Sustainable Development Goal5(SDG5) to achieve gender equality by ending all forms of discrimination, violence and any harmful practices against women and girls in the public and private spheres. It also calls for the full participation of women and equal opportunities for leadership at all levels of political and economic decision-making. The overall objective of gender equality is a society in which women and men enjoy the same opportunities, rights and obligations in all spheres of life.

According to the United Nations Development Program (UNDP), gender inequality is a major barrier to human development. The UAE’s compliance with international codes and conventions is a demonstration of the country’s commitment to adhering to best practices in order to guarantee the elements necessary for a decent life to all of its residents, especially women. Based on the Vision 2021, the UAE aims to become one of the world’s top 25 countries for gender equality. Established in 2015, the UAE Gender Balance Council (GBC) is a federal entity responsible for developing and implementing the gender balance agenda in the UAE. In line with SDG 5, the Council’s objectives are to reduce the gender gap across all government sectors, achieve gender balance in decision-making positions, and promote the UAE’s status as a benchmark for gender balance.

CUD plays an important role in achieving gender equality and the empowerment of women with the alignment of the government to achieve a sustainable society in accordance with the 2030 vision. CUD frequently carries out different activities, events and campaigns that seek to give the role of importance that women deserve, in addition to empowering women in all fields of work and in society. Every year CUD actively contributes to SDG5.

University Relevant Events

Canadian University Dubai students of Communication and Media Studies were tasked during the month of September to come up with new ideas on how to innovate and become successful entrepreneurs. As such, students were asked to wear the “Entrepreneur in the Making” cap, decorated with pink bows and designed to encourage young female students to consider entrepreneurship as an employment choice. The caps also celebrate female entrepreneurship and are meant to encourage young female students to consider their dreams and how to conceptualize them.

The labels on the caps were created in collaboration with the Ryerson University 3D printing lab and can be recreated via digital printing. When considering that everybody can be an entrepreneur – no matter the budget, Canadian University Dubai sought to form a partnership with Ryerson with a view to delivering Degrees in Creative Industries here in the UAE in the near future modeled on the already successful Creative Industries program at Ryerson. By introducing new programs, technologies and awareness campaigns the University will develop well-balanced youth who dream and act big. As part of the agreement with Ryerson, CUD will establish a Business Incubation Unit which will encourage and mentor budding entrepreneurs within the University.

To date, women entrepreneurs are still few in numbers however with the changes in perception and attitudes towards gender roles; women all across the UAE and the world are celebrating great success through their innovative thinking and problem-solving abilities. In line with this, students are tasked within the scope of their class activities, to examine their attitudes towards female entrepreneurship especially in UAE society. The results of this indicated a generally positive reaction throughout the country towards women entrepreneurs due to the country's unique culture however many deterrents still exist either due to a combination of lack of funding or knowledge.

Through this incubator, female entrepreneurs are afforded the opportunity to start off small and therefore not have to depend on external finance women gradually building their brand in a safe and secure environment. It is worth noting that one factor that might deter women from starting their own business is a lack of confidence stemming from the belief that the entrepreneurial life is a difficult and unsteady one. Formation of self-help groups where their peers would be able to help them was a good way to ease into it.

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Men and women from the student, academic and business communities joined the debate on violence against women at an event hosted by Canadian University Dubai (CUD) to coincide with an international day of recognition on the issue. The conference heard from speakers across a range of subjects relating to different forms and perspectives of abuse, and conveyed positive messages about how both men and women can act against this form of violence. Opening the debate, Dr. Louise Lambert, Assistant Professor at CUD, spoke about social responsibility in the context of abuse; emphasizing that people should consider violence that might be inflicted on those around them as well as themselves, whether they are known to them or not.

Youth Coach and Columnist at The National, Khaled Al Ameri, continued with his own insights from a male perspective, discussing his recent article entitled, "We all need to stand up when we see harassment." Khaled shared how learning how to respectfully treat women was an important feature of his childhood. CUD student Nada Mataar went on to speak about the problems of human trafficking and how people can fall victim to such activities, while Elizabeth Topolskaya spoke on the subject of financial abuse and busted myths about women's spending and saving habits, encouraging all ladies to have their own bank account and financial independence.

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Students from Canadian University Dubai (CUD) have heard from some of the region’s most inspiring women about how they made it to the top of their professions at the Arab Women in Leadership and Business Summit held recently in Dubai.

The five female student, who themselves have demonstrated their leadership qualities within the University community, heard from a diverse group of prominent business women, including Her Excellency Ameera Bin Karam, Chairperson of Sharjah Business Women Council; Her Excellency Maryam Al Suwaidi, Deputy CEO of the Licensing, Supervision & Enforcement Securities and Commodities Authority; and Nisreen Shocair, President of Virgin Megastore, Middle East.

Now in its second year, the event brought together existing and emerging leaders from the public and private sectors to discuss the obstacles and opportunities for women in society and to share their inspiring personal stories of success.

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Canadian University Dubai (CUD) Assistant Professor Jeanette Teh has revealed that 'double standards and gender stereotypes' are still significant barriers to women's progression in the workplace, in a recent article published by industry magazine, Gulf Business. The opinion piece, entitled "Held To Higher Standards: Why The Glass Ceiling Still Exists", is the latest in a series of commentaries by professor Teh to feature in the leading business publication. In it she discusses the recent research findings issued by American independent research organization, Pew Research Center, on the subject of 'Women in Leadership'.

"The findings were interesting," reveals professor Teh, "While the American public generally felt women were equally capable as leaders, women were held to a higher standard than men and these gender stereotypes will continue to prevent true equality." She continues, "While men were perceived to be stronger at risk-taking and negotiating profitable deals, women were seen by the majority as being more compassionate and organized. Female business leaders were also generally seen as better at compromising, being honest and ethical, mentoring, and providing fair pay than their male counterparts.

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Canadian University Dubai students have started a campaign called #SheforShe, which aims to not only draw attention to the popular global campaign #HeforShe, but also aims to highlight the need for women to support each other in order to achieve their goals for gender equality. The students, who are both male and female, decided to start the campaign as part of their Media Impact class with Dr. Franziska Apprich.

During a class discussion the students realized that there are large gaps when it comes to women helping women achieve their goals. “There’s a lot of negative energy between women,” explains student Ulla Al-Jabri. “In many ways we put each other down through judgement, competition, nasty comments, and we don’t support each other to achieve our goals. #HeforShe is great, but it we felt that it also needed to encompass women supporting women”.

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As part of CUD’s community engagement, we have teamed up with the LINK Organization. The LINK,’ is a non-profit UAE initiative providing an active community platform where women from different ages and backgrounds can find support to advance professionally and to share workplace challenges, After hosting the Induction Session, CUD has started its sixth cohort of the Programme.

Professors from the University including Ms. Orsi, Dr. Louise, Ms. Dima and Dr. Fran have offered their services as Mentors and are then matched up through the LINK organization who then allocates them to Mentees according to their needs. The LINK aims to empower women through learning and developmental initiatives, nurturing female talent and strengthening their leadership capacity. Ultimately, the LINK’s vision is to encourage and support women in different stages of their lives and careers.

