website of the University.  The partnership reflects a shared commitment to advancing research excellence, fostering innovation, and developing globally competitive talent equipped to address complex challenges facing industry and society. By combining the strengths of two leading research-intensive universities, the initiative will provide doctoral students with access to world-class academic expertise, advanced research infrastructure, and international collaborative opportunities across two continents. Khalifa University is ranked 147th in the QS World University Rankings 2027, while Western University ranked 142nd, is recognized as one of Canada’s leading research-intensive universities. The partnership also comes at a time when both the UAE and Canada are prioritizing research in sustainable energy, climate solutions, and artificial intelligence, fields in which demand for internationally trained doctoral talent continues to grow. It establishes a long-term framework for collaborative research, academic exchange, and scientific innovation, strengthening institutional ties between the two countries while expanding opportunities for future research collaboration. His Excellency Professor Ebrahim Al Hajri, President, Khalifa University, said: “At Khalifa University, we believe that research achieves its greatest impact when knowledge, talent and ideas transcend borders. Our partnership with Western University brings together two globally recognized research institutions with a shared ambition to advance scientific discovery, develop exceptional researchers and deliver solutions to the complex challenges facing our societies. Through this dual PhD program, we are not only preparing the next generation of research leaders, but also strengthening the international collaborations that drive innovation, support national priorities and create lasting global impact.” Alan Shepard, President and Vice-Chancellor, Western University, said: “This new partnership will give outstanding doctoral students the opportunity to work alongside engineering leaders in two regions of the world, helping them develop a global perspective on research practices, infrastructure, knowledge translation and the evolving role of professional engineers. Western is proud to partner with Khalifa to support the next generation of experts who will accelerate discovery and strengthen international collaboration in the pursuit of innovation.” The partnership will be available across eligible engineering PhD programs at both institutions. It will support collaborative research in areas such as sustainable energy, artificial intelligence, advanced manufacturing, aerospace engineering, biomedical and healthcare technologies, and other strategically important fields. Under the program, doctoral candidates will be jointly supervised by faculty members from both universities and will spend time at campuses in Abu Dhabi and Canada. The full-time, research-intensive doctorate, typically completed within four years, provides access to advanced research facilities and academic resources at both institutions. Applicants must meet the admission requirements of both universities and secure supervisors at each institution.  Students will benefit from integrated supervision and mentorship, working alongside leading researchers in multidisciplinary and internationally collaborative environments. The program culminates in the completion of a single integrated doctoral dissertation that reflects the combined academic requirements of both institutions. The dissertation will be examined by a joint committee comprising representatives from Khalifa University and Western University, together with an independent external expert.  Sun, 27 Sep 2026 09:41:45 GMThttp://www.tageducanews.com/news.aspx?id=86983&lang=enhttp://www.tageducanews.com/news.aspx?id=86983&lang=enThe University of the Witwatersrand JOHANNESBURG - Wits University is set to grow its performance and academic offerings in innovation, according to a key international player in the field, according to the official website of the University of the Witwatersrand.  Daren Tang, the Director General of the World Intellectual Property Organization (WIPO), recently met with Professor Zeblon Vilakazi, Wits Vice-Chancellor and Principal, and various stakeholders from across its innovation ecosystem. Together, they exchanged poignant views and strong hopes for innovation at the University and across the country and continent. In particular, they discussed opportunities for closer cooperation and collaboration between Wits and WIPO. The Director of the Wits Innovation Centre (WIC), Letlotlo Phohole, identified two priorities for strengthening innovation at the University. The first is to further improve Wits’ innovation performance by scaling innovation across all faculties and using commercialization vehicles that extend beyond individual flagship units. The second is to build on Wits’ existing academic offerings, including the Postgraduate Diploma in Innovation and Entrepreneurship. Discussions also explored the possibility of introducing a Master’s degree in intellectual property, innovation and entrepreneurship in partnership with the WIPO Academy. Phohole said that these two aspects would be the key to advancing innovation at Wits. “We need to do the right things, on the academic offerings side, but we also need to do things right, in terms of applying the lessons learnt,” he said to an approving audience. ”The two have to work together, otherwise, we will have a challenge.” “I think this is a great plan,” Tang said. It builds on the WIPO Academy’s success and experience in rolling out similar programs around the world. “I would like to say that the first cohort should be not just for South Africans, but for Africans and maybe beyond Africa.” Tang shared that WIPO’s data is showing a tremendous rise over the last two decades in intellectual property (IP). Notably, countries across Africa, Asia, and Latin America are leading the charge, with around 70% of IP filings coming from these regions. He noted that attitudes towards IP among laypersons are also particularly positive in the developing world. “We're living in a world where innovation and creativity are no longer just part of the mature economies,” Tang explained. “It's increasingly part of the journey of emerging economies, and I think that's fantastic.” Professor Lynn Morris, Deputy Vice-Chancellor of Research and Innovation at Wits, echoed that she is seeing encouragingly, increased interest in innovation at the institution, such as through increased IP registrations and spin-off company creation. “As a university, we have invested a lot in building up the innovation ecosystem,” she said proudly, thanking the whole innovation team. Morris puts this strength down to, in part, the strong legacy of research that innovations can stem from. “You need a strong research base to have a strong innovation ecosystem, and we have a long and proud legacy of that at Wits,” she confirms. Vilakazi applauded the cooperation between Wits and WIPO, and called it timely. “It comes at a very important moment for the university,” he said. “We focus largely on research and teaching as our foundation in a traditional university and we need to now deepen our connection between knowledge, innovation, and impact.” He encouraged researchers and all in the Wits ecosystem to think beyond discovery and publishing of ideas, and consider innovation and commercialization early on in the process. “We need to connect pathways from research to innovation,” he said. Vilakazi echoed Tang’s hopes that the cooperation between Wits and WIPO could create benefits far beyond the university community. “We are just a seed that hopefully should connect with others in a Pan-African way,” he said. “Our continent has enormous intellectual and creative capacity, excellent researchers, entrepreneurs and institutions.”  Thu, 24 Sep 2026 11:40:14 GMThttp://www.tageducanews.com/news.aspx?id=86982&lang=enhttp://www.tageducanews.com/news.aspx?id=86982&lang=enKhalifa University Awards Recognize Student and Faculty Research in AI, Sustainability, Environmental Monitoring and Water Harvesting ABU DHABI - Researchers and students from Khalifa University have won first and second place awards across multiple categories at the Sharjah Sustainability Award 2025-2026 for projects addressing environmental monitoring, sustainable technologies, food and water safety, and resource management, according to the official website of the University.  Organized by the Environment and Protected Areas Authority (EPAA) in Sharjah, the awards attracted 186 projects from schools, universities and institutions in the UAE, involving 370 students and evaluated by a panel of 19 academics, experts and specialists.  Khalifa University secured first place in the Sustainability Scientific Research category for the undergraduate students project, Desert Oasis Tree: A Solar-Powered Water Harvesting and Environmental Monitoring System. The project was supervised by Dr. Anas Alazzam, Professor of Mechanical and Nuclear Engineering, and developed by undergraduate students Zainab Khudoum Khamis Khudoum Alzaabi, Khulood Ismaell Mohamed Almarzooqi, Ohood Ahmad Ali Hassan Ahli, and Shamma Khaled Ebrahim Abdulla Almarzooqi. In the Artificial Intelligence Applications in Sustainability category, a Khalifa University undergraduate team from the Computer Science program won second place for its project, Computer Vision Tools for Monitoring and Analyzing Gas Flares. Supervised by Prof. Naoufel Werghi, the team included Maitha Rashed Mohamed Abdulla Alyileili, Alya Yousif Hassan Alastad Alhammadi, and Sara Khalid Abdulqader Hadi Almessabi. The project developed a vision-based system for monitoring industrial gas flares. By combining computer vision techniques with intelligent image and video analytics, the system can detect abnormal events such as excessive smoke emissions and flare outages while assessing combustion efficiency. This project also received first place in the Undergraduate Research and Innovation Competition (URIC) 2026 in the AI and Machine Learning category, reflecting its potential for practical deployment in industrial environments. In the Sustainability Scientific Research category for postgraduate students, Chemistry PhD student Asma Zaid Almenhali, won second place for ‘A Highly Sensitive Portable Device for the Detection of Organophosphorus Pesticides in Water and Food Samples,’ under the supervision of Dr. Shimaa Eissa, Assistant Professor, Chemistry. The project focuses on the development of a portable biosensor capable of simultaneously detecting multiple organophosphorus pesticides at extremely low concentrations in food and environmental samples.  Prof. Ahmed Al Durra, Associate Provost for Research, said: “The recognition for these projects highlights the breadth of sustainability-focused research at Khalifa University, spanning artificial intelligence, environmental sensing, water technologies, and sustainable engineering. Led by our students and faculty, these projects address practical challenges facing industry, society, and the environment, while demonstrating the role of research in developing solutions with real-world relevance.”  Thu, 24 Sep 2026 11:39:40 GMThttp://www.tageducanews.com/news.aspx?id=86977&lang=enhttp://www.tageducanews.com/news.aspx?id=86977&lang=enThe U.S. Department of EducationWASHINGTON - The US Department of Education approved six new Workforce Pell Grant programs in Texas, making it the fourth state in the nation to receive program approvals. Eligible students at Kilgore College and Weatherford College can now use Federal Pell grants to enroll in short?term, high?quality career training programs designed to prepare students for in?demand jobs, according to the official website of the Department.  The Trump Administration’s Workforce Pell Grant program allows eligible students enrolled in short?term programs, including fields such as healthcare services, advanced manufacturing, and other high-demand sectors, to access Federal Pell Grant funds for the first time. At Kilgore College, students can now use these federal grants to enroll in Electrical Power Lineman, Phlebotomy Technician, and Pharmacy Technician programs. At Weatherford College, students can now use federal dollars to access HVAC, Basic Machining, and Advanced Machining programs.   “Texas is leading the way when it comes to making postsecondary education work for American families. Approving these programs is a major step toward opening new market?driven alternatives to traditional two- and four-year degrees,” said U.S. Secretary of Education Linda McMahon. “We are proud to partner with Texas colleges and state leaders to support in-demand, high-quality programs that will open new career pathways for thousands of students across the Lone Star State.”  “Workforce Pell Grants now cover short-term career training at Kilgore College and Weatherford College,” said Texas Governor Greg Abbott. “Eligible students have a direct path to better jobs and bigger paychecks. Through programs like these, Texas remains on the path to be #1 in education. I thank President Trump and Secretary McMahon for this approval.”  "By reducing financial barriers to short-term training, Workforce Pell will expand opportunities for our students to pursue rewarding careers while helping employers build the skilled workforce our state's economy depends on," said Kilgore College President Dr. Staci Martin.  “Weatherford College is exceedingly proud to partner with state and national leaders to implement the new Workforce Pell Grant program,” said Weatherford College President Dr. Tod Allen Farmer. “These new grants will simultaneously bring a whole new sector of citizens into the skilled workforce, and it will provide our thriving business community with the skilled labor that it needs to proper and flourish.”  Kilgore College and Weatherford College join a growing list of institutions from across the nation that are approved to offer Workforce Pell?eligible programs. The Department will continue working closely with states, institutions of higher education, and employers to accelerate high?quality program approvals and expand options for students seeking shorter-term, career?focused training.  Last year, President Trump signed the Working Families Tax Cuts Act into law, which established criteria for short-term programs to gain eligibility to receive Workforce Pell.  The Department conducted negotiated rulemaking to establish the regulatory framework for Workforce Pell. The final rule implementing Workforce Pell was published on May 18, 2026, and became effective on July 1, 2026.    On August 4, 2026, the Department approved the nation’s first Workforce Pell grant program at Iowa Central Community College to prepare Emergency Medical Technicians. On August 19, 2026, the Department approved the nation’s second Workforce Pell grant program at Ivy Tech Community College to train Clinical Medical Assistants. Nebraska’s Metropolitan Community College received approval for three programs on September 16, 2026.  In coordination with state workforce boards, Governors across the country are currently identifying education and training programs that meet the high-skill, high-wage, and in-demand eligibility criteria for Workforce Pell programs. This process enables state leaders to designate programs that are well positioned to improve employment outcomes and generate strong economic returns for workers and their local communities.  Wed, 23 Sep 2026 09:49:29 GMThttp://www.tageducanews.com/news.aspx?id=86976&lang=enhttp://www.tageducanews.com/news.aspx?id=86976&lang=enAl-Ahliyya Amman UniversityAMMAN - Al-Ahliyya Amman University, in partnership with the UK’s Queen’s University Belfast, has secured funding through the British Council’s Going Global Partnerships – TNE Exploratory Grants, according to the official website of the University. The funding will support the development of an integrated academic pathway in Digital Construction and Building Information Modelling (BIM), aligned with Pearson standards.  