5.6.4

5.6.4 Does your university as a body have accessible childcare facilities for students which allow recent mothers to attend university courses?


 Policy Title: 		5.m Faculty and Professional Staff Grievance Policy (FSGP)
Policy Number: FS-PO-5M Date Created: 12-08-2008
Responsible: Vice President of Academic Affairs (VPAA) Director of Human Resource & Admin Approved by: Board of Trustees

Purpose

The purpose of this policy is to provide due process to resolve the grievances efficiently.

Scope

This policy applies to all the CUD employees.

Policy Statement

Disputes and Discipline Management

Disputes

  • The Dispute resolution procedure should be employed in the following circumstances:
    • Where an employee wishes to rise an issue concerning his/her own terms and conditions of employment.
    • Where an employee wishes to raise an issue concerning any aspect of his/her individual working relationships within the University.
    • Where an employee is concerned regarding his/her individual working conditions or working situation.
  • No dispute shall be reviewed if the dispute pertains to an official policy, regulation, or procedure of the CUD or a decision or action by the Board of Trustees, the President; or any matter the remedy for which would contravene or interfere with any such official policy, regulation, procedure, decision, or action; or any law of the UAE.

Informal Resolution

  • Faculty who wish to bring a dispute under these procedures must first request a meeting with the Dean and attempt to resolve the matter informally within 20 working days of reasonable knowledge of the alleged act or omission.
  • If a satisfactory resolution is not reached, the complainant may file a dispute in writing with the Dean within 40 working days of reasonable knowledge of the alleged act or omission. If the complaint is filed against the Dean then the dispute must be addressed in writing to the Vice President of Academic Affairs.

First Step

  • An employee may at any time present a dispute to his immediate supervisor and attempt to resolve the matter informally within (10) ten working days of reasonable knowledge of the alleged act or omission.
  • The supervisor will review the dispute, discuss it with the employee concerned, and endeavor to effect a satisfactory settlement.
  • The supervisor will prepare a written report of his findings and the outcome of the discussions with the employee within (5) five working days. The report will be sent to the next higher level of supervision.
  • If the immediate supervisor is involved in the dispute, employee should address the dispute in writing to the Dean/department head.
  • The Dispute shall include:
    • A concise description of the act or omission,
    • All facts relevant to the Dispute,
    • The resolution sought,
    • Evidence of attempted informal resolution,
    • All arguments in support of the desired solution, and
    • Relevant supporting documentation.
    • The burden rests upon the employee filing a Dispute to provide clear and convincing evidence

Second Step

  • If a satisfactory settlement is not reached within (5) five working days, the employee’s immediate supervisor or the employee may refer the matter to the dean/department head.
  • The Dean/department head will hear the employee’s dispute, review its circumstances and furnish a reply to the employee within a total period of (10) ten working days from the date of the dispute.
  • The dean/department head will investigate the matter and the employee will be notified of the decision in writing (10) ten working days.
  • A written report of the action taken will be submitted to the VPAA and Director Human Resources.

Third Step

  • If the decision under the second step is not acceptable to the employee, both parties will write separately to the VPAA & Director Human Resources stating their views on the matter.
  • The VPAA & Director Human Resources will investigate the matter and the employee will be notified of the decision in writing (10) ten working days.
  • If the matter is not resolved to the employee’s satisfaction, the employee may appeal in writing to the President.
  • The President shall investigate and notify the Grievant, the Respondent, and the dean/department head, VPAA and HR the decision in writing, within 20 working days of receipt of the appeal. The decision of the President is final and not subject to appeal.
  • At any stage during the dispute process, any party may refer the dispute for Disciplinary action if the dispute indicates any breach of the code of conduct.
Policy Number: ST-PO-6Y Date Created: 12-08-2008
Responsible: Vice President of Student Affairs Approved by: Board of Trustees

Purpose  

The purpose of this policy is to address students complains and resolve problems related to academic and no-academic services.

Scope 

This policy applies to all undergraduate and graduate students of CUD.  

Policy Statement 

Students can expect an excellent education at Canadian University Dubai. Nevertheless, a student may question, complain, or grieve certain materials or issues pertaining to their involvements at the University. For quality assurance, the internal procedures for addressing student complaints aim for transparency, due process, thereby ensuring student complaints are addressed impartially, reliably, and punctually.

Principles

The University’s student complaint resolution process is based on the following principles:

  • Fair and equitable procedures are used to review and resolve the student complaint.
  • Privacy and anonymity is assured for all parties, except for use of information as authorized by law;
  • Fair and respectful proceedings during the entire search, deliberation, and conclusions by all involved.
  • No retaliation or any shortcoming arising from a student complaint made in good faith.
  • Timely handling of complaints with measurable deadlines identified at each stage of the resolution process.
  • Timely and regular communication of the case process, progress, and result; Access to-, and option to a higher internal level in case the student requires a review based on technical or practical grounds.