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'Feel the fear and do it anyway' was the message to dozens of women seeking inspiration to take their first steps on the road to leadership at a recent workshop hosted by Canadian University Dubai in collaboration with coaching and consulting firm, Global Minds. Introducing the first step of a six-stage initiative that supports and empowers women to explore their full potential and become mindful leaders, Ms. Suraya Turk, Coach and Founder of Global Minds, encouraged the audience to challenge conventions, learn about themselves and take responsibility for their own destiny. Throughout the interactive session, Ms. Turk demonstrated how - having a purpose and a vision - the human mind could change direction, and even 'un-learn' certain notions that might ultimately be the barriers to progress and success. Citing examples of inspirational women across generations, including the late Benazir Bhutto, Malala Yousafzi, and Oprah Winfrey, Ms. Turk challenged the participants to overcome their doubts and fears and commit to a purpose, as the initial step on their pathway to leadership.

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Students, faculty and staff at Canadian University Dubai (CUD) have been celebrating the power of women and girls at TEDxDeiraWomen, an independently organized event sponsored by the University and hosted by Dubai Chamber. Under the theme ‘It’s About Time’, the gathering was held to coincide with the global TEDWomen conference that took place in San Francisco. TEDWomen is a three-day event that brings together a global community to discuss and celebrate the power of women and girls.

TEDxDeiraWomen is a gender-neutral initiative, encouraging both female and male participants to engage and to bring forward a balanced and open debate. The motivation behind the event was to provide a platform for those men and women who are making positive changes to share their experiences and give the audience an opportunity to learn as well as exchange ideas. Emcee for the day’s program of debat was Sustain Leadership co-founder, Hanane Benkhallouk.

The CUD delegation first heard from keynote speaker, Consul Gwendolyn ‘Wendy’ Green, from the United States Consulate General in Dubai. Proceedings continued with a sequence of thought-provoking talks by nine speakers, some of whom came in from as far as Tokyo, New York and London. Talks were split up into three sessions and topics under discussion included battling depression, living up to societal expectations, the impact of role models, changing mental perceptions, male privilege, relationships, healing childhood wounds and risk.

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Dr. Louise Lambert, Assistant Professor of Psychology and Ethics at Canadian University Dubai (CUD) advised people facing sexual harassment in the workplace to ‘speak up’ and report the matter to concerned authorities when they feel the ‘line has been crossed’. Speaking at a workshop on ‘Sexual Harassment at Workplace’ at the university on the eve of International Women’s Day, Dr. Lambert gave an overview of common examples of sexual harassment, common responses, ways of extricating oneself from a situation and the role of HR in handling such issues.

Focusing mainly on student-faculty cases of sexual harassment, she recommended taking a firm line from the start when contracted with ‘unwanted attention’ by way of emails, looks, phone calls, notes, gestures, touch or presence beyond the necessary. “It is important to speak up. If a student is inappropriate with faculty, the right approach is to demonstrate who the boss is.

If the harassment persists, it should be reported. It is also important to document and keep records of emails and other evidence, as such cases may escalate,” she said. Dr. Louise also underlined the role of HR in creating an environment in which victims will be heard and believed and the case resolved. This should be backed up by proper policies and complaint mechanisms, code of conduct and awareness programs. In some cases, disciplinary action should be taken to resolve particular cases. The audience, comprised of faculty and students, raised a number of pertinent issues particularly those prevailing in a university environment and recounted their experiences in facing cases of sexual harassment.

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Two students from Canadian University Dubai (CUD) have embarked on the exclusive Women@Dior Mentorship Program, a coveted professional development opportunity that aims to boost the skills of talented young women to prepare them for a career in creative leadership. The selection of Noura Itani and Leen Sharif among 200 students from ten international cities reflects the growing prominence of Dubai on the global creative industries landscape. This rising stature will receive a further boost with the upcoming launch of CUD’s suite of creative degree programs, developed and delivered in partnership with the world-renowned Faculty of Communication & Design at Ryerson University, Canada.

Tec novation offers young women around the world the opportunity to learn the necessary skills to become tech entrepreneurs and leaders. Participants will develop a diverse set of skills including leadership, innovation and problem-solving skills. They will also acquire coding skills to ensure an increase in the number of women involved in the Tech Industry over the next few decades. Tec novation is available to girls aged from 10 to 18 who learn to identify a problem in their community and create a mobile app solution to address that problem. They will then learn how to communicate these ideas and translate them into a fully launched business. Regional Ambassadors, Karen Renao Owens and Dr. Hind Zantout carried out a training session for individuals who will be mentoring participants taking part in the initiative.

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Mr. Liaquat A. Shakoori, President of North American College of Information Technology and President of Global Channels Inc., a leading organization in the field of workforce development, addressed our students on a number of important topics relating to international students studying and working in Canada. Mr. Shakoori has 25 years’ experience in the field of business and accounting and has trained over 2,500 professionals. During his presentation, he explained that those who travel to Canada in search of study and work opportunities can sometimes end up working in jobs for which they lack the necessary qualifications. The paradox occurs when employers require employees to possess a certain level of experience but do not provide employees with adequate work experience opportunities to acquire the skills they need.

To address this problem, Global Channels has offered international students the opportunity to acquire Canadian Experience Reference Building (CERB) skills, which helped guide their career paths more efficiently and avoid having to work in low level jobs regardless of their qualifications. Mr. Shakoori concluded by thanking the audience and reminded them that Canada is not as far away as they think. Students working and studying there are allowed a great deal of social support. Finishing your degree in Canada can help open a huge number of opportunities for career improvement.

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Students in the Communication Department under the guidance of Ms. Sama Al Rasheed and Dr. Franziska Apprich have come up with a novel idea to help creative students overcome the difficulties associated with converting their ideas into tangible business opportunities for themselves such as lack of finance, peer pressure or absence of good advice. Utilizing the facilities of the new Business Incubator initiative in CUD, in cooperation with Ryerson University, it is now possible to create a business with revenue generated by the incubator’s first venture set to be directed to students who want to advance their creative ideas. Inspired by the success of the recent Scarf fashion show, the incubator’s first venture will be the creation of a scarf embroidered in real gold thread. The design will take the form of a horse’s head, one of the most potent images of a thriving UAE.

This will be woven into the material intricately with a quotation from the Prophet Mohammed (PBUH), which states “Goodness is tied to the forelocks of horses until the Day of Resurrection.” The embroidered material will then be enhanced with a real emerald representing the eye of the horse. The scarf will then be auctioned to a selected audience of significant people whose faith, knowledge, and support will make this project sustainable.

The proceeds are to then be used to start the “Innovation Fund.” As a one off exercise this will only have a limited value so it is proposed that the business will branch out into other products which can either be auctioned or sold thereby enhancing the fund. Applicants who wish to be considered for funding will then be advised to submit their proposals under the guidance of a dedicated Business Mentor and the completed proposal will be considered by a panel of expert judges who will choose the best ideas for financial support. Speaking of the students’ idea, Ms.Sama Al Rasheed, Lecturer in the Communications department stated that the horse symbolizes passion and appetite for freedom and the motivation required to persevere.