The project is led by Dr. Fares Al-Ghayesh and Dr. Stefan McElwain from Queen’s University Belfast, while Al-Ahliyya Amman University is represented by Dr. Sandra Matarneh and Dr. Fayrouz Abu Sweilem, Director of the Global Engagement Center.  The project brings together specialized academic expertise from both universities to develop the proposed academic pathway and enhance its educational outcomes. The project aims to develop an academic framework linking technical diploma-level education in Jordan with opportunities for further academic study at both the undergraduate and postgraduate levels.  This will provide students with clear pathways to specialized academic programs, including the BEng Civil Engineering and MSc Applied Digital Construction Management programs at Queen’s University Belfast.Tue, 22 Sep 2026 11:43:09 GMThttp://www.tageducanews.com/news.aspx?id=86975&lang=enhttp://www.tageducanews.com/news.aspx?id=86975&lang=enSouthwestern UniversitySU checked in at #11 on the leading college planning platform’s annual Top 25 Best Southwest Colleges List, marking the seventh consecutive year the University has ranked inside the top 15. GEORGETOWN - College Raptor continues to consistently rank Southwestern University as one of the best colleges in the region. SU checks in at #11 on the leading college planning platform’s 12th annual Top 25 Best Southwest Colleges List, marking the seventh consecutive year the University has been included in the top 15 as well as the ninth time overall, according to the official website of the University.  To create their list, College Raptor analyzed hundreds of colleges and universities across Arizona, New Mexico, Oklahoma, and Texas. The recognition highlights Southwestern as a leading institution based on several factors, including the University’s graduation rate, campus diversity, endowment per student, selectivity, and other key details, according to the most recent enrollment year’s data published by the National Center for Education Statistics (NCES). “For 12 years, our rankings have highlighted standout schools across a wide range of categories and helped families start their college search,” College Raptor CEO Bill Staib said. “Southwestern has shown a strong commitment to academic excellence, and we’re proud to recognize them.” College Raptor uses advanced AI algorithms to help students and families discover college matches, compare net prices, and more. In their 2027 rankings, Southwestern University ranked among the best institutions in the Southwest for an endowment per student of nearly $300,000 (ranked #4), a four-year graduation rate of 66% (ranked #8), and a median student SAT score of 1,262 (ranked #11). Regarded as the most evolved, accurate, and comprehensive college search site, College Raptor provides tools to empower students, parents, counselors, and institutions with college planning. College Raptor is the only college search platform that enables students and families to discover quality, affordable college options based on personalized estimates of financial aid, scholarships, academic match, and acceptance odds at every four-year college in the country. More than 35 million students and families have used College Raptor to find academically appropriate college options that prepare them for future careers.  Mon, 21 Sep 2026 12:06:58 GMThttp://www.tageducanews.com/news.aspx?id=86970&lang=enhttp://www.tageducanews.com/news.aspx?id=86970&lang=enThe University of Jordan (UJ)AMMAN - The University of Jordan (UJ) achieved a notable academic milestone in the QS Global MBA Rankings 2027, maintaining its national top position and ranking in the 251–300 range globally, while advancing to 13th place in the Middle East and North Africa (MENA) region, according to the official website of the University.  For the first time, UJ has also been included in the QS Business Master’s Rankings, with three of its academic programs ranked among the world’s leading programs: Master’s in Management: ranked in the 151–200 range globally. Master’s in Marketing: ranked in the 151–200 range globally. Master’s in Finance: ranked 201+ globally. QS applies a shared assessment methodology across both rankings, covering several key areas, most notably employability, thought leadership and academic leadership, alumni outcomes, diversity, and internationalization, with different weightings assigned to these indicators according to the nature of each program. QS rankings are considered among the most influential and widely recognized international references for evaluating business schools, alongside rankings such as the Financial Times and The Economist. UJ’s expanded presence in these rankings reflects the University’s commitment to advancing its graduate programs and aligning their outcomes with leading international standards.  Sun, 20 Sep 2026 14:39:46 GMThttp://www.tageducanews.com/news.aspx?id=86969&lang=enhttp://www.tageducanews.com/news.aspx?id=86969&lang=enThe University of York The University of York has retained its place among the UK's top institutions, rising two places in the Times and Sunday Times Good University Guide for 2027 to joint 18th HESLINGTON - The University of York maintained its position among the country’s leading universities in the authoritative annual league table, reflecting consistent performance across academic excellence and student support, according to the official website of the University.  The prestigious league table uses a comprehensive range of metrics - including satisfaction with teaching quality, the student experience, degree continuation rates and graduate employment prospects - to rank higher education institutions across the UK. York’s 2027 ranking follows the recent announcement that the University has been shortlisted in three categories by the Times Higher Education (THE), earning national recognition for its work in widening access to doctoral study, building safe and inclusive artificial intelligence systems and driving regional business growth.   Buzz around campus Professor Tracy Lightfoot, Pro-Vice-Chancellor for Education and Students, said: “There will be a real buzz around campus this weekend as we welcome new students to the campus for the new semester and maintaining our top 20 ranking is a testament to the dedication of all of our staff and our ongoing commitment to delivering high-quality, research-led teaching alongside an outstanding student experience. “League tables are important, but they don’t define us. What really matters is what happens on campus every day - the quiet triumphs in seminar rooms, the unique connection between staff and students, and the way our community looks out for one another. That’s what keeps York special, and it’s wonderful to see that energy recognised once again.”  Academic support The latest ranking builds on York’s strong showing across national benchmarks, including in the most recent National Student Survey (NSS), which highlighted that nine out of 10 students at the University said they were satisfied with the academic support they receive.  York is one of only four UK universities that have achieved a top 10 position in the Times Higher Education rankings of the Research Excellence Framework and an overall Gold in the Teaching Exercise Framework.  Sun, 20 Sep 2026 14:38:59 GMThttp://www.tageducanews.com/news.aspx?id=86968&lang=enhttp://www.tageducanews.com/news.aspx?id=86968&lang=enThe University of Jordan (UJ)AMMAN - The University of Jordan (UJ) ranked 77th globally in the Entrepreneurship & Alumni Outcomes indicator in the QS Global MBA Rankings 2027, adding to the University’s record of academic excellence, according to the official website of the University.  The achievement reflects the quality of UJ’s educational outcomes, the capabilities of its graduates, and their ability to compete in local, regional, and international labor markets. It also highlights the University’s continued efforts to provide an integrated academic environment that fosters innovation and creativity and helps prepare administrative leaders and entrepreneurs capable of making a positive and sustainable impact across various sectors. The Entrepreneurship & Alumni Outcomes indicator is one of the key criteria used in the QS rankings. It measures universities’ success in preparing students and equipping them with the skills needed to launch successful entrepreneurial ventures, while also tracking graduates’ career paths and their attainment of leadership positions and influential roles at major institutions and companies worldwide. The achievement also highlights UJ’s role as a leading national higher education institution and its contribution to strengthening the global standing of Jordan’s higher education sector. It also reflects the contributions of UJ graduates to building the knowledge economy and shaping the future of business.  Sun, 20 Sep 2026 14:35:30 GMThttp://www.tageducanews.com/news.aspx?id=86964&lang=enhttp://www.tageducanews.com/news.aspx?id=86964&lang=enKhalifa University Ahead of 2026 UN Water Conference the UAE-Anchored Platform Will Unite Research, Policy and Industry to Advance Water Security and Accelerate Action on UN SDG 6 ABU DHABI - Khalifa University of Science and Technology announced the establishment of the UNESCO Chair on Global Water Resilience, Innovation and Sustainable Solutions, creating a UAE-anchored global platform connecting scientific research, innovation, policy and implementation to accelerate the development and deployment of sustainable water solutions, according to the official website of the University.  Hosted by Khalifa University through its Center for Membranes and Advanced Water Technology (CMAT), the Chair will address the growing need for resilient and sustainable water systems amid increasing pressures from climate change, population growth and rising demand. It will bring together researchers, government entities, academia and industry partners to advance solutions in water treatment, desalination, wastewater reuse and sustainable water management, while strengthening international cooperation, talent development and evidence-based water governance. The Chair was established on 30 June 2026, ahead of the UAE’s co-hosting of the 2026 United Nations Water Conference with Senegal in Abu Dhabi, from 8–10 December. It will contribute to the UAE’s broader efforts to accelerate progress towards the Sustainable Development Goal 6 on clean water and sanitation, connecting scientific knowledge and technological innovation with policy and practical implementation. The Chair’s global network includes internationally recognized academic institutions across Europe, Asia, North America and Australia. The network will support joint research, researcher and student mobility, knowledge exchange and capacity development, strengthening pathways from scientific discovery to practical application. Its research agenda spans six areas: water security and climate resilience; water treatment, reuse and circular solutions; membrane science and advanced water technologies; water quality monitoring and sensing; nature-based solutions; and water policy and governance. Through joint research and international collaboration, the Chair will advance more efficient, resilient and sustainable water systems. For the UAE, the Chair will contribute to building institutional capability aligned with the UAE Water Security Strategy 2036 and the UAE Net Zero by 2050 Strategic Initiative, while strengthening the country’s contribution to global water cooperation and reinforcing Abu Dhabi’s position as a hub for water research, innovation and policy dialogue. H.E. Professor Ebrahim Al Hajri, President of Khalifa University, said: “Water security will be defined by how effectively and rapidly the world can turn knowledge into action. This UNESCO Chair gives Khalifa University and its partners a powerful platform to accelerate that transition at scale, reinforcing the UAE’s position as a convener of global water solutions. It also demonstrates that Khalifa University is not simply contributing to the conversation. We are building the partnerships, talent and technologies capable of delivering measurable change. I extend my appreciation to the teams at Khalifa University and our partners whose commitment and collaborative efforts have made this achievement possible.” H.E. Sheikh Salem Al Qassimi, Minister of Culture and Chair of the UAE National Commission for Education, Culture and Science, said: “The establishment of the UNESCO Chair on Global Water Resilience, Innovation and Sustainable Solutions at Khalifa University reflects the UAE’s commitment to advancing knowledge and innovation in addressing global challenges. This milestone marks the UAE’s fourth UNESCO Chair as part of the Organization’s global network, reinforcing the UAE’s role in fostering collective action on water resilience for a more sustainable future. Through the UAE National Commission for Education, Culture and Science, we are proud to continue supporting initiatives that strengthen collaboration between national institutions and UNESCO, while creating opportunities for international cooperation in research, knowledge exchange and capacity building.” Dr. Abou Amani, Director of the Division of Water Sciences in UNESCO’s Natural Sciences Sector and Secretary of the Intergovernmental Hydrological Programme (IHP) said: “Water resilience will increasingly depend on our ability to connect science, innovation, and the next generation of talent. The new UNESCO Chair on Global Water Resilience, Innovation and Sustainable Solutions at Khalifa University of Science and Technology, Abu Dhabi, UAE hosts the UNESCO IHP Youth4Water Flagship Initiative which provides an important platform to advance this ambition, translating knowledge into solutions, strengthening international cooperation, and empowering young scientists and innovators to help shape the future of water. UNESCO IHP is committed to ensuring that young people are not only beneficiaries of this transformation, but active contributors to it.” His Excellency Abdulla Balalaa, Assistant Minister of Foreign Affairs for Energy and Sustainability, said: “Water is at the heart of sustainable development, human dignity and economic prosperity. The establishment of the UNESCO Chair on Global Water Resilience, Innovation and Sustainable Solutions demonstrates the vital role that science, innovation and international cooperation must play in addressing shared water challenges. By bringing together researchers, policymakers and industry leaders, the Chair will help strengthen the partnerships, knowledge and practical solutions needed to accelerate progress on Sustainable Development Goal 6.” “As the UAE prepares to co-host the 2026 United Nations Water Conference with Senegal, initiatives such as this will play an important role in advancing knowledge, developing practical solutions and helping translate ambition into action for communities around the world.” H.E. Ali Al Hajj Al Ali, Ambassador and Permanent Delegate of the UAE to UNESCO said: “The establishment of this UNESCO Chair marks an important milestone for the UAE on the road to the 2026 UN Water Conference in Abu Dhabi. Together with Khalifa University’s leadership of UNESCO’s Youth4Water flagship initiative, it demonstrates how science, policy and youth engagement can come together to advance international water cooperation. At a time when water increasingly connects questions of development, resilience and peace, these platforms can help turn shared challenges into opportunities for dialogue and collective action.” Professor Shadi W. Hasan, Chairholder of the UNESCO Chair on Global Water Resilience, Innovation and Sustainable Solutions, Chair of the Youth4Water Advisory Board, Chair of the Global Water Hackathon, and Director, CMAT, Khalifa University, said: “This Chair is designed for impact, and we will connect leading researchers with policymakers and industry to accelerate the development and adoption of sustainable water technologies. Our ambition is to move solutions beyond the laboratory, strengthen technical and institutional capacity, and deliver measurable advances in water resilience.” A central pillar of the Chair will be developing the next generation of researchers, engineers and policymakers through international research collaborations, student and scholar exchanges, graduate courses and capacity-building programs. The Chair aims to deliver 10 international research projects and more than 20 high-impact publications, while connecting scientific evidence with policy and decision-making on water security, climate adaptation and sustainable development. In the lead-up to the 2026 UN Water Conference, key initiatives have already been launched, including the UNESCO IHP Youth4Water Flagship Initiative and the Global Water Hackathon 2026, an international research and innovation competition in partnership with UNESCO. The Hackathon winners will be announced during the UN Water Conference, with AED290,000 in cash prizes recognizing innovative solutions developed by young people from around the world to address key water challenges. The establishment of the Chair builds on Khalifa University’s specialist capabilities in advanced water technologies and its multidisciplinary research ecosystem. Through the Chair’s global network, research programs and capacity-development activities, Khalifa University will further strengthen its contribution to water research, innovation and the development of solutions with real-world impact.  