Types of Student Complaints

  1. Academic Complaints

Complaints against academic conclusions include but are not limited to:

  1. Academic advancement decisions.
  2. Assessment substance.
  3. A conclusion by an academic person that affects an individual or a group of students.
  4. Matter or structure of academic programs, method of learning, teaching, or assessment.
  5. Questions relating to authorship and intellectual property.
  • Administrative Complaints

Administrative Complaints relate to conclusions and actions associated with administrative or academic facilities, which include but are not limited to:

  1. Policies pertaining to administration, procedures and rules by central administration, student support groups, and faculties.
  2. A conclusion taken by an administer that affects an individual or groups of students.
  3. Access to University resources and facilities.

Complaint Resolution Procedures

This segment summarizes the internal processes applicable to academic and administrative complaints.

  1. Informal Approach
  2. The student concerned about an abovementioned item should first contact the person involved in writing. If the student cannot reasonably contact this person or resolve their issue at this level, then the student should contact the head of the relevant department or of the administrative unit or the Head/Director or the Dean of the School for a discussion. Concerns about a resolution at any of the steps mentioned above should ordinarily be raised to the Chair of the committee. The complaint must be delivered in writing within 15 days of the original incidence.
  3. The University anticipates that in most instances the discussion of the concern with a pertinent staff member will result in a quick resolve of the matter that both parties find satisfactory.
  4. If the issue is not resolved, then the student may contact his Academic Advisor who will direct him to appropriate individual that will be address the case The University anticipates that in most instances the discussion of the concern with a pertinent staff member will result in a quick resolve of the matter that both parties find satisfactory.
  5. The student has fifteen days following an incident to lodge a formal complaint if the issue is not resolved.
  • Formal Approach

If the complaint deals with an academic matter, it should be addressed to the Vice President of Academic Affairs; if the complaint is regarding student support services, it should be addressed to the Vice President of Student Affairs. If the issue deals with administrative or financial matter, the complaint should be addressed to the Vice President of Administration & Finance. If the issue deals with registration matters, the complaint should be addressed to the Registrar.

Withdrawal of a Complaint

At any time during the informal of formal process, a student may withdraw their complaint, and at that time the matter will be deemed concluded and resolved. In this case, if the complaint was made in writing, then a written withdrawal letter must be composed by the said student and delivered to the relevant person handling the matter at the time the withdrawal is being affected or, in cases before Head/Director, or the Dean of the School. Canadian University Dubai then considers the case closed.

The Complaint Review Committee is an ad-hoc committee that can be called when needed based on when a formal complaint is lodged. The Complaint Review Committee consists of three members appointed by the Vice President of Academic Affairs or the Vice President of Student Affairs, pending on complaint. For academic complaints, in addition to the VPAA, the Dean of the appropriate Faculty, one faculty member from another Faculty and the student counselor are required. For issues concerning academic matters, in addition to the Vice President of Student Affairs, one faculty member, one Dean, and the Director Learning Resource Center are required.

Canadian University Dubai and Honey Bee

CUD is committed to staff members and its academic community knowing that mothers and fathers who work and study at the university need to take care of their children, the university offers own and government alternatives in Dubai that facilitate students and members of the staff have a childcare service that guarantees the safety and learning of their children while they carry out work or academic activities.

Canadian University Dubai and Honey Bee Agreement

Nursery Honey Bee signs a mutual agreement with the Canadian University Dubai in which all members of the university, students and staff have a 25% discount on the service offered by the nursery, the service offered by Honey Bee offers basic education to young children as well as the proper food while the children are in the nursery.

Honey Bee agrees to comply with the following:

  • Ensure that every child is valued at Honey Bee Nursery and is given equal opportunities to flourish in all areas of development.
  • Honey Bee provide an environment where children feel confident to discover, explore and become lifelong learners. Honey Bee believe in healthy and positive professional relationships with parents and we make sure that they are involved in their child’s learning and development.

This agreement is effective from March 20, 2020 to March 20, 2025.

                                Figure 1. Canadian University Dubai and Honey Bee Agreement

Honey Bee Nursery Aim

  • Will support every individual child’s development and learning by providing an environment that has planned experiences and fun educational activities that are challenging yet achievable.
  • Will provide the support in the health and wellbeing of every child.
  • Will provide a positive professional relationship with parents/carers that will allow them to feel the respect and the feelings of children and their families.
  • Will respect and value the diversity of individuals and communities.