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The Canadian University Dubai (CUD) Job Portal is now open for business following the recent online launch of the new Career Services search tool. Developed by Students Affairs in collaboration with, the Job Portal is a one-stop-shop for students and graduates of CUD to access information on part-time work, graduate jobs and internship opportunities. The Job Portal has already seen several employers post immediate job vacancies targeted at CUD students and graduates.

Both current students and University alumni are encouraged to register on the portal, which allows users to create a profile, search an extensive range of job postings, set up email alerts, and even apply directly for positions that are of interest. The service has been established exclusively for CUD students and graduates, with the support of, the University's strategic jobs partner. Akanksha Seth, Business Development Executive at said, "Online recruitment portals provide an optimal state-of-the-art platform for jobseekers to build a dynamic and professional brand and for employers to directly tap into relevant top talent quickly, easily and effectively.

"With regional recruiters across the industry and career spectrum tapping into the wealth of core and peripheral resources that leading career portals offer, it is imperative that professionals maintain a compelling, complete and competitive online presence that is geared towards their preferred career domain and discipline".

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Employers from leading international and local firms were on campus at Canadian University Dubai (CUD) to seek out talented students and graduates for a range of employment and internship opportunities at the recent annual Career Fair. This year's turnout was a clear indication of the UAE's buoyant employment market, particularly for graduate-level positions. The Fair saw leading UAE corporations, including AST Telecom, join international names, such as Bosch and Thomson Reuters, to tap into CUD's student and graduate talent pool, in search of new recruits for a range of professional disciplines.

With five undergraduate schools offering a diverse range of degree programs, the Fair attracted companies across the whole business spectrum, from banking, recruitment and real estate, to architecture, engineering and technology. Among this year's recruiters was former CUD student Imad Haddad, who attended the Fair to represent his now-employer, Dubai-based Architects and Engineering Consultancy, LaCasa. As a graduate of CUD's Bachelor of Architecture program, Imad knows all about what it takes to find the perfect job.

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As online profiles have become the new generation CV, students from Canadian University Dubai (CUD) have been learning about the importance of establishing themselves in the marketplace through the world’s largest professional network, LinkedIn. Mr. Rajai El Khadem, Head of Government & Alliances (MENA) at LinkedIn, visited CUD to share his expertise with students on how to create their own online brand. The workshop, organized by Student Affairs, guided students from the School of Business Administration through the process of creating a professional profile and configuring it to their own requirements.

The workshop particularly targeted graduating human resource management students, who not only need to look into establishing their own profile, but might also be considering the network from the point of view of the recruiter. Dr. Rommel Sergio, Chair of Human Resource Management, said, “Social networking platforms feature strongly in our employment discussions in class and the session was very beneficial to the HRM students who are now more aware about the features of a profile that attract potential employers.” A second workshop targeted at the entire student body highlighted the value of tools such as LinkedIn for networking as well as job search, and also for professional learning and development.

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Canadian University Dubai (CUD) and Bank of China (Dubai) Branch (BOC) have joined forces to support a series of education, research and professional development initiatives for students and employees in Dubai’s banking sector. The collaboration was sealed with the signing of a Memorandum of Understanding (MoU) at a ceremony presided over by Her Excellency Lingbing Li, Consul General of China, and Chancellor of CUD, Mr. Buti Saeed Al Ghandi.

The agreement will provide undergraduate students with exposure to the banking industry through job search support and internship opportunities, while sharing business research and intelligence through BOC guest lectures on campus at CUD. The partnership will also facilitate higher learning amongst BOC employees and promote Chinese cultural events across the university community. China is one of the UAE’s largest trade partners and CUD has welcomed a growing Chinese student population in recent years. During her address at the MoU ceremony, Her Excellency Mrs Li said, “The implementation of this agreement not only combines the strengths of both entities, but also tightens the relationship of both countries”.

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Students of the BBA in Human Resource Management at Canadian University Dubai (CUD) have gained some valuable insights into the practical operations of a successful business, during a recent site visit to Nestle Dubai Manufacturing. Organized by Assistant Professor, Dr. Fermin Castillo Jr., the visit enabled business students to witness fundamental corporate functions in action, in a real operational environment. They gained firsthand exposure to the processes surrounding various HR responsibilities, including job orientation, diversity, ethics and policies, occupational health and safety, and corporate social responsibility. During the visit the students heard from Factory HR Manager, Mr. Khaled Adra, and HR Specialist, Mr. Thomas Leedham, and had the opportunity to engage in a Q&A session on some of the challenges and issues that HR professionals might face in the workplace. They were also given an exclusive tour of the factories producing some of Nestle’s most famous products.

Read more; the first web portal dedicated to the employment of youth in the Middle East, providing work experience and employment opportunities to students and graduates; hosted an employability workshop on campus for students. The objective of the workshop was to prepare students as they approached the next stage of launching their careers thereby offering them training in skills building, tips for job hunting, with particular focus on the importance of self-branding and its link to education and employment. Facilitated by Orsi Urban, Work Placement and Careers Coordinator at CUD, students were introduced to a series of skills development and profile-building exercises; different ways of engaging with prospective employers, demonstrating how a CV video could help candidates to stand out from the crowd, and providing tips on how to achieve a high-ranking professional profile.

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Business School Industry Talk Series #3 on Social Innovation and Entrepreneurship with Esha Khurshid Anwar, Chief Visionary Officer of Key2Enable, on Thursday, March 3, 2022, from 3:00 p.m. to 5:00 p.m. The purpose of the event is for students and graduated students to connect, collaborate and find equal employment opportunities. Inclusive received government support and funding and awards.

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University Strategy/Procedure/Policy

With the purpose of informing men and women of opening to apply to academic programs, CUD uses its web portal and social networks to give the necessary information on the dates, in addition to informing about the scholarships for each year, the University bases its acceptance of applications on the personal merits of each prospective student and not based on gender, race or conditions other than those mentioned. CUD considers it important to accept applications while maintaining gender equity so that the same number of men and women enter the University equally.

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  • Number of applications men vs women 2021

Canadian University Dubai believes in gender equity and equal opportunities for women, for this reason CUD each year counts how many male and female applicants apply to the University, in order to measure application traffic and give the same opportunities to enter higher education for women. It can be seen in table 1 that 52% of women applied to the University in 2021, exceeding expectations about how many women wanted to enter the University vs. 48% of men, in the end they were admitted to the University 485 women equivalent to 53% while 420 men were admitted equivalent to 47%, thus demonstrating that CUD achieves gender equality in access to higher education by women.

The University with the purpose of providing the necessary information to people interested in applying for CUD constantly updates and provides information on how to apply to the University, through its social networks and web portal, where the "Online Application" Platform is located, where the Interested person registers with personal data and thus begins their application process.