Sun, 20 Sep 2026 14:33:44 GMThttp://www.tageducanews.com/news.aspx?id=86959&lang=enhttp://www.tageducanews.com/news.aspx?id=86959&lang=enRice University TEXAS - Rice University’s Campus Framework Plan has been recognized with an Honor Award from the Society for College and University Planning (SCUP) for Excellence in Planning for an Existing Campus, honoring a long-term vision that integrates campus growth, sustainability, infrastructure and the preservation of Rice’s distinctive character, according to the official website of the University.  The 2026 SCUP Excellence Awards recognize outstanding achievement in comprehensive campus planning and design. Out of 99 overall applications this year, Rice was selected in the existing-campus category for a framework plan developed with Sasaki as the lead planning and design consultant, along with Walter P. Moore, TEI and CMTA. The award recognizes more than a blueprint for future construction. The framework provides a strategy for translating Rice’s academic ambitions and projected growth into a physical campus while addressing infrastructure needs, sustainability goals, deferred maintenance and the university’s architectural and landscape heritage. “Rice’s strategic plan Momentous sets an ambitious course for the university, and our Campus Framework Plan provides the physical road map to help us realize that vision,” Rice President Reginald DesRoches said. “This recognition from SCUP affirms that we can pursue transformative growth while remaining thoughtful stewards of our campus, our environment and the Rice experience. By aligning our physical campus with our strategic priorities, we are creating a foundation that will support Rice’s continued excellence in education, research and innovation for generations to come.” SCUP’s jury praised the plan for its intentional approach to engagement, sustainability, campus fabric and district-level planning. The jury highlighted the plan’s integration of sustainable open spaces with Rice’s historic landscape character and its extensive engagement with campus and community stakeholders. The framework is designed to support Rice’s continued growth while preserving the qualities that make the campus distinctive. Over the next 30 years, the plan anticipates significant growth in the university’s population and physical footprint while maintaining the pedestrian scale and collegiate character of the historic campus. It also calls for expansion of the residential college system and improvements to student life, research and academic facilities. “Rice’s Campus Framework Plan gives us a thoughtful road map for how we can grow as a university while remaining true to the character and sense of place that make this campus so special,” said Kelly Fox, executive vice president for operations, finance and support. “This recognition from SCUP affirms the strength of that vision and the collaborative work that went into creating it. By bringing together our aspirations for growth, sustainability, infrastructure and stewardship of our campus, the framework positions Rice to build an even stronger future.” For Brian Lindoerfer, associate vice president for facilities, planning and capital construction, preserving the university’s sense of place is central to the plan. “Rice’s trees, landscape and iconic architecture — particularly Lovett Hall — are among the features that give the campus its character,” he said. “Thoughtful planning can allow Rice to grow without sacrificing those qualities.” Lindoerfer pointed to the new Chao and Lovett colleges as examples of how the framework considers density and location. Their greater height works along Main Street, he said, while placing similarly tall buildings in other areas could feel out of character with Rice’s campus. Sustainability is another defining feature of the framework. Richard Johnson, senior executive director in the Office of Sustainability, said Rice has found opportunities to align investments in aging infrastructure and deferred maintenance with efforts to reduce energy consumption and greenhouse gas emissions. “The more sustainable path is proving to be the more economical path as well,” he said. The plan also envisions continued transformation of Rice’s landscape through native and adapted plantings, expanded green spaces and improvements that support stormwater management, biodiversity and wellness. Energy infrastructure could serve an educational purpose as well. Johnson said future utility infrastructure could potentially become a “living lab,” giving students and faculty opportunities to study clean energy technologies and use data generated by those systems for research and class projects. The framework also looks beyond the traditional campus boundaries. Its “blurring the hedges” concept envisions stronger connections between Rice and surrounding Houston communities, including Rice Village and the Ion District, while also strengthening connections toward the Texas Medical Center. Ultimately, Rice’s leadership sees the framework as a physical expression of the university’s broader ambitions. “This plan provides the physical foundation for Momentous,” Lindoerfer said, “It aligns our facilities and infrastructure to the university’s strategic vision and to Edgar Odell Lovett’s original aspiration for Rice to become one of the world’s leading institutions.”  Wed, 16 Sep 2026 10:21:17 GMThttp://www.tageducanews.com/news.aspx?id=86958&lang=enhttp://www.tageducanews.com/news.aspx?id=86958&lang=enKhalifa University Management Perspectives Lecture Hosted by Department of Management Science and Engineering Connects Industry Experience with HSE Education ABU DHABI - Khalifa University’s Department of Management Science and Engineering hosted Amir Gerges, Chief Health, Safety and Environment Officer at ADNOC, for a lecture examining the history and transformation of safety in the energy industry, according to the official website of the University.  Titled ‘Learning the Hard Way,’ the lecture was delivered as part of the Department’s Management Perspectives Lecture Series. Hosted by Dr. Saed T. Amer, Senior Lecturer, Management Science & Engineering, the event was linked to the HSEG 601 course, ‘Introduction to HSE Engineering.’ The lecture addressed how the energy industry’s approach to safety has developed over time and the role that experience has played in shaping modern health, safety and environment practices. It also gave students an opportunity to consider safety not only as a technical requirement, but as a responsibility influenced by leadership, organizational culture and decision-making. The session enabled students to hear directly from a senior industry leader responsible for managing HSE across a large and complex energy portfolio. It also connected the principles studied in the classroom with the leadership choices, operational demands and organizational systems that shape safety performance in practice. Amir Gerges is a member of ADNOC’s Executive Leadership Team and leads the company’s HSE function across its portfolio. In this role, he is responsible for advancing ADNOC’s efforts to achieve world-class HSE performance across its operations. His work also contributes to safety leadership across the wider energy sector. Dr. Mecit Can Emre Simsekler, Acting Chair, Management Science and Engineering, said: “The Management Perspectives Lecture Series at Khalifa University brings industry experience into the academic environment, allowing students to examine how management and engineering principles are applied to real operational challenges. The ADNOC session further strengthened the Department of Management Science and Engineering’s engagement with industry while supporting the preparation of future professionals in HSE engineering and management.”  Wed, 16 Sep 2026 10:18:54 GMThttp://www.tageducanews.com/news.aspx?id=86957&lang=enhttp://www.tageducanews.com/news.aspx?id=86957&lang=enThe U.S. Department of EducationWASHINGTON - The US Department of Education approved three Workforce Pell Grant programs in Nebraska, marking it the third state in the nation to receive program approvals. Eligible students at Metropolitan Community College can now use Federal Pell Grant dollars to enroll in its Phlebotomy Technician, Pharmacy Technician, and CompTia Tech+ with Google IT Support programs. These programs aim to prepare students for key healthcare and information technology professions, according to the official website of the Department.  The new Workforce Pell program enables eligible students to apply and access grant funds for short-term, accredited, workforce-aligned programs that can be completed in as little as 8 weeks. Established under President Trump’s signature Working Families Tax Cuts Act and launched by the Department earlier this summer, this reform broadens access to postsecondary education beyond traditional four-year career pathways by supporting high-quality, affordable credentials that can be earned quickly and with less student debt. “Workforce Pell is all about putting American students and businesses first, propelling students into high-wage, in-demand careers throughout the Cornhusker State,” said Under Secretary of Education Nicholas Kent. “Nebraska’s new approved programs underscore the Trump Administration’s commitment to creating more affordable, faster routes to enter the workforce.” "This is tremendous news and it represents tremendous opportunity for getting people the technical training they need to take advantage of high-demand, high-paying, and highly rewarding careers right here in Nebraska,” said Nebraska Governor Jim Pillen. “The funding that will allow students to participate in these short-term programs represents an investment, one that will pay off in dividends. I'm appreciative of the state-federal collaboration that has made this happen so quickly." “Students shouldn’t have to choose between getting the skills they need and spending years in school or taking on significant debt,” said Metropolitan Community College President Randy Schmailzl. “Workforce Pell opens the door to faster, more affordable pathways into good careers, and Metropolitan Community College was ready to walk through that door. We’ve built our short-term workforce programs around what students and employers need, and now eligible students have another way to access those opportunities through Workforce Pell and the short-term education model we’ve been building for our community.” To qualify for Workforce Pell, a program must meet rigorous earnings, job placement, and completion benchmarks; have been in operation for at least one year; and receive approval from both the Governor and the U.S. Secretary of Education. These three programs meet these standards, opening the door for students who are seeking to enter the healthcare and information technology professions without taking on extreme student debt burdens.  Wed, 16 Sep 2026 10:15:58 GMThttp://www.tageducanews.com/news.aspx?id=86956&lang=enhttp://www.tageducanews.com/news.aspx?id=86956&lang=enKhalifa University ABU DHABI - A new book titled Introduction to Solar Cells, co-authored by Khalifa University’s Dr. Ammar Nayfeh, Associate Professor, Electrical Engineering, and Dr. Sabina Abdul Hadi, Associate Professor of Electrical Engineering at the University of Dubai was published by Wiley in July 2026 to provide students, researchers and engineers with an accessible guide to modern photovoltaic technologies, according to the official website of the University.  The 240-page textbook explains the scientific, physics and engineering principles needed to understand solar energy conversion and develop efficient, affordable photovoltaic systems. It takes readers from renewable-energy fundamentals and the physics of light to semiconductor operation, pn junctions, and solar cell design. Introduction to Solar Cells is available through Wiley under ISBN 978-1-394-19741-5. Combining conceptual explanations with mathematical analysis and practical engineering insights, the book includes worked examples, chapter summaries, and end-of-chapter problems. It also explores emerging photovoltaic technologies, thin-film materials, nanotechnology, efficiency-enhancement methods, and advanced characterization techniques. Designed primarily for junior and senior undergraduate students, Introduction to Solar Cells also serves as a reference for graduate students, researchers, educators, and engineers working in photovoltaics, materials science, and renewable energy. Dr. Nayfeh also serves as Electronics Lead at the Research and Innovation Center for Graphene and 2D Materials (RIC2D). His research focuses on nanotechnology, semiconductor devices, two-dimensional materials, and next-generation photovoltaic systems, with particular emphasis on developing efficient and cost-effective solar-energy technologies. He has authored or co-authored over 150 publications, holds four patents, and three edited books. He is a senior member of IEEE, MRS and Stanford Alumni Association.  He received the Material Research Society Graduate Student Award, the Robert C. Maclinche Scholarship at UIUC, and Stanford Graduate Fellowship.  Dr. Nayfeh said: “The publication reflects Khalifa University’s commitment to advancing clean-energy research and equipping future engineers and scientists with the knowledge needed to support the global transition to sustainable energy.  Wed, 16 Sep 2026 10:14:28 GMThttp://www.tageducanews.com/news.aspx?id=86954&lang=enhttp://www.tageducanews.com/news.aspx?id=86954&lang=enThe University of New MexicoNEW MEXICO - As New Mexico makes significant investments to establish itself as a leader in quantum technology, The University of New Mexico is expanding its academic efforts to prepare students for the opportunities emerging alongside this growing industry and new era of discovery. A press release by the University stated that UNM will build on its existing programs in quantum information science and engineering (QISE), with a focus on strengthening academic pathways, aligning curriculum with emerging workforce needs, expanding faculty capacity, and connecting students with research and career opportunities.  “New Mexico is making a significant investment in its future, and UNM has an important responsibility in that work,” said Provost and Executive Vice President for Academic Affairs Barbara Rodríguez. “For us, this is about preparing our students for opportunities that are taking shape in our state and building on the tremendous expertise that already exists across our University.” UNM already has a strong academic foundation in QISE. Undergraduate and graduate courses are offered across four departments; graduate students can pursue quantum concentrations within four-degree programs; and UNM offers a graduate certificate in Quantum Science and Technology that is open to students from multiple graduate programs. Building on this foundation, UNM will review existing curriculum, identify opportunities to integrate quantum concepts and skills across courses and programs, evaluate the need for new academic offerings, and strengthen pathways connecting students to coursework, research experiences and careers. Faculty will be central to the effort. UNM already has significant expertise related to quantum science and technology across multiple disciplines, including 19 faculty fellows in the Quantum New Mexico Institute. The University will invest in additional faculty hiring to add teaching and research capacity, complement existing expertise, and support the continued development of quantum education and research at UNM. Rodríguez emphasized that the opportunity extends well beyond traditional quantum disciplines. “The strength of UNM is the breadth of our academic community,” Rodríguez said. “Quantum may begin with science and technology, but its impact reaches much further. There are important questions involving business, education, ethics, policy, communication, workforce development, health and society. A comprehensive research university like UNM brings those perspectives together.” The expansion of UNM's academic offerings complements the University's growing quantum research and infrastructure and will help connect education, research, and workforce development as New Mexico's quantum ecosystem grows. “Our goal is to build on what UNM already does well, create meaningful connections across disciplines and make sure our students are prepared for the opportunities ahead,” Rodríguez said. Sun, 13 Sep 2026 16:46:06 GMThttp://www.tageducanews.com/news.aspx?id=86952&lang=enhttp://www.tageducanews.com/news.aspx?id=86952&lang=enJordan University of Science and Technology (JUST)IRBID, Jordan - Under the patronage of Her Highness Sharifa Nofa Bint Nasser, Jordan University of Science and Technology (JUST) and Specto held the Jordan Tourism Innovation & Resilience Forum at Landmark Amman Hotel, within the framework of the Building Resilient SMEs in the Tourism Industry (ReTour) project, funded by the European Union under the Interreg NEXT MED Program, according to a press release by the University. The Forum was attended by the representative of the President of JUST, Vice President Prof. Ahmad Al-Ajlouni, H.E. Pierre-Christophe Chatzisavas, Ambassador of the European Union to Jordan, as well as a distinguished group of policymakers, experts, academics, representatives of the public and private sectors, SMEs, and international project partners. Her Highness Sharifa Nofa Bint Nasser emphasized the importance of strengthening the resilience of the tourism sector and enhancing preparedness for emerging changes and crises, enabling tourism enterprises, particularly small and medium-sized enterprises, to adapt and sustain their operations. She also highlighted the importance of leveraging technology, artificial intelligence, and innovation to advance the tourism sector, enhance Jordan’s competitiveness, and improve the visitor experience, while generating broader economic and social benefits for SMEs, youth, and women. Prof. Ahmad Al-Ajlouni highlighted the importance of harnessing scientific research, technology, and innovation to support the tourism sector and strengthen its resilience and sustainability. He pointed to the role of Jordan University of Science and Technology in developing practical, knowledge- and innovation-based solutions and expanding its local and international partnerships in ways that contribute to supporting economic and development sectors and enhancing their competitiveness. Prof. Mostafa Ali delivered a presentation on the ReTour Innovation Hub and ReTour AI Brain, highlighting the role of artificial intelligence technologies in supporting tourism enterprises and developing a smarter, more resilient, and adaptive tourism ecosystem. He explained that the platform utilizes artificial intelligence and data analytics to support tourism SMEs and strengthen their ability to anticipate challenges and adapt to them. He also highlighted the role of the ReTour Innovation Hub in developing innovative solutions that connect academic and technological expertise with the needs of the tourism sector. Prof. Ahmad Abu-El-Haija, Founder and Chairman of Specto, highlighted the importance of collaboration between academia and the private sector in transforming knowledge and scientific research into economic and social value. He also reviewed SPECTO’s experience in capacity building and digital skills development, as well as its implementation of large-scale training programs in Jordan and the region, including programs in artificial intelligence and advanced digital skills. The Forum also emphasized the importance of supporting tourism SMEs and family-owned businesses, given their direct role in generating employment and income for families and local communities, as well as the significant economic and social importance of the tourism sector across Mediterranean countries. The Forum addressed the latest trends in artificial intelligence, digital innovation, and business early warning systems, with the participation of international experts. Dr. Morten Møller, Secretary-General of Early Warning Europe, Denmark, discussed the role of early warning systems in identifying signs of business distress and addressing them before they develop into crises. Dr. Sami Abu-el-Haija, Founder and Chief Executive Officer of Inwi Inc., San Francisco, USA, presented the role of artificial intelligence and digital innovation in building smart and adaptive tourism ecosystems. The Forum featured a practical demonstration of the ReTour Innovation Hub and ReTour AI Brain, alongside a participatory approach to testing, validating, and further developing the platform in line with the needs of the tourism sector. The validation and co-creation workshop addressed four main areas: platform usability and user experience; AI capabilities, intelligent agents, and application integration; SME needs, innovation services, and collaboration features; and data sharing and verification, interoperability, governance, sustainability, and policy needs. A high-level policy panel entitled “Building a More Resilient and Innovative Tourism Ecosystem” also discussed the shift from crisis response to early preparedness, as well as the role of policies, skills, data, digital transformation, sustainability, and public-private partnerships in strengthening tourism resilience. The Forum concluded with a set of recommendations aimed at further developing the ReTour Innovation Hub, supporting tourism SMEs, and strengthening cooperation, innovation, and digital transformation, thereby contributing to building a tourism sector that is more resilient, adaptive, sustainable, and competitive. Sun, 13 Sep 2026 16:28:35 GMThttp://www.tageducanews.com/news.aspx?id=86950&lang=enhttp://www.tageducanews.com/news.aspx?id=86950&lang=enThe UAE Ministry of EducationABU DHABI - The United Arab Emirates has achieved remarkable progress in the Program for International Student Assessment, PISA 2025, an international evaluation of key subjects, overseen by the Organization for Economic Co-operation and Development (OECD). The UAE ranked first among the Arab countries participating in PISA 2025 in the fields of science, mathematics and reading, according to the official website of UAE Ministry of Education.  Her Excellency Sarah Al Amiri, Minister of Education, affirmed that this achievement is attributable to the collective efforts of the UAE's educational institutions, staff and teachers to strengthen students' skills in reading, science and mathematics and prepare them for the future. She also highlighted students' ambition and determination to excel as key drivers of this global achievement. Her Excellency Al Amiri noted that the results align with the UAE's pioneering vision for AI and digital education, as well as showing the efficacy of advancements in the digital readiness of schools and the responsible use of technology and AI. She reaffirmed the UAE's leadership in AI education and the continued development of education as a cornerstone of sustainable development. Overall improvement in student performance UAE students improved across all three PISA areas: science by 26 points to 458, mathematics by 21 to 453, and reading by 15 to 433. Notably, amid an overall decline internationally, the UAE was one of just eight of 91 participating countries and economies to improve in all three areas. The improvement was recorded across science, mathematics and reading, compared to PISA 2022 results when the average performance of the OECD countries witnessed a decline in the same fields. The UAE's progress also included fewer low-performing students and more reaching advanced performance levels. This improvement demonstrates the education system's capacity to drive broad-based student achievement and sustain progress despite growing international challenges. Advanced level of digital readiness for schools The UAE's leading position among the Arab countries participating in PISA 2025 in the fields of science, mathematics and reading reflects the impact of ongoing national efforts to strengthen the country's education ecosystem. These efforts span curriculum development, improving teaching quality, empowering educational cadres and advancing assessment policies and the national assessments system. Together, they enhance assessment quality and reliability while reinforcing evidence- and data-based educational decision-making. PISA 2025 highlighted the UAE's strong digital readiness and emphasis on the responsible use of technology and AI. Some 81.7% of students noted that they learned to evaluate AI-generated information in class, well above the OECD average of 62.6%. Additionally, 96.3% of UAE students attend schools with subject-specific guidelines for digital device use, compared with 71.2% across the OECD. This reflects the UAE's vision of a knowledge- and innovation-driven economy and the Ministry of Education's efforts to integrate AI into curriculum, empowering students to use AI responsibly, think critically and assess digital information. At emirate level, Dubai ranked highest across all three fields, scoring 506 in science, 496 in mathematics and 484 in reading; 48, 43 and 51 points above the national averages respectively. Dubai students also outperformed the OECD average by 24 points in science, 33 in mathematics and 23 in reading. This strong performance highlights the emirate's progress in education and offers an opportunity to replicate effective practices more broadly, supporting higher achievement and narrower gaps across the UAE. Continuously updating school curricula Approximately 34,639 students from 1,070 schools across the UAE took part in the assessment, reflecting the broad scope of participation and the integration of efforts among the various stakeholders in the nation's education system. This achievement comes as a direct result of the integrated roles of educational entities, schools, educational leaders, teachers, students and parents, which has contributed to entrenching a culture of collaboration to enable continuous improvement. It also underscores the importance of stronger partnerships between school, family and community, and of developing more flexible, responsive learning environments that address students' needs and future aspirations. The results further demonstrate the impact of continuously updating curricula to align with future skills and global best practices in education. Moreover, they underscore the vital importance of investment in the professional development of teachers and school leaders and the enhanced use of international assessment results in developing educational policies and practices to elevate the quality of educational outcomes. PISA is among the foremost international studies measuring 15-year-old students' ability to apply their knowledge and skills to address real-world situations and evolving challenges, providing important indicators on the efficiency of education systems and the extent of students' readiness for the future.  Thu, 10 Sep 2026 13:07:22 GMThttp://www.tageducanews.com/news.aspx?id=86942&lang=enhttp://www.tageducanews.com/news.aspx?id=86942&lang=enThe UK Department of Education Families to save up to £1,200 a year from free school meals, free breakfast clubs and cheaper uniforms. LONDON - Families facing the annual avalanche of back-to-school costs will get much-needed breathing room this September, as a major package of support begins to put money back into parents’ pockets and make daily life more affordable, according to the official website of the UK Department of Education.  As the school term begins, more than 3 million children from families receiving Universal Credit will now benefit from free school meals – marking a major contribution to the government’s work to lift over a half a million children out of poverty, which will be the biggest reduction in a single parliament since records began. This is alongside a package of cost-saving measures with more free breakfast clubs opening across the country, government funded childcare and new limits on expansive branded school uniforms helping ease pressure. Families benefiting from free school meals, breakfast clubs and cheaper uniforms could save up to £1,200 a year, while eligible working parents using government-funded childcare could save up to £8,000 a year. The support comes as new research finds many parents continue to make difficult choices to make ends meet during term time, with a third cutting back on treats and snacks or batch cooking to stretch family budgets, while 1 in 10 have turned to a food bank or community service for support. These changes are backed by parents with more than 80% saying support such as free breakfast clubs, free school meals and childcare would help ease pressure on family finances. Education Secretary, Lucy Powell, said: “For parents the start of term can be one of the most expensive times of the year. From school uniforms and lunches to childcare and all the other costs that come with a new term, the bills can quickly add up.” “But this week families will finally start to feel the benefit of our support back in their pockets. Through our historic expansion of free school meals, more free breakfast clubs, childcare support and action on school uniform costs, we’re helping ease the back-to-school squeeze with thousands of savings that give parents the breathing space they need.” “That breathing space means families can focus on what matters most: helping their children learn, grow and thrive, while I focus on delivering an education system that gives every child a clear route to success.” Nick Harrison, CEO of the Sutton Trust: “These measures are a significant step towards taking hunger out of the classroom. Children can’t learn effectively when hungry, so these efforts will help tackle the effects of child poverty, as well as improving education outcomes for disadvantaged young people.” “Giving free school meals to all families who are eligible for Universal Credit is also easier for parents to understand, so has the potential to increase take up rates. It’s not ‘job done’ on ending child poverty of course, but these collective initiatives mean a genuine improvement in the cost of living for many families around the UK.” From this September, 1,400 new free breakfast clubs will open their doors, helping children start the school day with a healthy meal, while saving parents money on before-school childcare and easing the pressure of the morning school run. Together with free school meals expansion, these clubs help ensure children arrive in the classroom well-fed, focused and ready to learn, and reduce the risk that hunger becomes a barrier to engagement, attainment and wellbeing. We are also delivering 9000 childcare places from September 2026 with around 450 new or expanded school-based nurseries – helping save parents from costly multiple-drop offs on the morning run. Access to high-quality childcare has been shown to support children’s early development and school readiness, helping them build the skills and confidence they need to thrive when they start school.  