  Figure 2. Honey Bee Nursery Aim

Honey Bee EYFS Curriculum

A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. At Honey Bee Nursery Dubai follow the Early Years Foundation Stage Curriculum (EYFS). The EYFS curriculum is a British framework that provides standards and expectations for the development of children. The EYFS curriculum promotes teaching and learning to prepare children forschool readiness by giving the children a diverse range of knowledge, experiences andskills that provide a strong foundation for future learning and school life. There are seven areas of development in EYFS. All areas are equally important and dependent on each other.

Honey Bee EYFS Curriculum – Personal, Social & Emotional Development

Personal Social and Emotional Development is an important area of the EYFS which involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behavior in groups; and to have confidence in their own abilities.

L Honey Bee EYFS Curriculum – Language and Communication

Communication and Language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing them selves in English; and to speak and listen in a range of situations. As we are a Dubai based nursery, we also offer Arabic class.

Honey Bee EYFS Curriculum – Physical Development

Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children will also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Honey Bee EYFS Curriculum – Literacy

Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children will be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

Honey Bee EYFS Curriculum – Mathematics

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.

Honey Bee EYFS Curriculum – Expressive Arts and Design

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

Honey Bee EYFS Curriculum – Understanding the World

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Honey Bee Nursery – Classes

Tiny Bees (4 months – walking)

Honey Beefocus on the 3 prime areas of learning with our Tiny Bees, Personal Social & Emotional development, Communication and Language and Physical Development. Every child in the Nursery feels valued, secure and is appropriately challenged by our supportive team of highly qualified and experienced staff. The small class sizes ensure that every child is nurtured receives individual attention and experiences a happy introduction to life at Honey Bee Nursery.

Baby Bees (Walking – 1 year 8 months)

Honey Bee focus on the 3 prime areas of learning with our Baby Bees, Personal Social & Emotional development, Communication and Language and Physical Development. The children are able to choose the activities they want to engage in and the teachers and assistants look for learning moments during play to introduce new vocabulary, skills and concepts. The development of children’s self-image and feelings of self-worth and self-esteem are at the core of the nursery curriculum.

Busy Bees (1 year 9 months – 2 years 7 months)

Honey Bee focus on the 7 areas of learning, 3 prime areas, Personal Social & Emotional development, Communication and Language and Physical Development. As well as introducing the 4 specific areas Literacy, Mathematics, Understanding the world & Expressive Art & Design. These areas of learning ensure a holistic development of children and their skills across the curriculum, building on their previous learning experiences, knowledge and skills. We aim to foster a love of language by introducing the children to some Arabic and French vocabulary and songs in their Arabic and French classes.

Queen Bees (2 years 7 months – 3 years 8 months)

Honey Bee focus on the 7 areas of learning, 3 prime areas, Personal Social & Emotional development, Communication and Language and Physical Development. As well as continuing with the 4 specific areas Literacy, Mathematics, Understanding the world & Expressive Art & Design. Through their play, children practice and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions. First-hand experiences allow children to develop an understanding of themselves and the world in which they live.

Alternatives of the Government of Nurseries in Dubai

Nurseries in public offices

Many new mothers with government jobs are required to return to work when their children are as young as six weeks old, prompting many to resign or take long-term leave. In 2006, the UAE Cabinet addressed this issue by ordering all federal and local government departments with more than 50 women Emirati staff or where the women Emirati staff collectively have more than 20 children, to offer on-site nurseries. The directive to establish on-site nurseries aims to support working women and lead them to be more productive by providing them the comfort of having their children in a facility close by which is safe and offers a nurturing environment.

Initiatives

Ministry of Community Development has two initiatives: Tawasul and Nemo for childcare. The Tawasul initiative aims at creating a means of communications with the children with autism and children who have problems communicating. Nemo, which is an upgraded version of Smart Growth for Early Childhood, aims at early detection of undernourished children under the age of five years. The benefits of the initiatives can be availed through the MOCD app available on iTunes and Android.

Education

Ministry of Education defines the stage of early childhood to be between the ages of 45 days and four years. The UAE offers a wide variety of pre-school and early childhood education opportunities for children aged 0 to 4 years. Currently more than 120 early childhood education centres are registered in Dubai.

Educational centres dedicated for early childhood development and care

Centre Dubai Early Childhood Development Centre provides family-focused, trans-disciplinary assessment and early intervention services to children (from birth to 6 years) with special needs and those prone to congenital abnormalities. In addition to that, it provides families and community with the appropriate support and educational services required. Read more about the services of Dubai Early Childhood Development Centre. The centre primarily serves the needs of those in the ZU community; the children of ZU faculty, staff and students. It is also open to other community members based on availability of spaces. The centre also acts as a lab school which supports the training of early childhood educators and serves as a research environment to study child development.