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The student interested in applying to the University must register in the apply form, with an email where CUD will contact the person to carry out the due admission process if admitted, so that the person is registered in the System of the University.

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Within the basic information fields that the University requests from students who want to apply to CUD, there is a gender field where in this way the University can measure the traffic of applications from women and men who apply to the University each year and so on. In order to maintain gender equity in access to higher education, for CUD it is essential to guarantee that the applications of men and women are kept at a minimum of 50% - 50%.

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Canadian University Dubai has requirements and admissions appeals where it is made clear to the prospective student that in the event of an anomaly in any application, rejection based on gender or discrimination of some kind, the student may appeal the decision and the university will take action before a similar situation.

Prospective students are welcome to apply for admission for CUD undergraduate programs if they

  • are holders of UAE secondary education certificate

  • Fulfil program-specific requirements to the program which are listed in the tables given below

Holders of a non-UAE High School Certificate will be processed in accordance with decrees No. 199/2019 and 883 /2019 of His Excellency the Minister of Education UAE, as follows:

  • The High School certificate is valid for admission to a public university of the country in which it was issued

  • The High School certificate is obtained on completion of at least 12 years of schooling

  • Equivalency Certificate is Issued by the Ministry of Education in the UAE

  • The High School certificate includes at least six (6) subjects covering the four core fields of: Mathematics, Sciences, Languages, and the Social Sciences & Humanities or Arts

  • The High School Certificate is the highest-level certificate if it is issued from a country that has two levels of High School Certificates

The applicant is also required to fulfil program-specific requirements to the program which are listed in the tables given below.

The applicant can be totally sure that the requirements that the university asks for to apply are not based on conditions such as gender, CUD assures women the same admission requirements as for men, requirements that are reflected in the web portal of the university and are mentioned below, in this way it is verified that the university is based on the merit of each person.

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Should a student’s Application for Admission be rejected, he/she may appeal the decision as follows:

  • Inform the Admissions Office of his/her dissatisfaction and request a review, in writing, within thirty (30) days of having received the written reason for the rejection

  • The Admissions Office will acknowledge receipt of the applicant’s request and forward it to the Admissions Review Panel which is composed of the Program Leader and two faculties, one from the relevant Department and one from a different Department

  • The applicant may make a presentation to the Panel but may not be represented by a third party at the Panel

  • The Panel will submit their decision to the Registrar for his/her approval

  • The Admissions Office will inform the applicant of the decision in writing

  • The decision of the Registrar is final and binding. Should the decision be in favour of the applicant, the applicant will be admitted to his/her chosen program, or an alternative should no place be available in his/her chosen program. Under no circumstance will a student already admitted to the University be disadvantaged by the findings of the Review Panel

  • If the student making the appeal has evidence that he/she was not admitted due to gender or some type of discrimination that does not belong to the admission requirements mentioned

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Canadian University Dubai does not unlawfully discriminate in its admissions or educational policies on the basis of race, age, color, religion, disability, sexual orientation, gender, or national and ethnic origin. However, admission into the university is limited to individuals with convictions, goals, and objectives consistent with the statement of faith and the mission of the university. The CUD reserve the right to refuse admission to any applicant or to dismiss any student at its own discretion when any such applicant or student manifests character or conduct that is adverse to the college’s statement of mission, purpose, and objectives. Study at the university requires a high level of proficiency in the English language. Students from non-English speaking countries must demonstrate their proficiency as part of the admissions process.

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Canadian University Dubai gives women an important role in the workplace, in this case the admissions department has two women who handle the applicant processes for future CUD students. The university also maintains gender equity in the vacancies it constantly offers. For the admissions department, the director of admissions and registration and the admissions assistant have the task of ensuring honesty in the university's admission processes.

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  • Scholarships are open to all students of any citizenship who have met all the admission requirements

  • Scholarships are awarded to full-time students enrolled in four academic courses or more per semester. For Financial Hardship and Special Needs Scholarships, the number of academic courses students must enroll in will be considered on a case-by-case basis, although, where possible, a minimum of four academic courses is recommended. Please note that scholarships can be granted for credit-bearing courses only

  • Students must maintain the cumulative grade point average (CGPA) necessary in order to continue receiving scholarship funding. The specific CGPA requirements vary according to the type of scholarship applied for. These details are outlined in the specific scholarship descriptions

  • Scholarships are not valid for summer semesters

  • Scholarships are only valid for current tuition fees

  • Students can apply for more than one scholarship, provided they meet the eligibility requirements. In case a student qualifies for more than one reduction, scholarship or discount, the student will be given the chance to choose the scholarship with the highest value

  • All remaining fees (tuition and housing) must be paid promptly in order to receive and maintain the scholarship

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Overall Terms and Conditions

  • To be considered eligible for the Academic Excellence Scholarship, students need to be enrolled in a minimum of 12 credit hour

  • Scholarships awarded for the fall semester are valid for one year, provided that the CGPA is maintained as per the information below and provided the student registers for at least 12 credit hours per semester

  • Scholarships awarded for the spring semester are valid for one semester only

  • Deadlines for the fall semester (July 7th) and spring semester (December 20th) must be met.

  • Scholarships do not apply for summer semesters

  • Applicants must email their scholarship application forms along with all supporting documentation to by July 7th (fall intake) or December 20th (spring intake)

  • Late or incomplete scholarship applications will not be considered by the scholarship committee

Academic Excellence Scholarship Allocations

  • 50% tuition waiver

High school students need to have attained an academic average of 99%* or above to apply for a 50% tuition waiver

For current CUD students renewing their scholarship, the semester CGPA at the conclusion of the semester must be 3.98 or higher to continue receiving a 50% tuition waiver

  • 40% tuition waiver

High school students need to have attained an academic average of between 95 – 98.9%* to apply for a 40% tuition waiver

For current CUD students renewing their scholarship, the semester CGPA at the conclusion of the semester must be between 3.95 – 3.97 to continue receiving a 40% tuition waiver

  • 30% tuition waiver

High school students need to have attained an academic average of between 90 – 94.9%* to apply for a 30% tuition waiver

For current CUD students renewing their scholarship, the semester CGPA at the conclusion of the semester must be between 3.9 – 3.94 to continue receiving a 30% tuition waiver

  • 20% tuition waiver

High school students need to have attained an academic average of between 85 – 89.9%* to apply for a 20% tuition waiver.

For current CUD students renewing their scholarship, the semester CGPA at the conclusion of the semester must be between 3.85 – 3.89 to continue receiving a 20% tuition waiver

  • 10% tuition waiver (returning students only)

High school students who were granted an automatic 20% tuition waiver for their first semester at CUD and have maintained a 3.8 – 3.84 CGPA, may be eligible for a 10% tuition waiver on the subsequent semester

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* UAE Secondary School Certificate or equivalent

This scholarship is meant for elite and talented athletes from any sport who have competed and achieved success at least at a city level. Sports Scholarships are awarded based on the applicant’s sports achievement level and their academic performance. A tuition waiver of up to 40% can be applied accordingly.