Together, these measures form part of the government’s wider commitment to give families greater breathing space by helping with the everyday costs that matter most. These include support with transport costs through capped bus fares and help with household energy bills, putting more money back into parents’ pockets and easing pressure on family budgets. So that every child has access to tasty, nutritious meals that set them up to learn the government will also publish new school food standards by the end of September - the first overhaul of school food in over a decade.   Anna Taylor, Executive Director, The Food Foundation: “It is great to see the extension of free school meals to all families in England receiving Universal Credit is finally here!  It’s something we have been campaigning for, for seven years.” “This will relieve struggling families and will mean 500,000 extra children will be protected from going hungry. If done right free school meals can protect children’s health and fuel their learning.” “In order to make the most of this huge opportunity government needs to ensure nutritious food is served in schools and must introduce robust monitoring. The Food Foundation is a partner on The School Food Project, which will be offering support to schools in order to achieve those goals.”  Sun, 06 Sep 2026 10:44:35 GMThttp://www.tageducanews.com/news.aspx?id=86941&lang=enhttp://www.tageducanews.com/news.aspx?id=86941&lang=enThe University of Jordan (UJ)AMMAN - Seven new technical bachelor’s programs at the University of Jordan (UJ) will be offered starting in the 2026/2027 academic year, with students spending a full year in the workplace as part of their studies, according to the University.  The placement year is one of the main features of the college’s academic model. UJ will work with companies and institutions to place students in settings related to their specialization, where they will take on regular duties and gain direct experience of workplace expectations. Depending on the placement, students may work alongside employees on day-to-day assignments, deal with clients or customers where required, and follow the procedures of the host organization. Students gain workplace experience before graduation, rather than entering a professional setting for the first time after completing their degree. The two business programs are Digital Marketing and E-Commerce and Sustainable Supply Chain and Logistics. Sustainable Supply Chain and Logistics covers the movement of goods from purchasing and procurement through storage, inventory, transportation and distribution. It also examines how technology can improve efficiency, reduce waste and support more sustainable operations as e-commerce and distribution networks continue to grow in Jordan and the region. Digital Marketing and E-Commerce covers how businesses reach customers and sell online. Consumer behavior, digital campaigns, e-commerce operations and the measurement of campaign performance are among the areas covered. On the engineering side, Renewable Energy Engineering and Green Technologies deals with renewable energy applications, particularly solar power, as well as energy efficiency and green technologies. Students are prepared for work associated with the design, operation and maintenance of energy projects. Smart Systems Engineering covers automation, sensors, the Internet of Things and connected systems. Its applications extend across manufacturing, transportation, energy, services and smart buildings. The college’s information technology offerings include Data Analytics and Business Intelligence and Digital Game Development. Data Analytics and Business Intelligence focuses on the use of data in organizational decision-making. Students learn to organize and analyze information, extract indicators and use the results to help organizations assess performance. The field is relevant to banking, telecommunications, e-commerce, technology and services. Digital Game Development combines programming, design and interactive content. The same skills can also be used in education, training and simulation. Hospitality Management and Customer Service is aimed at tourism, hotels, restaurants and other service businesses. Its coursework includes hospitality operations, customer relations and handling problems that arise in day-to-day service work. Students can also earn micro-credentials in specific areas during their studies and include them in a professional portfolio alongside their academic work and experience gained during the placement year. Through UJ’s partnership with Pearson, students who complete their second year can obtain a Pearson technical qualification while continuing their studies at the university, with the option of progressing toward a technical bachelor’s degree. The college also reflects His Majesty King Abdullah II’s emphasis on strengthening technical and applied education and equipping young people with skills that translate more directly into employment. UJ’s relationship with Pearson predates the new Technical College programs. The university and Pearson Education Limited signed a memorandum of understanding on February 27, 2024, covering cooperation on Pearson qualifications and possible progression routes between those qualifications and UJ degree programs.  Sun, 06 Sep 2026 10:43:10 GMThttp://www.tageducanews.com/news.aspx?id=86939&lang=enhttp://www.tageducanews.com/news.aspx?id=86939&lang=enSouthwestern UniversityHighlighted by nationally-ranked faculty, career services, Greek life, and campus recreation, Southwestern shines as one of the best universities in Texas in The Princeton Review’s annual college guide. TEXAS - Southwestern University has once again been recognized as one of the nation’s top undergraduate institutions. The Princeton Review, a leading education services company, has named Southwestern to its annual college guide, The Best 392 Colleges. Southwestern was touted as one of the best institutions in Texas, providing students with a robust undergraduate experience, proven by national rankings for faculty, career services, Greek life, and campus recreation, according to the official website oof the University.  While The Princeton Review does not rank the schools in The Best 392 Colleges hierarchically from 1 to 392, the publication does include 50 categories of ranking lists, each naming the top 25 schools in a particular category. Southwestern was ranked #1 in Texas and #6 in the nation in The Princeton Review’s “Professors Get High Marks” list, honoring how well the SU faculty bring their material to life in the classroom. SU also ranked #1 in the Lone Star State, as well as #18 in the country, for “Best Career Services,” a testament to the strength of the University’s award-winning Center for Career & Professional Development, as well as our support in helping students achieve strong post-graduate outcomes. The Princeton Review tabbed Southwestern as #23 in the nation on their “Lots of Greek Life” list, highlighting the popularity of SU’s 10 fraternities and sororities. Finally, Southwestern checked at #25 in the nation on The Princeton Review’s “Everyone Plays Intramural Sports” list, showcasing the University’s wide offering of campus recreation programs. “We are thrilled that the nation is discovering something that we have known for a long time: that Southwestern University provides one of the best undergraduate liberal arts experiences in the country,” Southwestern University President Laura Skandera Trombley said. “These recognitions from The Princeton Review reinforce the strength of the Southwestern Experience, from our excellent faculty and career services to the vibrant social atmosphere. Guided by the Pirate Plan, students at Southwestern thrive in the classroom, in their community, and beyond.” Southwestern’s strengths are embodied in the University’s revolutionary Pirate Plan, a four-year framework designed to help students make the most of their time at SU by clearly outlining what to focus on each year. Students follow an intentional and personalized plan that integrates learning, involvement, and career preparation from the start, helping develop and articulate the competencies that employers value most. The Best 392 Colleges guidebook features only about 15% of the nearly 2,400 four-year colleges in the United States. The publication surveyed 172,000 students across the nation to rate their own schools on dozens of topics and to report on their campus experiences. In their profile on Southwestern, The Princeton Review lauded the University’s professors, describing the faculty as “one of Southwestern’s greatest strengths,” emphasizing that “faculty members often go beyond ‘the teaching norm to engage students, from having classes outside to creating activities and assignments enabling students to have a more hands-on and memorable experience.’” Southwestern’s Center for Career & Professional Development (CCPD) earned high marks as well, with The Princeton Review noting that “nearly three-quarters of students engage in experiential learning or clinical placements” with the CCPD being “very helpful for student internships, networking, and jobs post-graduation.” Further, The Princeton Review highlighted Southwestern students as “a dynamic and eclectic mix of individuals united by a shared passion for learning and personal growth.” The publication praises the University’s “interdisciplinary Paideia approach [that] emphasizes ‘finding all sorts of connections with everything you learn’ across the liberal arts, linking real-world experiences, research, and communities.” Founded in 1981, The Princeton Review is an education services company known for its tutoring, test-prep, admission services, school rankings, books, and other resources. Headquartered in New York, NY, it is not affiliated with Princeton University. Information on the methodology for the rankings is on The Princeton Review’s website.  Thu, 03 Sep 2026 13:52:33 GMThttp://www.tageducanews.com/news.aspx?id=86938&lang=enhttp://www.tageducanews.com/news.aspx?id=86938&lang=enRice University TEXAS - Rice University has received a National Science Foundation award to develop artificial intelligence-powered cameras that could dramatically reduce the data, energy and cost needed to operate large-scale camera networks, according to the official website of the University.  The project, called Generative Cameras for Low-Cost and Multimodal Distributed Sensing, aims to rethink how cameras capture and process information. Instead of capturing and transmitting every pixel in a scene, the system would collect only essential measurements and use generative AI to reconstruct detailed images. The approach could make battery-powered camera networks practical for remote monitoring and other applications where power, bandwidth and computing resources are limited. “We’re asking whether cameras can leverage AI to generate remarkably rich information from surprisingly little input,” said Guha Balakrishnan, assistant professor of electrical and computer engineering and the project’s principal investigator. Making cameras smarter Modern camera networks support applications from wildlife conservation and traffic management to disaster response and robotics. But capturing, processing and wirelessly transmitting high-resolution video requires substantial power, making cameras difficult to deploy in remote locations or operate for long periods on battery power. The researchers will develop generative cameras, or GenCams, which combine simple, low-power sensors with generative AI to reconstruct detailed images from sparse measurements or a small amount of carefully selected data instead of every pixel in an image. By relying on learned patterns instead of transmitting complete images, GenCams are designed to reduce bandwidth, computing requirements and energy consumption without sacrificing useful information. That could make large, battery-powered camera networks more practical for applications such as wildlife monitoring, infrastructure management and disaster response while using far less power and bandwidth than conventional systems. Building the next generation of AI imaging This research will develop the algorithms behind GenCams, combining sparse sensing with generative AI. The project has three phases. Researchers will first develop GenCams using conventional red, green and blue image sensors. Next they will incorporate depth sensors, which measure the distance to objects, and event-based sensors, which record changes in a scene instead of capturing complete images. Last, they will integrate audio and language models to create systems that combine images, sound and text. Moreover, the research team will build prototype systems to test the technology outside the laboratory and help bridge the gap between theory and real-world deployment while guiding future research. Expanding the possibilities for distributed sensing Funded by a three-year, $900,000 grant, the project could shift more of a camera’s intelligence from hardware to software. Instead of simply recording images, future systems could interpret scenes while collecting far less data. This work advances several areas of computer science, including computational imaging, multimodal learning and inverse imaging, which reconstructs images from incomplete measurements. Together, these advances could produce sensing systems that deliver more information while using fewer physical resources, Balakrishnan said. “Generative AI gives us an opportunity to redesign the camera itself,” Balakrishnan said. “By moving more intelligence into software, we can build imaging systems that are both more efficient and more capable.” Balakrishnan is leading the project with Rice co-principal investigators Vicente Ordonez, Vivek Boominathan and Chen Wei.  Thu, 03 Sep 2026 13:53:17 GMThttp://www.tageducanews.com/news.aspx?id=86937&lang=enhttp://www.tageducanews.com/news.aspx?id=86937&lang=enKhalifa University ABU DHABI - A new Nature article by Khalifa University’s Professor Samuel S. Mao and Cranfield University’s Dr. Ying Jiang proposes a strategic pathway for the Middle East to become a global hub for sustainable aviation fuel (SAF), leveraging the region’s existing energy infrastructure, aviation networks and investment capacity, according to the official website of the University.  The three-page article was printed in the magazine’s Comment section, a segment publishing generally agenda-setting, authoritative, informed and expert studies. Moving beyond identifying the challenge, the agenda-setting techno-economic study provides a detailed roadmap for action, outlining how the region’s infrastructure, investment capacity, research expertise and global partnerships could be mobilized to build a sustainable aviation fuel ecosystem.  