Overall Terms and Conditions

  • Sports Scholarships are valid for one semester only

  • Students can reapply each semester to continue their scholarship

  • Deadlines for the fall semester (July 7th) and spring semester (December 20th) must be met

  • Sports Scholarships do not apply for summer semesters

  • For high school applicants to be eligible, they must have a minimum academic achievement of 70%

  • Returning students are required to achieve a minimum of a 3.0 CGPA to be eligible to apply/ reapply for the Sports Scholarship

  • Successful applicants will be required to support the sports department in different events and will be required to contribute up to 15 hours per month of community service as part of their commitment to the University

  • Applications for the Sports Scholarship must include:

      • Completed application form

      • Brief bio including relevant sport accomplishments

      • Scanned copies of references from the applicant's coach and/or PE teacher on institutional letterhead

      • Scanned copies of certificates relevant to the sport the applicant is applying for

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The objective of these scholarships is to promote access to higher education to students facing financial hardship. A tuition waiver of up-to 40% can be applied as evaluated on a case-by-case basis.

Overall Terms and Conditions

  • Financial Hardship Scholarships are valid for one semester only

  • Students can reapply each semester to continue their scholarship

  • Deadlines for the fall semester (July 7th 2022) and spring semester (December 20th 2022) must be met

  • Financial Hardship Scholarships do not apply for summer semesters

  • For high school applicants to be eligible, they must have a minimum academic achievement of 75%

  • Returning students are required to achieve a minimum of a 2.8 CGPA to be eligible to apply/ reapply for the Financial Hardship Scholarship

  • Successful applicants will be required to contribute up to 15 hours per month of community service as part of their commitment to the University

  • Applications for the Financial Hardship Scholarship must include:

        • o Completed application form

        • o Current rental contract

        • o Bank statements

        • o Employee certificate and salary statement for each employed family member

        • o Copy of passport and visa for all working family members (or both parents)

        • o Certificates of educational tuition fees for each sibling

All documentation will be kept confidential. Any application with incomplete documentation cannot be considered by the scholarship committee when awarding the Financial Hardship Scholarships.

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We at Canadian University Dubai pledge to provide an inclusive learning environment and to support the cognitive, emotional and creative development of students with disabilities. Special needs may be justified by physical or other disabilities.

Students eligible for a Special Needs Scholarship will benefit from a tuition reduction of up to 40%.

Overall Terms and Conditions

  • For students applying for the Special Needs Scholarship at the point of admission to the University, the academic average will be considered by the scholarship committee on a case-by-case basis

  • For current students, a minimum CGPA of 2.0 is required to be eligible to apply for the scholarship

  • Deadlines for the fall semester (July 7th) and spring semester (December 20th) must be met

  • Special Needs Scholarships do not apply for summer semesters

  • Students are required to provide an up-to-date professionally documented diagnosis that will be kept confidentially

  • The scholarship application is reviewed by and subject to the scholarship committee’s discretion

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This scholarship is meant for elite and talented individuals from any field who have competed and achieved success at a city level or beyond. Special Talent Scholarships are awarded based on the applicant’s achievement level and their academic performance. A tuition waiver of up to 40% can be applied accordingly.

Overall Terms and Conditions

  • Special Talent Scholarships are valid for one semester only

  • Students can reapply each semester to continue their scholarship

  • Deadlines for the fall semester (July 7th 2022) and spring semester (December 20th 2022) must be met

  • Special Talent Scholarships do not apply for summer semesters.

  • For high school applicants to be eligible, they must have a minimum academic achievement of 70%

  • Returning students are required to achieve a minimum of a 3.0 CGPA to be eligible to apply/ reapply for the Special Talent Scholarship

  • Successful applicants will be required to contribute up to 15 hours per month of community service as part of their commitment to the University

  • Applications for the Special Talent Scholarship must include:

      • Completed application form

      • Documents supporting accomplishment within the applicant's talent field

      • Certificates relevant to the applicant's talent

      • Recommendations from teachers, trainers or professionals from within the applicant's talent field

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Introduction and Statement

  • Canadian Dubai University is committed to promoting and implementing equality of opportunity in the learning, teaching, research and working environments

  • The University aims to create a learning and working environment based on fostering good relations between all people, with a shared commitment to promoting respect for all, and challenging and preventing stereotyping, prejudice, discrimination and harassment

  • The University is committed to inclusiveness, which “embraces diversity by valuing and respecting the perspectives and contributions of all our colleagues and students”, to the benefit of the University community in respect of its learning, teaching, research, management, administration and support service activities

  • The University upholds the principle that, in their areas of expertise, relevant staff of the University shall have freedom within the law to hold and express opinion, to question and test established ideas and received wisdom, and to present controversial or unpopular points of view without placing in jeopardy their employment or any entitlements or privileges they enjoy

Scope of the Policy

This Policy applies to all members of the University community, including:

  • All members of staff holding a contract of employment, and staff from other institutions on placement at, or visiting the University

  • Individuals with honorary or affiliate status

  • All students, including visiting and placement students

  • Visitors, including external persons or agencies using the University’s premises, facilities or services

  • Contractors working at the University

  • Individuals working or acting on the University’s behalf, including suppliers of goods and services

The Policy

  • The University aims to ensure that all members of its community are treated with fairness, dignity and respect

  • The University will apply this policy in compliance with and in the spirit of the relevant legislation

  • The University will not discriminate on grounds of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex or sexual orientation (hereafter referred to as the ‘protected characteristics’) in any decisions concerning student admissions, progression or support provision

  • The University will not discriminate on grounds of any protected characteristic, in decisions concerning staff recruitment and selection, career development, promotion, staff development opportunities, pay and remuneration, or reward and recognition

  • The University will not discriminate against any person on grounds of age, disability, gender reassignment, pregnancy and maternity, race, religion and belief, sex or sexual orientation, in the provision of facilities or services, or in the exercise of public functions

  • In the provision of residential accommodation, the University will seek to provide an inclusive living and studying environment

  • The University will not discriminate against any person on grounds of disability, gender reassignment, pregnancy and maternity, race, religion and belief, sex or sexual orientation.

  • Under-represented groups are encouraged to apply to work and study at the University

University Responsibilities

Overall responsibility for Equality and Diversity lies with the University Court. The University Principal takes responsibility as overarching Equality Champion, supported by Equality Champions for each of the equality strands, drawn from the Senior Management Group

The University will ensure that:

  • Staff and students are made aware of this Equality and Diversity Policy through the University’s web pages, publications, induction and training provision, and through the line management structure, as appropriate

  • Publicity material reflects the diversity of the University’s community

  • Staff, students and visitors are treated fairly, irrespective of their protected characteristics. The University will take prompt action over alleged discrimination, victimization or harassment

  • Reasonable adjustments are made, as appropriate, to enable disabled staff and students to overcome substantial disadvantage in the working and learning environment, and in the use of recreational facilities provided by the University

  • Existing procedures for staff and student complaints, grievances and discipline/conduct matters are applied in a just, fair, open and timely manner

  • Staff involved in staff recruitment, student admissions, selection and promotion panels receive training on equality and diversity matters

  • External contractors are made aware of their responsibility in relation to equality and diversity and will be required to comply with university policies and regulations

  • Learning and teaching material, where practical, includes positive, diverse, non-stereotypical content

  • Public events are held, wherever possible, in accessible locations, and where accessibility is limited by necessity, this is made clear to potential attendees

Individual Responsibilities

All University staff, students, contractors and visitors have a responsibility under the Equality and Diversity Policy. All individuals are:

  • Responsible for making themselves aware of the University Equality and Diversity Policy

  • Expected to participate in training which supports the implementation of the University’s Equality Policy, as appropriate

  • Responsible for their behavior and expected to treat others with dignity and respect. This includes cases where alleged or proven discrimination, harassment, bullying or victimization has occurred

  • To support the University’s determination to promote good relations and eliminate discrimination and harassment

  • Staff responsible for schemes of work, teaching content and resources should demonstrate sensitivity to equality and diversity issues

  • Staff responsible for dealing with appeals, complaints, grievances, staff discipline and student conduct matters should demonstrate sensitivity to equality and diversity issues

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The Equal Pay Act of 1963, as amended, prohibits sex discrimination in the payment of wages to women and men performing substantially equal work in jobs that require equal skill, effort, and responsibility under similar working conditions in the same establishment. Canadian University Dubai is also committed to the principle of pay equity and expressly prohibits disparate pay on the basis of an employee's race, color, national origin, age, religion, disability, sex, sexual orientation, gender identity, gender expression, marital status, genetic information, military enlistment or veteran status. The University prohibits pay discrimination based on sex, discriminatory pay practices based on sex, and sex discrimination affecting compensation.

  • Canadian University Dubai Equal Pay & Pay Equity Policy - Pay Transparency

Employees are not prohibited from discussing their salaries and/or compensation with other employees and non-employees. CUD will not discharge, discipline, or in any other manner discriminate against employees or applicants because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant. However, employees who have access to the compensation information of other employees or applicants as a part of their essential job functions cannot disclose the pay of other employees or applicants to individuals who do not otherwise have access to compensation information, unless the disclosure is (a) in response to a formal complaint or charge, (b) in furtherance of an investigation, proceeding, hearing, or action, including an investigation conducted by the employer, or (c) consistent with the University's legal duty to furnish information.

  • Canadian University Dubai Equal Pay & Pay Equity Policy - Equal Pay for Equal Work Act and Pay Equity Study

The UAE Equal Pay for Equal Work Act (“Act”) and the accompanying Equal Pay Transparency Rules are intended to promote equity in compensation and opportunity. A primary tool for accomplishing the goal of equity in compensation and opportunity is requiring employers to be transparent in sharing opportunities with the employer’s entire workforce.

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Canadian University Dubai recognizes and values the diversity of its students’ gender, gender identity and gender expression. The University therefore undertakes not to discriminate against transgender, transfeminine, transmasculine, gender non-binary and non-conforming students. It commits to creating an inclusive trans-friendly culture and learning environment, free from discrimination, harassment or victimization, where all transgender and non-binary students are treated with dignity and respect in the gender in which they choose to present themselves. Throughout this policy we use trans* as an umbrella terms to describe people whose gender is not the same as, or does not sit comfortably with, their sex at birth following discussions with our students.

It covers a diversity of gender identities and expressions including non-binary people. There is a wide variety of terms used by trans* people to describe themselves including (but not limited to) transgender, transsexual, gender-queer (GQ), gender-fluid, non-binary, gender-variant, crossdresser, genderless, agender, nongender, third gender, two-spirit, bi-gender, trans man, trans woman, trans masculine, trans feminine and neutrois.


The aim of this policy is to set a framework for how the University will support students who express their gender identify different to their sex at birth or have commenced and/or undergone the process of gender reassignment at any stage of the student lifecycle. The policy will give more detail on how the University’s strategic commitment should be applied to and how it will provide support to members of the University in meeting their legislative duties.

As part of the Equality and Diversity agenda, Canadian University Dubai is committed to the development of a culture where all students may live, study and work without encountering prejudice or discrimination because of any of the nine “protected characteristics” as defined by the Equality Act 2010.

The University aims to give support and understanding to those students who wish to take, or have taken steps, to identify as a gender different to their sex at birth.

The particular purpose of this policy is to ensure that a prospective student, a current student, or a graduate of Canadian University Dubai will not be treated less favorably than any other, on the grounds of gender identity or expression. This policy of equality is to apply at any time before, during or after a course of study, and at any point in any process of transition, expression or any change (including reversion) of gender identity.


This policy applies to students who have indicated a wish to live in a gender other than their sex at birth (whether or not medical supervision or surgery is either involved or contemplated) and non-binary students. The policy serves students at all stages of gender reassignment, identity or expression, begun or complete throughout the student cycle. This encompasses application to CUD, registration, every stage of their study or research to graduation.

Policy statement

The University will endeavor to undertake the following:

    • No student will be denied access or progression to admission, registration, teaching, learning and research, or treated unfairly on the grounds of their gender identity or expression, or their participation or non-participation in any gender reassignment process.

    • No student will be treated unfairly in relation to the awarding of scholarships, grants and other awards under the University’s control or the provision of student support.

    • No student will be disadvantaged through any of the University systems including but not limited to health and safety, personal conduct, complaints or disciplinary procedures.

    • In the provision of accommodation and other facilities by the University, each trans* student will be treated as an individual and their needs will be met as required, appropriately and sensitively.

    • The current curriculum, reading lists and contemporary content examples should neither rely on stereotypical assumptions or contain any transphobic material. Any historical content or comparative content containing what is now recognized as transphobic material needs to be clearly labelled with a trigger warning.

    • The University respects the confidentiality of each trans* student and no information will be revealed without the prior written agreement of the individual.

    • The University will not tolerate harassment and bullying. Transphobic abuse, harassment or bullying is treated as a serious disciplinary offence and will be dealt with under Senate Regulation 6 and/or Staff Disciplinary Policy and Procedures s.3. Support will be provided to any student who experiences such behavior.

    • The University recognizes the right of every individual to choose whether to be open about their gender identity and history. To “out‟ someone without their express permission may amount to a form of harassment and a criminal offence.

    • Trans* issues should be included in University Equality and Diversity training and specialized transgender training should be delivered to those working with and supporting trans* students.

    • Any student undergoing medical and/or surgical procedures related to gender reassignment will receive positive support from the University to meet any evolving needs during this period and all reasonable adjustments will be made as required.

    • The University will anticipate and respond positively to the needs of each trans* student and alumni, providing a professional and consistent service so that all trans* students feel welcome, safe, valued and supported in achieving their individual potentials.

    • The University commits to create and maintain an inclusive environment which demonstrates respect for each trans* student and all trans* students. The University guarantees equality across the whole student community with regard to the right to study with dignity, to use University facilities, and to preserve the name, personal identity of each trans* student. The inclusive and respectful environment will apply equally to associations (e.g. partner, spouse and family member, or ally), of a trans* student, and to an associate of any student who forms a part of, or identifies with, the wider-trans* community.