Central to the article is a proposal to establish a regional SAF clearing house to coordinate fuel testing, certification, sustainability assurance and technology evaluation across the Middle East, Africa and South Asia. The proposed platform could bring together universities, research institutions, governments, international standards bodies, investors and technology developers to help promising SAF technologies progress from laboratory development to commercial deployment. The article, titled ‘How the Middle East can become a hub for sustainable aviation fuels,’ was co-authored by Professor Samuel Mao, Senior Director, Khalifa University’s Resource Management & Sustainability Institute and Professor, Department of Mechanical and Nuclear Engineering, Khalifa University and Dr. Ying Jiang, Senior Lecturer and a researcher in bioenergy, Cranfield University, UK. The clearing-house proposal builds on the Middle East’s global aviation networks, advanced energy infrastructure and investment capacity. It also aligns with the mission of Khalifa University’s Resource Management & Sustainability Institute, led by Professor Mao, to advance interdisciplinary sustainability research and partnerships. Professor Ahmed Al-Durra, Associate Provost for Research, Khalifa University, said: “Developing sustainable aviation fuel requires coordinated expertise across engineering, energy systems, sustainability, policy and commercialization. This article shows how the Middle East can build on its existing strengths, with Khalifa University contributing its expertise while working alongside universities, industry, government and international partners to advance this shared opportunity.” SAF can be produced from sources including waste oils and fats, agricultural residues, industrial waste gases, wastewater sludge and synthetic feedstocks. It is considered an important near-term option for reducing aviation emissions, particularly for long-haul flights, for which battery-electric and hydrogen-powered aircraft are not yet commercially available at scale. However, SAF currently accounts for less than 1% of global jet-fuel consumption. The authors emphasize that closing this gap will require investment, policy support, credible sustainability standards and collaboration among governments, industry, research institutions and technology developers. Professor Mao said: “The Middle East, particularly the UAE, already possesses world-class energy infrastructure, international aviation and shipping networks, investment capacity and extensive experience in managing complex global energy supply chains. Our article considers how these established strengths could be strategically adapted to support a low-carbon fuel economy. With strong partnerships, rigorous sustainability safeguards and carefully directed investment, the Middle East could connect feedstock producers, technology developers and major aviation markets while creating new economic and innovation opportunities.” The authors also propose using otherwise underutilized return journeys of oil tankers to transport SAF feedstocks or finished fuels. This backhaul capacity could improve shipping efficiency and connect regions with abundant sustainable feedstocks to processing and distribution operations in the Middle East. They also recommend diversifying feedstock sources and production locations to reduce exposure to climate disruption, policy changes and supply-chain shocks. The authors conclude that coordinated action across research, policy, investment and industry will be essential to transform the region’s existing strengths into a credible SAF sector.  Thu, 03 Sep 2026 13:51:14 GMThttp://www.tageducanews.com/news.aspx?id=86936&lang=enhttp://www.tageducanews.com/news.aspx?id=86936&lang=enRice University Surging applications, enrollment, faculty, research and global reach position Rice for greater impact TEXAS - Rice University is entering a new era of growth, fueled by record student demand, an expanding faculty and research enterprise, major investments in campus infrastructure and a growing global presence — all while introducing new programs designed to ensure that a Rice education remains accessible and deeply personalized, according to the official website of the University.  The University welcomed more than 1,420 new undergraduate students this fall, with 1,352 freshmen — the largest and most selective incoming class in Rice history — and 67 transfer students. The new cohort brings Rice’s undergraduate population to approximately 5,000 for the first time, a roughly 25% increase since 2020 and significantly higher than the undergraduate enrollment growth among Rice’s highly ranked private peers in the Association of American Universities, which has largely remained flat over the last few years. Total Rice enrollment, including graduate students, is now almost 9,200. Consistently ranked among the nation’s top 20 universities by US News & World Report, Rice is experiencing unprecedented growth across several key measures, expanding while preserving hallmarks of the Rice experience, including its 6-to-1 student-to-faculty ratio. “Rice is experiencing extraordinary momentum because more students, faculty and research partners recognize what is possible here,” President Reginald DesRoches said. “We are growing intentionally — not simply to become larger but to expand Rice’s impact and create opportunities for more exceptional talent to learn, discover and innovate. As our student body grows, we are making equally ambitious investments in our faculty, financial aid, student support, research and campus, so the quality and highly personalized nature of a Rice education remain defining strengths.” Indicators of Rice’s trajectory: • Record student demand: Rice received more than 38,000 first-year applications for fall 2026, the most in university history and a 5% increase over the previous year. Between 2022 and 2025, the latest period for which comparable peer data is available, applications to Rice increased 17% — more than four times the 4% median growth among highly ranked private AAU peers. • Historic enrollment growth: This fall, undergraduate enrollment reached approximately 5,000 students for the first time and is projected to grow to about 5,200 by 2028. • An expanding faculty: Since 2020, Rice has increased its total faculty, including tenure-track positions, by approximately 20% to more than 1,000. The university has welcomed about 220 tenure-track faculty during that period through strategic growth and replacement hiring. • Research momentum: Research expenditures grew 46% from fiscal 2022 to fiscal 2025, with growth across federal, institutional, state and local funding. “Growth at Rice is fundamentally an investment in excellence,” said Amy Dittmar, the Howard R. Hughes Provost and executive vice president for academic affairs. “We are adding outstanding faculty and creating the spaces, programs and resources that allow them to do their best work while preserving the close faculty-student engagement that sets Rice apart. This is personalized scale in action: extending the reach and impact of Rice without sacrificing the exceptional academic experience at the heart of the university.” Growing opportunity alongside enrollment As Rice expands, the University is also making significant new investments to broaden access and support students throughout their undergraduate experience. Earlier this month, Rice announced a major expansion of the Rice Investment, its signature financial aid program. Beginning with students entering in fall 2027, undergraduate students from families earning between $100,000 and $200,000 annually will receive free tuition, while undergraduate students from families earning less than $100,000 will receive full coverage of tuition, mandatory fees and room and board. Rice will continue to meet 100% of demonstrated financial need for all families without requiring student loans. Rice also recently announced a $25 million gift from university trustee James “Jim” Whitehurst ’89 and his wife, Lauren Whitehurst, establishing the Sallyport Fellows Program for first-generation and limited-income undergraduate students. Beginning in fall 2027, every entering undergraduate identified as first-generation or limited-income (FGLI) will become a Sallyport Fellow, receiving personalized advising, mentorship, career development, financial literacy education and community-building opportunities throughout their Rice experience. Rice will measure outcomes to evaluate and continually refine the program while sharing successful practices with other colleges and universities seeking to strengthen FGLI student support. Together, the initiatives reflect a broader strategy to ensure that growth expands both access to Rice and the resources available to help students thrive. Philanthropy will play a key role in sustaining Rice’s growth, helping ensure the university has the resources to pursue its ambitions. Building for Rice’s next chapter Rice is matching its academic growth with one of the most significant periods of campus investment in its history. Two new residential college buildings — Chao College and Lovett College — opened this fall, adding 269,000 square feet of modern, sustainable residential space and housing nearly 600 students. Rice also continues to renovate and expand its existing residential colleges. Other major investments include Sarofim Hall, a new 94,000-square-foot home for the visual arts; the 112,000-square-foot Asha and Farid Virani Hall, which opened this semester for Rice Business; and the 75,000-square-foot Moody Center Complex for Student Life, now under construction. In November, Rice will break ground on The Arc in Houston’s Ion District, a nearly 200,000-square-foot research and innovation hub focused on AI and designed to accelerate collaboration, discovery and enterprise. Rice also broke ground last fall on the Gateway Project, a transformative initiative on university-owned land in Rice Village that will create a seamless, pedestrian-friendly connection between campus and the heart of the Village while reimagining the west side of campus through the renovation of Rice Stadium. Research and faculty infrastructure is expanding as well. The 250,000-square-foot Ralph S. O’Connor Building for Engineering and Science opened in 2023, while researchers affiliated with the Rice Biotech Launch Pad are working at Helix Park in the Texas Medical Center. The Rice School of Architecture opened William T. Cannady Hall for Architecture and completed a strategic renovation of MD Anderson Hall in 2024, the same year the university unveiled a reimagined four-acre Academic Quadrangle. Extending Rice’s global reach Rice’s growth is also extending well beyond Houston as the university builds a stronger international presence and creates new opportunities for students, faculty and partners to engage globally. The Rice Global Paris Center in France has established a permanent European home for Rice while the university is expanding its presence in India and Venice, Italy. Together, these initiatives extend Rice’s academic and research reach, deepen international partnerships and create new platforms for collaboration across borders. The expansion advances Rice’s strategic plan, Momentous: Personalized Scale for Global Impact, which calls for the university to increase its leadership in research, education and societal impact while retaining the close-knit culture and personalized experience that distinguish Rice. With student interest at record levels, faculty and research expanding, major investments underway across campus and a growing international footprint, Rice is positioning itself for a new level of national and global impact while preserving the qualities that have made it one of the country’s most distinctive private research universities. Thu, 03 Sep 2026 13:49:58 GMThttp://www.tageducanews.com/news.aspx?id=86934&lang=enhttp://www.tageducanews.com/news.aspx?id=86934&lang=enKhalifa University ABU DHABI - Khalifa University of Science and Technology and the Abdulla Al Ghurair Foundation have launched the Alajdar Employability Program, marking one of the programs designed to strengthen graduate employability and prepare future-ready talent for the UAE’s evolving economy, according to the official website of the University.  Derived from the Arabic word meaning “the most qualified,” the Alajdar is designed to help students build these capabilities throughout their university journey, enabling them to graduate with a world-class degree, workplace readiness and the confidence sought by today’s employers. Developed over several months in partnership with the Abdulla Al Ghurair Foundation, the program leveraged the expertise of experiential learning specialists to identify the key skills and attributes required by graduates, while considering the student journey. Beginning in September, students will take part in four orientation sessions designed to introduce the learning journey and the range of opportunities available throughout the academic year. Initially, the program will be open only to Khalifa University students in their second, third, and fourth years. The Alajdar Employability Program complements students’ academic studies through four integrated pathways covering professional development, career readiness, practical experience, and reflection. Together, these pathways will help students develop the professional competencies, workplace exposure and career confidence increasingly expected by employers, while encouraging continuous learning beyond the classroom. Upon successful completion of the program, participants will receive the Alajdar Employability Certificate, together with academic and professional recommendations that strengthen their graduate profiles and support their transition into the workforce. The program forms part of the ongoing efforts of Khalifa University and AGF to prepare students for the future by providing meaningful opportunities to gain practical experience and build successful career pathways.  Thu, 03 Sep 2026 13:48:02 GMThttp://www.tageducanews.com/news.aspx?id=86930&lang=enhttp://www.tageducanews.com/news.aspx?id=86930&lang=enAl-Ahliyah Amman UniversityAMMAN - Al-Ahliyah Amman University signed a Memorandum of Understanding (MoU) with DIVA Jewelry & Diamonds, as part of its efforts to strengthen partnerships between the university and the private sector and benefit from specialized professional expertise in the jewelry and diamond industry, according to the official website of the University.  The partnership aims to support the practical aspects of the Jewelry Design program, while providing students with opportunities for training and gaining practical experience relevant to the labor market.  The MoU was signed on behalf of Al-Ahliyah Amman University by Chairman of the Board of Trustees Dr. Maher Al-Hourani, and on behalf of DIVA Jewelry & Diamonds by Chairman of the Board Mr. Jamal Al-Shawabkeh.  The signing was attended by the University Advisor, Professor Dr. Sari Hamdan; Dean of the Faculty of Architecture and Design, Professor Dr. Rama Al-Rabadi; Financial Director Mr. Rami Mansour; and Director of the Marketing and Communication Unit, Engineer Ahmad Al-Hourani.  The MoU includes cooperation in providing training opportunities for a number of university students, enabling them to gain practical experience and specialized professional skills in the jewelry and diamond design and manufacturing sectors. It also provides the possibility of offering students employment opportunities upon completion of their training, subject to available vacancies and the company’s approved recruitment policies.  In the field of jewelry design, the MoU provides for cooperation in developing and implementing training camps and professional development programs for students enrolled in the Jewelry Design program. These initiatives aim to enhance their practical skills and increase their employment opportunities in the jewelry and diamond design and manufacturing sectors. The agreement also includes establishing and supporting a student jewelry design studio or laboratory in partnership with the university, enhancing students’ participation in exhibitions and creative and competitive competitions related to the field.  Both parties emphasized that this partnership represents an important step in supporting the new Bachelor’s program in Jewelry Design and providing students with an advanced, practice-oriented educational environment. This will enhance their professional readiness and open broader opportunities for training, employment, and creativity in the jewelry and diamond industry.  