    • The University recognizes each student’s right to their individual gender identity and expression, and commits to respecting their privacy and treating their status confidentially and sensitively.

    • The University commits to facilitating where possible that trans* and non-binary students are able to have access to appropriate facilities on campus i.e. toilets in line with their gender identity and / or gender neutral facilities.

Providing support to students during transition

The way each student may transition will vary depending on a range of factors, including whether a person chooses to socially transition but not undergo any medical treatment, opt for medical procedures, or alter their gender expression without undertaking any other steps of transition. The University recognizes that all journeys are valid and all students will be supported. The most important consideration is ensuring each student can express gender identity preferences in the most comfortable way.

The student is encouraged to discuss transition with a tutor and/or the Student Support and Welfare Team if they would like support but there is no onus to do so. A very important part of this meeting will be to determine how to support the student and who will liaise with other University staff as required with the student’s written consent.

The plan should be put into writing and the student should sign it alongside the staff member. A copy will be kept by the University for the duration of the student lifecycle after which it should be managed in accordance with data protection law. The details will not be shared without the student’s written consent. The support plan and other arrangements should be monitored and reviewed regularly. Key review points are likely to include any time of significant change (whether personal or academic, or placement-related) but this does not preclude review and revision at any other time.


Canadian University Dubai respects the confidentiality of each of its students, and will not reveal sensitive information about trans* status without the prior agreement of the individual

Protection from discrimination and harassment

The University recognizes the right of each student to choose whether to express their gender identity and history. Staff and students should respect any transgender student in relation to:

      • Gender identity

      • Right to study with dignity

      • Name and personal identity

      • Privacy and confidentiality

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The University recognizes that the maternity and paternity policy is only one step towards protecting the careers of faculty members who have family obligations. Any approved time off or flexible time is not meant to be used to advance a faculty member’s professional, academic or research activities. This benefit is available to all full‐time faculty appointments with a contract of two or more years duration and with at least one academic year of contiguous employment at the university before the delivery date and must be taken at the time of delivery or adoption of a new baby.

For the University to effectively plan, a faculty member who is pregnant or whose wife is pregnant must inform her/his Head of Department/Provost/director of Human Resources by the end of the third month of the pregnancy for the necessary discussions and arrangements on either a reduction in teaching load, temporary absence, or replacement with another full time or temporary/adjunct lecturer, etc. to be made.

Maternity Leave

  • Maternity leave entitlement for female employeesis for 45 calendar days at full salary for each new born child

  • Any periods of absence due to illness before and after maternity leave confinement will be considered as periods of sick leave

  • Other maternity privileges shall be applicable as per the UAE legislation Paternity Leave

  • Paternity leave entitlement for male employees is for 3 days at full salary for each new born child per anniversary year

Provisions of maternity leave

A working woman is entitled to a maternity leave of 45 day's including the time before and after delivery. If the woman has completed one year of continuous employment for the same employer, she is entitled to full pay during maternity leave; otherwise, she is entitled to half pay.

In addition, after delivery, the woman is entitled to two additional breaks each day, with each break not exceeding half an hour for nursing her child. The woman is entitled to such breaks for 18 months following the date of delivery and is entitled to full pay.

Maternity and Paternity leave

Female employees at CUD in a permanent position in the federal government are entitled to 90 days’ maternity leave and male employees are entitled to 3 days’ paternity leave. Leaves vary for the employees of local governments.

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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.

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.

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  • 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

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  • 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 for school 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.

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  • Tiny Bees (4 months – walking)

Honey Bee focus 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.

CUD provides women with different schemes, activities and resources to highlight their role in different fields that are not valued, for CUD women deserve an essential role in the labor and social field, the university promotes and empowers women in fields such as entrepreneurship, research, creation of new ideas and leadership, this can be seen reflected below:

Canadian University Dubai is a research-oriented institution, with a broad portfolio of academic publications and expertise. Across our seven academic Schools – Architecture & Design; Business Administration; Communication and Media Studies; Engineering & Applied Science & Technology; Environment & Health Sciences; Liberal Arts & Sciences; and Graduate Studies – the University has made significant research contributions across a range of disciplines. This unit strongly supports women in all fields of research with the purpose of highlighting their figure and demonstrating their importance at a national and international level through competitions and different activities that have the purpose of empowering women in the labor and social fields.

The initiatives and research projects carried out at the Canadian University of Dubai aim to:

  • To provide a means of reaching out to student communities, industry professionals, and the broader business community, and to increase Canadian awareness of the great opportunities offered by research at the University of Dubai to address local and global challenges

  • Encourage and facilitate broad multidisciplinary participation and interdisciplinary collaboration

  • Create a web-based repository of resources to facilitate research, education, and outreach to the student community

  • Stimulate industry, business, and community interest and investment in university research by demonstrating how academic research can drive business growth and innovation

  • Give more importance to women in research fields to highlight their important role in society

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CUD is an institution that has made great strides in gender equality, this can be seen reflected in the degrees of the year 2019-2020 and 2020-2021 where female and male students graduated, the University with the purpose of measuring the amount of graduates by gender and in this way know the number of women and men who graduate for the following years carry out and maintain strategies that allow continuing to maintain gender equity, make comparisons, in table 1 and table 2 an increase in 1% in women graduated from the University, in the year 2019-2020, 210 women graduated being equivalent to 51% while in the year 2020-2021, 280 women graduated being equivalent to 52% having an increase that demonstrates the commitment that this CUD in this field.

The university has a unit that is dedicated to giving students tools so that when they graduate from university, men and women alike have job opportunities in the labor market and thus ensure that all its students are prepared for life. professional, through the CUD Career Services and the different professional orientation activities for students and graduate students of the university, the aforementioned is shown below:

Canadian University Dubai Career Services

Careers advice is available to assist students in developing their professional goals and objectives, and regular career workshops are held to provide support in finding employment and preparing for life in the workplace. The aim is to make students career conscious and start building their life skills early on. All students are welcome to attend to start improving their life skills and employability, especially final year students. In career workshops, students can learn how to create a professional CV, design a cover letter, develop their interview skills, use networking and negotiate an offer.


The ills of the Career Services is to make a student’s transition from illsiona to illsional life a success story. This is meant to be a shared success; therefore, the Career Center invites you to collaborate and work together with your professors, internship mentors, and use the services and resources of the Career Services throughout your studies. Participate in events, start thinking about your career plans and set SMART career goals from your first year on. The Career Center ill work to motivate you to take action and discover your possibilities, using your resources strategically. Throughout all events and one-on-one sessions, we ill work on improving your life skills and employability, preparing you to enter the 21st century job market.

Regardless of year of studies, major or interest, every student can benefit from the following services:

  • Advice on career related matters – job and internship search strategies, setting career goals, objectives and a step-by-step plan

  • Improving career correspondence (CV, thank you notes)

  • Improving profiles and visibility on career platforms

  • Assistance in finding internships, part-time or volunteer opportunities

  • Workshops to develop interview skills, online and offline networking and personal branding

  • Our annual Career Fair to be introduced to companies and organizations

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This policy defines prohibited discrimination, harassment (including sexual harassment), and retaliation; outlines reporting options and obligations; and describes the investigation process for complaints of discriminatory misconduct. Formal grievance procedures are set forth in applicable collective bargaining agreements and the university’s grievance policy.

Policy of Protection for Complaints Discrimination and Retaliation - Entities Affected by this Policy:

This Policy applies to all students, staff, faculty, university partners, and other individuals participating in or seeking to participate in, or benefit from, the university’s programs or activities, whether on or off campus, including education and employment.

Policy of Protection for Complaints Discrimination and Retaliation - Policy Statement

The university is committed to equal access to programs and activities, admission, course offerings, facilities, and employment for all of its: students, employees, and university community members. It is the policy of the university to maintain an environment free of discrimination against any person because of their real or perceived “protected characteristic” including race, color, religion, national origin, sex, sexual orientation, gender identity, gender expression, pregnancy (including pregnancy-related conditions), age, physical or mental disability, genetic information (including family medical history), ancestry, familial status, citizenship, service in the uniformed services (as defined in federal and state law), veteran status, expunged juvenile record, and/or the use of leave protected by state or federal law.

Discrimination or harassment based on one or more of these protected characteristics violates the dignity of individuals, impedes the realization of the university’s educational mission, and will not be tolerated. It is the responsibility of every member of the university community to foster an environment free from discrimination, harassment, and retaliation. All students, employees, and other members of the university community are strongly encouraged to take reasonable and prudent actions to prevent or stop acts of discrimination, harassment, or retaliation. This may include directly intervening when safe to do so, enlisting the assistance of others, contacting law enforcement, or seeking assistance from a person in authority.

Policy of Protection for Complaints Discrimination and Retaliation - Policy Jurisdiction

This Policy applies to all students, staff, faculty, university partners, and other individuals participating in or seeking to participate in, or benefit from, the university’s programs or activities, whether on or off campus, including education and employment.

  • For claims against students and student organizations, jurisdiction is defined by the Student Conduct Code.

  • For claims against employees, this Policy applies to conduct that: occurs on campus or property owned or controlled by the university (university property), occurs in the context of a university employment or educational program or activity, uses university resources, such as workplace telephones, video conferencing technology, e-mail, or other means of electronic communication, or creates a hostile environment for or causes substantial disruption to the university community or any of its members, or seriously threatens the health or safety of any person. The university will follow applicable collective bargaining agreements, policies and procedures in determining whether corrective action can be imposed for behavior that occurs during non-work hours.

  • For claims against third parties, such as contractors, visitors, alumni, and guests, the university will determine the appropriate manner of resolution, which may include without limitation referral to local law enforcement or to the school or employer of the third-party respondent, and/or restriction from access to campus or university programs or activities. The university’s ability to take disciplinary action against a third-party respondent is limited and will be determined by the nature of the misconduct and the university’s relationship to the third-party respondent.

Policy of Protection for Complaints Discrimination and Retaliation - Confidential Resources

The university also offers a number of confidential resources for individuals who are unsure whether to report misconduct or who seek counseling or other emotional support in addition to, or without, making a report to the university. A link to resources, including confidential resources is included at the end of this policy.

Policy of Protection for Complaints Discrimination and Retaliation - Retaliation

After receiving a report of Discriminatory Misconduct, the university may implement interim action(s) when determined necessary to address a substantial and immediate threat of harm to persons or property or when there are reasonable concerns that an investigation may be compromised. Interim actions will remain in place until lifted or modified by a university official with authority to do so. Interim actions aim to prevent the repetition of prohibited conduct, if occurring, and eliminate opportunities for retaliation against a complainant, the individual who reported, other specified persons, and/or a specific student organization.

The specific interim action(s) implemented will vary depending on the circumstances of each report. In some instances, the university may share information regarding such interim measures with a complainant, or other appropriate individuals, on a need-to-know basis, such as safety planning. Respondents will be provided with the opportunity to raise an objection.

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The Department of Human Resources and Administration of the Canadian University Dubai. CUD trust our employees and the leadership of our university. The goals are to define an organizational structure that drives productivity, to develop effective coordination and communication within the organization, to spend time finding the right people and developing their skill bases, and to embrace broader social and ethical developments. Our goal is to promote flexibility, innovation, competitive advantage, develop a fit-for-purpose organizational culture, and improve performance on a daily basis.

The Department of Human Resources and Administration focuses on success and building high levels of loyalty to the university. Our responsibility is to establish knowledge and knowledge of the regulations, statutes and applications of human resources and administrative matters to regulate the relationship between the university and its employees. We also provide the elements that are capable of achieving the objectives of the university and promote the optimal investment in the human element to be a competition magnet in the world that seeks to join us.


Human resources department is keen to use the quality mechanisms in their work to meet the university employees’ interests which is one of the objectives of management to achieve job satisfaction among all employees of the university which will enable them to contribute in achieving the vision of the university.

​Tasks & Services

  • Training and staff development

  • Security and safety

  • Ensuring compliance with labor laws

  • Identifying work needs

  • Planning career tracks

  • Managing promotions process​


  • Polarization

  • Appointment

  • Evaluating staff performance

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The human resources department created an online complaints system, where the staff member or student can report their complaints or problems that arise at the university. CUD ensures total confidentiality and protection of the person who reports a case based on their Policy of Protection for Complaints Discrimination and Retaliation. The department will contact the staff member or student to make a personal appointment where the case will be discussed and the measures to be taken as well as the investigation carried out.

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UAE Initiatives

According to the United Nations Development Program (UNDP), gender inequality is a major barrier to human development. The UAE’s compliance with international codes and conventions is a demonstration of the country’s commitment to adhering to best practices in order to guarantee the elements necessary for a decent life to all of its residents, especially women. Based on the Vision 2021, the UAE aims to become one of the world’s top 25 countries for gender equality. Established in 2015, the UAE Gender Balance Council (GBC) is a federal entity responsible for developing and implementing the gender balance agenda in the UAE. In line with SDG 5, the Council’s objectives are to reduce the gender gap across all government sectors, achieve gender balance in decision-making positions, and promote the UAE’s status as a benchmark for gender balance.

Policies and Initiatives

  • The late H. H. Sheikh Khalifa bin Zayed Al Nahyan issued a decree (2018) to increase Emirati women’s representation in the Federal National Council (FNC) to 50% in the upcoming parliamentary term

  • Equal pay law (2018) mandates equal pay for men and women in the UAE

  • The Gender Balance Index (2017) is an initiative by UAE Gender Balance that measures the efforts of organizations and their leadership in 3 categories: The best personality supporting gender balance, the best federal authority supporting gender balance and the best gender balance initiative in the UAE

  • National Strategy for the Empowerment and Leadership of Women (2015-2021) aims to provide a framework for federal and local government entities and private sector to define plans that will ensure women’s participation in society

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