Sun, 30 Aug 2026 11:29:32 GMThttp://www.tageducanews.com/news.aspx?id=86929&lang=enhttp://www.tageducanews.com/news.aspx?id=86929&lang=enKhalifa University ABU DHABI - Khalifa University of Science and Technology announced the launch of the Khalifa University–UNESCO Global Water Hackathon 2026, a research-driven international initiative bringing together university students from around the world with researchers, industry experts and policymakers to develop practical solutions to pressing global water challenges, according to the official website of the University.  Led by Khalifa University’s Center for Membranes and Advanced Water Technology (CMAT), the initiative goes beyond the traditional short-format hackathon by taking participants through a structured process of framing, research, solution development, technical mentoring, validation and impact assessment. It will culminate in a global showcase and awards ceremony during the 2026 UN Water Conference in Abu Dhabi in December. Supporting UN Sustainable Development Goal (SDG 6), the Hackathon’s six challenge themes are mapped to the UN Water pillars, connecting youth-led innovation with international water priorities and ensuring that proposed solutions consider scientific, technological, societal, environmental and policy dimensions. Open to undergraduate and graduate students from recognized higher education institutions worldwide, the initiative encourages interdisciplinary collaboration across engineering, science, data science, public policy, health, environmental studies and related fields. H.E. Professor Ebrahim Al Hajri, President of Khalifa University, said: “The 2026 UN Water Conference presents an important opportunity for the UAE to mobilize science, talent and international cooperation around one of the defining global challenges of our time. Through the Global Water Hackathon, Khalifa University is bringing young innovators together with researchers, industry experts and policymakers to transform ideas into practical, science-based solutions. By empowering the next generation to contribute to global water solutions, we are investing in the knowledge and capabilities needed to build a more water-secure and resilient future.” Professor Shadi W. Hasan, Chair of the Youth4Water Advisory Board, Chair of the Global Water Hackathon, and Director of CMAT at Khalifa University, said: “Young people should not only have a voice in the global water agenda; they should have the opportunity to help shape its solutions. Through the Global Water Hackathon and our broader Youth4Water engagement, we are connecting their ideas with science, industry and policy and challenging them to turn those ideas into solutions with real-world potential. By aligning their work with the UN Water pillars, we aim to move the next generation from participation to leadership, and from knowledge to measurable impact.” Sarah Dousse, Executive Director of the International Secretariat for Water, said: “Addressing global water challenges requires young people to be at the heart of decision-making and action—not only as the leaders of tomorrow, but as changemakers today. They need meaningful opportunities to bring their perspectives, co-create solutions, engage with experts and decision-makers, and influence the policies and investments shaping the future of water. The Global Water Hackathon offers a powerful platform to turn youth participation into concrete action, connect innovative ideas with decision-makers, and bring young people’s solutions to the global water agenda.” Participants will develop solutions across six challenge themes aligned with the UN Water pillars, spanning water security and sustainable desalination; water reuse, circularity and resource efficiency; smart, digital and AI-enabled water systems; water quality, health and environmental protection; the energy-water nexus and climate resilience; and integrated water systems, governance and cooperation. Participating teams will work with academic advisers and industry mentors to develop credible, evidence-based solutions. Outputs may include validated technical concepts, prototypes, simulation models, AI tools and digital decision-support platforms, accompanied by a technical report, UN-aligned impact and policy brief, industry-adoption roadmap and final pitch. Projects will be evaluated on scientific and technical rigor, alignment with the UN Water pillars, feasibility and scalability, industry relevance and adoption potential, and communication quality. A prize pool will recognize scientific excellence, societal impact and practical relevance. The overall winner will receive the Khalifa University – UN Water Innovation Award. Six Best Theme Awards will recognize the strongest solution in each challenge area. Three Strategic Recognition Awards will recognize outstanding relevance to UAE water priorities, contribution to climate and environmental resilience, and potential for industry adoption. The Global Water Hackathon Finals and Awards Ceremony will take place during the 2026 UN Water Conference in Abu Dhabi in December 2026, providing finalists with an international platform to showcase their solutions and contribute youth-led innovation to the global water agenda.  Sun, 30 Aug 2026 11:28:46 GMThttp://www.tageducanews.com/news.aspx?id=86920&lang=enhttp://www.tageducanews.com/news.aspx?id=86920&lang=enKhalifa University ABU DHABI - Khalifa University of Science and Technology announced its position among the world’s top 200 universities across four United Nations (UN) Sustainable Development Goals (SDGs), while recording a substantial improvement in its overall position in the Times Higher Education (THE) Sustainability Impact Ratings 2026, according to the official website of the University.  These results reinforce Khalifa University’s role as a catalyst of the knowledge economy through research, innovation, talent development and partnerships. As the UAE advances its vision for a sustainable, knowledge-based economy, the University will continue to advance high-impact research and developing future talent to address shared national and global challenges. The University advanced to the 301–400 global band, rising from 401–600 in 2025. This upward trajectory signals growing international recognition of the reach and impact of Khalifa University’s research, education, innovation, institutional practices and strategic partnerships. Particularly strong results were in four SDGs, ranking in the 101–200 global band for SDG 8 – Decent Work and Economic Growth; SDG 9 – Industry, Innovation and Infrastructure; SDG 12 – Responsible Consumption and Production; and SDG 17 – Partnerships for the Goals. The University also ranked in the 201–300 global band for SDG 6 – Clean Water and Sanitation. Its performance in SDG 10 – Reduced Inequalities improved from 401-600 in 2025 to 201–300 in 2026, while SDG 11 – Sustainable Cities and Communities placed in the 301–400 global band. Some of the most striking gains were recorded in health and education. Khalifa University surged from the 1001+ band to 401–600 for SDG 3 – Good Health and Well-being, while its position for SDG 4 – Quality Education rose from 1001+ to 601–800. This progress spans multiple fronts, from research to campus operations and global partnerships, reflecting the tangible outcomes of Khalifa University’s sustainability efforts. These results demonstrate the University´s research excellence is translating into measurable economic, environmental and societal impact, spanning innovation and industry partnerships, responsible resource management and inclusive community development. His Excellency Professor Ebrahim Al Hajri, President, Khalifa University, said: “These results reflect Khalifa University’s commitment to creating knowledge that delivers measurable impact for society. They recognize not only the quality of our research and education, but also our ability to translate scientific excellence into innovation, partnerships and solutions that advance the UAE’s sustainable development ambitions. As a research-intensive university, we remain committed to developing future talent, strengthening international collaboration and contributing to a knowledge economy that benefits our nation and the world.” The University’s performance reflects the implementation of its 2025–2030 Sustainability Strategy, which integrates sustainability across research, education, campus operations and strategic partnerships. By aligning institutional priorities with the UAE’s national agenda and the UN Sustainable Development Goals, the strategy strengthens Khalifa University’s contribution to addressing global challenges through research, innovation and responsible institutional practices. The Times Higher Education Impact Rankings assess universities worldwide against the UN SDGS, examining their contributions through research, stewardship, outreach and teaching.  Thu, 27 Aug 2026 17:10:53 GMThttp://www.tageducanews.com/news.aspx?id=86919&lang=enhttp://www.tageducanews.com/news.aspx?id=86919&lang=enThe UK Department of Education Over 6,000 more students achieve grade 7 and above in maths is largest ever uptick in maths standards. LONDON - Hundreds of thousands of pupils across the country are celebrating (August 20, 2026) after receiving their GCSE and level 1 and 2 vocational and technical qualification results, according to the official website of the UK Department of Education.  Overall, GCSE outcomes improved (up 0.2 percentage points at grade 4+ for 16-year-olds), with maths as a standout success story.  Over 6,000 more 16-year-olds achieved a grade 7 and above in maths this year, the largest ever uptick in standards as young people press ahead in building foundational skills for success. Following the government’s commitment to put academic and technical routes on an equal footing, results show academic and technical excellence working hand in hand. There were 7,965 more technical award?level 2 passes achieved compared to last year, setting up students for success in whatever they do next.  The North West and Yorkshire and Humber led the way on technical award take-up, with 55,230 and 52,480 certifications respectively in courses from engineering to health and social care – Yorkshire and the Humber had the biggest increase in certifications with 2,120 more certifications this year compared to last. While students today will be considering whether to go on to A levels, T levels or other vocational and technical courses, the government is pressing ahead with plans to expand routes to success.  From next year, students will be able to study V levels alongside expanded T levels and fully-funded apprenticeships for the under-25s – with new pathways to provide 14-year-olds with valuable early access to technical skills, work experience and connections with local employers the year after. And the government is committed to tackling the persisting signs of inequality once again laid bare in this year’s results, with plans in place to close the attainment gap, end the resit treadmill and extend ambition to all.  Prime Minister Andy Burnham said: “Congratulations to everyone collecting their results today, you should be proud of the hard work that got you here.” “Whether the next step is sixth form, a college course, an apprenticeship, a T level, work, or something else entirely, we’re ensuring that there are more opportunities than ever to choose your own path to get on in life. I’m determined to bring back hope and give every young person the chance to fulfil their potential.” Education Secretary, Lucy Powell, said: “Massive congratulations to everyone collecting their results today – be proud of what it took to get here, and thank you to the teachers and families who backed you every step of the way.” “More of you are hitting top grades in maths, and technical pass rates are climbing in every region. That’s proof there is no wrong door, only different routes that suit everyone’s individual ambition.” “But there’s more to do to put academic and technical qualifications on an equal footing, so we’re introducing V levels and expanding T levels and apprenticeships, so wherever you’re headed next, there’s a path that works for you.” Upcoming changes to the curriculum and qualifications system will give every young person the skills and support they need to succeed to put a stop to the endless treadmill of unnecessary resits, with results showing 17 to 19-year-old attainment down in English (to 18.8%) and maths (to 13.6%). Future years will not face this demoralising cycle, thanks to plans to introduce new preparatory level 1 qualifications that will give students the essential knowledge and skills before they resit English or maths GCSE, and revisions to our performance measures meaning students should only be entered into exams when they are ready. While regional gaps in academic performance remain persistently high, other measures are starting to show positive signs of improvement: the gender gap is starting to narrow with a reduction at both grade 4+ and grade 7+ of 0.2 ppts. The government is clear in its commitment to tackle entrenched inequality, so that where you are born does not determine what you go on to achieve. It’s targeting support where it’s needed most, with regional improvement for standards and excellence teams working with the schools and areas where performance is weakest, 93 new attendance and behaviour hubs creating calmer classrooms and Mission North East and Mission coastal to improve outcomes in some of our most deprived areas.? This all comes alongside the government’s wider push to break down barriers to opportunity for every young person and their family - investing £4 billion to transform the SEND system, rebuilding family support through best start family hubs and childcare and removing the stain of child poverty through free school meals, free breakfast clubs and the end of the 2-child limit.  Thu, 27 Aug 2026 17:09:58 GMThttp://www.tageducanews.com/news.aspx?id=86918&lang=enhttp://www.tageducanews.com/news.aspx?id=86918&lang=enThe U.S. Department of EducationWASHINGTON - The US Department of Education’s (ED’s) Student Privacy Policy Office (SPPO) announced it has entered a Resolution Agreement with Topeka Public Schools following an investigation that found the District was maintaining policies that violate parental rights under the Family Educational Rights and Privacy Act (FERPA). SPPO also announced it will work alongside the US Department of Justice’s (DOJ’s) Civil Rights Division (CRT) to take appropriate enforcement measures against Olathe Public Schools and Shawnee Mission Public Schools for failing to substantially comply with FERPA, according to the official website of the Department.  In April 2026, SPPO found that Topeka Public Schools, Olathe Public Schools, and Shawnee Mission Public Schools (the Districts) maintain policies that instruct schools to hide information related to students’ “gender identity” from their parents. These policies encourage schools to conceal from parents whether their child uses different pronouns and even permits schools to print a different name on students’ diplomas without parental knowledge or consent. Withholding such sensitive information from parents when they request their children’s records is a clear violation of FERPA.   By entering into a Resolution Agreement with SPPO, Topeka Public Schools promises to uphold parental rights and come into compliance with federal law by taking substantial corrective action, including:  • Informing all educational personnel that the District will no longer create ‘gender support plans,’ and any school that has a “gender support plan” on file must allow the records to be reviewed by parents;  • Rescinding any prior guidance that prevents schools from keeping parents informed about their children; and,   • Incorporating FERPA content into all teacher and administrator training programs. This content must be pre-approved by SPPO to ensure it accurately instructs educators on federal parental rights law. Though ED proposed similar Resolution Agreements to Olathe Public Schools and Shawnee Mission Public Schools, these Districts refused to come into voluntary compliance with FERPA. SPPO is therefore partnering with CRT to take enforcement action against Olathe Public Schools and Shawnee Mission Public Schools, which could include judicial proceedings and potential loss of federal funding.  “As kids across America head back to school, the Trump Administration is more dedicated than ever to ensuring all schools are respecting parental rights laws,” said U.S. Secretary of Education Linda McMahon. “I am glad to see Topeka Public Schools was willing to come to the table and work with us to come into compliance with federal law. I hope more school districts will take this necessary step voluntarily, but our work is far from finished. Schools that continue to hide information from parents will find that ED and DOJ stand ready to resolve violations of parental rights efficiently and effectively.”   In August 2025, ED launched?investigations into four Kansas school districts – Kansas City, Kansas Public Schools, Topeka Public Schools, Olathe Public Schools, and Shawnee Mission Public Schools – based on a letter from Kansas Attorney General Kris Kobach sent to U.S. Secretary of Education Linda McMahon expressing concern about these potential FERPA and Title IX violations.?  ?  In April 2026, SPPO determined that the Districts’ policies violate parents’ rights under FERPA. ED’s Office for Civil Rights (OCR) also found the Districts in violation of Title IX for allowing men to use female restrooms, locker rooms, and changing rooms.   In June 2026, OCR issued Topeka Public Schools, Olathe Public Schools, and Shawnee Mission Public Schools Letters of Impending Enforcement Action for failing to comply with Title IX. OCR also issued a Letter of Impasse to Kansas City, Kansas Public Schools for its Title IX violations.   Also in June 2026, ED entered into interagency agreements with DOJ to bolster enforcement of our nation’s student privacy and civil rights laws. Following the start of this partnership, when Kansas City, Kansas Public Schools refused to come into voluntary compliance with FERPA, ED and DOJ announced a coordinated enforcement effort similar to the action taken against Olathe Public Schools and Shawnee Mission Public Schools today.   FERPA?is a federal privacy law enforced by the Department’s SPPO. FERPA gives parents the right to access their children’s education records, the right to request record corrections or amendments, and the right to control (with important exceptions) the disclosure of personally identifiable information in education records. Policies that instruct teachers, counselors, and other employees to hide a child’s “gender identity” records from parents infringe on parents’ rights under FERPA.??  In March 2025, SPPO sent a?Dear Colleague Letter?(DCL) to state superintendents reminding them of their compliance obligations under FERPA, designating the practice of hiding a child’s “gender identity” from that child’s parents as a “priority concern” for SPPO. Secretary McMahon attached a?cover letter?to the DCL, stating that “by natural right and moral authority, parents are the primary protectors of their children.”??  Violation of FERPA and/or Title IX can result in termination of an educational entity’s federal funding.??     Thu, 27 Aug 2026 09:30:01 GMThttp://www.tageducanews.com/news.aspx?id=86915&lang=enhttp://www.tageducanews.com/news.aspx?id=86915&lang=enKhalifa University ABU DHABI - Khalifa University of Science and Technology announced the graduation of the first cohort of its dual bachelor’s degree program in Aerospace Engineering with Moscow Aviation Institute (MAI), marking a significant milestone in the strategic partnership between the two institutions, according to the official website of the University.  The six students completed their first three years of study at Khalifa University before spending their final academic year at MAI in Moscow, where they fulfilled their degree requirements and participated in the graduation ceremony in July 2026. Upon successful completion of the program, graduates receive two bachelor’s degrees, one from Khalifa University and one from MAI. The program builds on a broader, long-term relationship between Khalifa University and MAI, a specialized institution with extensive expertise in aviation, aerospace and space engineering. The partnership has progressively expanded opportunities for KU students, including specialized summer programs and the flagship 3+1 dual-degree pathway. Combining the complementary strengths of both institutions, the program provides students with advanced academic, technical and international exposure. At MAI, students gain experience in areas including aircraft design and structures, propulsion and flight dynamics, space systems, advanced manufacturing and composite materials, supported by practical engineering tools and laboratory experience. During their year in Moscow, the inaugural cohort also completed and defended their Senior Design Projects while adapting to a different academic culture and engineering environment. Living abroad for a full academic year provided the students with an opportunity to develop the adaptability, independence and global perspective needed to operate effectively in international and multidisciplinary environments. H.E. Professor Ebrahim Al Hajri, President of Khalifa University, said: “The success of our first dual-degree cohort with Moscow Aviation Institute reflects Khalifa University’s commitment to providing transformative educational opportunities that prepare students for leadership in globally competitive industries. By combining academic excellence with international experience, we are equipping graduates with the knowledge, capabilities and perspective required to address complex engineering challenges and contribute to technological advancement. “As a research-intensive institution and a catalyst for the UAE’s knowledge economy, Khalifa University is committed to developing talent capable of driving innovation and supporting national priorities. We congratulate our graduates on this important milestone and look forward to their future contributions to the UAE’s aviation, aerospace and space sectors.” The KU–MAI program contributes to a broader national objective of developing highly capable engineers to support the UAE’s continued investment and ambitions in aviation, aerospace and space. By combining rigorous engineering education with specialized practical and international exposure, the program enables students to develop a broader understanding of aerospace systems, design, manufacturing and engineering practice. Building on the success of the inaugural cohort, a second group of nine Aerospace Engineering students is expected to travel to Moscow in the first week of September 2026 to complete the final year of the dual-degree program. The first cohort is also progressing to its next stage. One graduate will begin PhD studies at Khalifa University in Fall 2026, while the remaining five are completing their final internships before entering the workforce, including one graduate who remained in Moscow to complete her internship. Through its partnership with MAI, Khalifa University continues to pursue international collaborations that create tangible opportunities for students, complement the University’s academic and research capabilities, develop highly skilled national talent, and contribute to the UAE’s strategic priorities.  Sun, 23 Aug 2026 13:59:59 GMThttp://www.tageducanews.com/news.aspx?id=86914&lang=enhttp://www.tageducanews.com/news.aspx?id=86914&lang=enThe U.S. Department of EducationWASHINGTON - The US Department of Education released new guidance to help states, school districts, educators, families, and education technology providers make informed decisions about the responsible use of technology in classrooms, according to the official website of the Department.  As technology increasingly plays a key role in education, states and local communities should continue to lead decisions about how such tools are used. Today’s guidance, a “Dear Colleague Letter (DCL),” encourages a focus on instructional value over recreational engagement when selecting and using technological tools in the classroom. It also urges states to pair innovation with evidence, educator judgement, transparency for parents, and a relentless focus on student outcomes.   As states chart their path forward, the Trump Administration calls upon them to preserve the human-centered core of teaching while seizing the powerful opportunities our modern world offers to nurture every student’s academic potential.  “Cell phones and algorithm-driven social media distract students from learning and undermine the focused classroom environments they need to succeed. States and schools are right to take steps to remove those distractions,” said Assistant Secretary of Elementary and Secondary Education Kirsten Baesler. “In contrast, instructional technologies should be judged by their impact on learning, not simply whether they happen on a screen. The same tools that can distract during recreational use can also expand access to advanced courses, support students with disabilities, and help close learning gaps, when used wisely. The Trump Administration hopes that as states ground their decisions in evidence and educational value, technology is a meaningful tool to improve student outcomes.”    Background:   The DCL maintains that technology use should have a clear instructional purpose, be backed by independent evidence, be transparent in design and data use, and be supported by strong implementation:  • States and districts should focus on learning impact, choose tools with proven results, review effectiveness regularly, and support educator training.  • Providers should build evidence-based tools that strengthen instruction, minimize unnecessary screen time, and offer practical implementation support.  • Schools and providers should build opportunities for greater transparency around how and when technology is used, including how much time students spend on screens, how tools are being implemented, and whether that use is contributing to meaningful learning outcomes.  • When evidence shows a tool is not improving learning, schools must be willing to change course, and when repeated findings confirm persistent shortcomings, they should remove it altogether.    Every education technology product should be able to satisfy five straightforward questions:   • What learning problem does it solve?   • When should it be used?   • For whom should it be used?   • For how long should it be used?   • What evidence demonstrates that it improves student learning? This letter follows a July 2025 letter to states from U.S. Secretary of Education Linda McMahon that outlined five principles for the responsible use of AI: education technologies should be educator-led, ethical, accessible, transparent, and protective of student data.    Sun, 23 Aug 2026 13:57:45 GMThttp://www.tageducanews.com/news.aspx?id=86913&lang=enhttp://www.tageducanews.com/news.aspx?id=86913&lang=enThe Gulf University SANAD - Gulf University welcomed back students enrolled in its hosted programs from the UK’s University of Northampton as they returned to their classrooms for the 2026–2027 academic year. The campus corridors buzzed with energy and mutual enthusiasm between the students and the faculty, who greeted them with unwavering support and guidance at the start of this new chapter, according to the official website of the University.  Students pursuing Bachelor’s degrees in Electrical and Electronic Engineering, Mechanical Engineering, and Advertising and Digital Marketing, alongside Master’s students in Human Resource Management, gathered to complete their course registration for the autumn semester, setting their sights on achieving new milestones of academic excellence through this long-standing strategic partnership. This return marks the culmination of the successful academic alliance between Gulf University and the University of Northampton, now entering its sixth year of fruitful cooperation. These hosted programs offer students a flexible, unique opportunity to study at Gulf University’s campus in the Kingdom of Bahrain with the option to complete their studies in the UK — blending the warmth of the local environment with advanced British academic standards. The success of this collaboration was recently highlighted during the celebration of the 2025–2026 graduating class, who attended their official graduation ceremony at the home campus in Northampton, UK. Graduates earn a recognized British degree accredited by the Higher Education Council in Bahrain and listed on the Safeer platform in the Kingdom of Saudi Arabia, opening vast career horizons and ensuring high employability through top-tier education and professional skills. Dr. Baraa Al-Samarrai, Head of the Admissions and Registration Unit at Gulf University, emphasized that the unit deployed all modern technologies and resources to streamline course registration and address any obstacles. She noted that the high, smooth turnout reflects the students’ commitment and passion to return to the advanced learning environment provided in partnership with the UK institution. Gulf University continues to accept applications for the upcoming academic year, with registration open for new and prospective students across various programs until September 28. This coincides with the launch of its pioneering new Ph.D. programs in Media and Business Administration, offering expanded avenues for advanced research and postgraduate studies. For inquiries and registration, contact directly at +973 6672 7901.  Sun, 23 Aug 2026 14:01:14 GMThttp://www.tageducanews.com/news.aspx?id=86911&lang=enhttp://www.tageducanews.com/news.aspx?id=86911&lang=enThe University of Jordan (UJ)AMMAN - The University of Jordan (UJ) has secured European Union funding for four Erasmus+ projects covering responsible artificial intelligence, maritime cybersecurity, sustainable water management and caregiver training, according to the official website of the University.  The projects bring together universities and institutions across Europe, the Middle East and North Africa to strengthen higher education and respond to emerging skills needs. ReAct will work with higher education institutions in Jordan, Egypt and Lebanon to incorporate responsible AI principles into informatics and computer science programs. Its work will focus on privacy, bias, accessibility, protection and documentation in the use of responsible AI for more inclusive digital governance in migration-related settings. Eleven partners from higher education, community organizations and the technology sector are involved. In maritime education, MARiTECH-SEC will modernize undergraduate programs in maritime transport technology and marine engineering across the South Mediterranean, bringing digital skills, secure data management and maritime cybersecurity into the curriculum as maritime operations become increasingly digital. Partners come from Croatia, Greece, Bulgaria, Egypt, Jordan and Morocco, including the University of Jordan and Al-Balqa Applied University. RESAQUIS focuses on sustainable water management in Jordan, addressing water scarcity and climate change while developing green skills. It will develop hybrid courses, establish a blended-learning laboratory and run train the trainer programs, while supporting the exchange of knowledge and expertise between Jordanian and European institutions. CARE will develop an interdisciplinary professional diploma for caregivers with a technical component, combining technology with the medical, psychological and social knowledge and skills needed to care for older adults and persons with disabilities. The project brings together partners from Jordan, Egypt, Tunisia, Greece and Portugal.  Thu, 20 Aug 2026 17:14:03 GMT