policy of non-discrimination against women

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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With the purpose of caring for the entire university community, students as well as staff members, the University has an Equality and Diversity Policy whose main function is that the human rights of each member of the university community are not violated and are respected. The university believes in the diversity of the human being, for this reason I developed this policy that rejects and prohibits any type of discrimination caused by another member of the university or a third party.

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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On Combating Discrimination and Hatred

  • What is the meaning of Gender Discrimination?

Gender discrimination means discrimination based on a person’s gender or sex, which more often affects girls and women. Because of gender discrimination, girls and women do not have the same opportunities as boys and men for education, meaningful careers, political influence, and economic advancement.

  • Where does it happen?

Gender-based discrimination happens throughout the world. Because of gender discrimination, women who perform the same tasks as men are often paid less and receive fewer benefits from their work. Even in developed countries like Canada, women earn only 70.4 percent of what men earn – a percentage lower today than in the 1990’s.

  • Why does it happen?

The root cause is based in culture. A society’s culture both shapes the way ‘things are done’ and explains why that is. Culture defines who women and men are, what they do, and establishes the structure of the relationship between them. Cultural explanations describe “women’s work” and “men’s work” in the home and community. These explanations differ among societies and change over time. Generally, women have less personal autonomy, fewer resources and less influence than men regarding decisions which affect and form their societies and their own lives.

  • Are there laws against gender discrimination?

Canada has laws opposing gender discrimination. Canada’s Charter of Rights and Freedoms states, “Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.”

There are also several international agreements upheld by Canada, which guarantee gender equality.

Gender equality means both men and women can exercise their rights and realize their full human potential, regardless of their gender.

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The UAE places education at the cornerstone of Vision 2021. The Ministry of Education (MOE) and its strategic partners have laid out a strong strategy to harness the national human capital’s full potential by maximizing participation in high-quality education, encouraging entrepreneurship, and nurturing public and private sector leaders. The 2016 merger between the Ministry of Education and Higher Education has enabled the UAE to focus on equity and quality from kindergarten to higher education to fill the gap between academic requirements

and labour market demands. MOE is accelerating progress towards the SDGs by infusing Information & Communication Technologies (ICT) (such as Artificial Intelligence) in the education system through a smart learning program and a specialized data centre.

Policies and Initiatives

    • The Early Childhood Policy (2018) targets children from birth until the age of 8 and calls for the establishment of a national framework with a comprehensive and integrated approach for the care and learning of children

    • The Inclusive Education Policy Framework (2018) defines an Emirati school model focused on providing quality education from birth through its five tracks (Specialization track, General/Academic track, Professional track, Advanced track and Professional Advanced track).


    • Quality as measured by students’ learning outcomes: Although recent international assessment results (TIMSS and PISA) are showing improvements

    • Teacher preparation and professional development: Increased quality of teachers (with a shift from a supply-driven to a demand-driven focus of all professional development programs) to ensure that teachers adopt teaching and learning methodologies and assessment practices that reflect the intent of the curriculum, the need of students, and system expectations for effective teaching

    • Clear, consistent and sustainable SDG 4 Monitoring Framework at a global level: Although many efforts are under way to develop a holistic monitoring framework for SDG 4, it is still a global challenge to finalize all components of a sound monitoring framework including operationalization of certain targets, development of indicators, standards and tools to match the ambitions of SDG 4.

Based on the above; Canada and UAE government policies; we notice that CUD achieves gender equality and empower all women and girls by applying these policies at every sector of the university.

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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.

"Theoretically, then, women are deemed as capable as men. However, they have to do more to prove themselves to surmount the expectation that men are more naturally suited to leadership positions."

Teh considered the Center's recent research findings in the context of the upcoming International Women's Day, which will run under theme 'Make It Happen', and concluded the article with her own ideas on how to 'Make It Happen' and eliminate the need for women to perform to higher standards because of outdated expectations.

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November 27th, 2016: Canadian University Dubai (CUD) has marked the United Nations’ International Day for the Elimination of Violence against Women with an event to raise awareness of the important global issue.

Speaking at the event were Dr. Louise Lambert, Assistant Professor in the School of Liberal Arts & Sciences, and Lina Khalife, founder of SheFighter, the first self-defence studio for women in Jordan and the Middle East.

Gathering together both male and female students, faculty and staff, the event sought to reinforce the UN’s message about the incidences and threats surrounding rape, domestic violence, harassment and other forms of violence against women.

Opening the event, Dr. Lambert reflected on one of her earliest professional experiences, studying domestic violence for the Justice Project in Canada. She talked about the findings of her work, during the course of which she counselled men convicted of domestic violence.

Dr. Lambert revealed, “They were given the choice of a week of counselling or a year in jail. Some of them still chose the one year option. What I found during the study was that domestic violence is a symptom of a much bigger issue. When I asked the men ‘why did you do this?’, the final answer was usually ‘because I could’.”

Likening this issue with prescribed gender roles that both men and women grow up with, Dr. Lambert discussed the cultural, religious, social, parental pressures and expectations adding to the mix. She said, “Girls are told from when they are little: ‘don’t be bossy, don’t be dramatic, tone it down’. While boys are told: ‘don’t be a wimp, don’t cry or how can you let this go?’”

Dr. Lambert also spoke about the different expectations men have for their partners versus their daughters. She revealed, “The Shriver report on 21st century men tells us that 66% of surveyed men would like the quality of independence in their daughters but only 34% wanted it in their partners. For a partner, the most preferred qualities were found to be sweet, attractive, understanding. These gender roles create a power imbalance, which is usually propagated through life.”

Continuing the debate, Lina Khalife spoke about her experience growing up in Jordan and how a high school friend who was visibly abused did not want to raise her voice against her father and brother who routinely beat her. She said, “I started questioning gender roles and the injustices based on it. My friend’s plight triggered the idea of starting a self-defence training centre for women.”

SheFighter has trained 12,000 women so far and Khalife’s work has been acknowledged globally. She has worked with the actress Emma Watson, training her in martial arts, and has a number of fascinating stories that illustrate the importance of her work, including a woman she trained who was able to overpower her attacker and have him arrested.

Khalife went on to provide some tips and demonstrations to female students on how to stay safe, including the importance of body language, showing self-confidence, being aware of one’s surroundings, not getting into enclosed spaces if there is a sense of danger and most importantly, learning self-defence.

She concluded by saying that, “The main thing to remember is that attackers are cowards. Men harass women because they have low self-esteem and because they can get away with it.”

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GEMS Wellington School, Silicon Oasis: Students from GEMS school accompanied by CUD staff recorded a song, celebrating the diversity of Dubai titled ‘You’re Dubai.’

The song was written by Dr. Franziska Apprich, Assistant Professor and Head of Learning Zones and Incubation in CUD, in collaboration her Communications students.

The recording of the song is a follow up to an initiative in early October when students from the Communications Department worked closely with GEMS students on the subject of bullying. During their classes the GEMS students wrote and recorded lines about anti- bullying.

The students were so impressed by the creativity of the students that they felt motivated to prolong the relationship and as a result encouraged Dr. Fran to pen a song.

The song was recorded by the GEMS School Choir ‘Resonance’, under the supervision of music teacher Olivia Shields and, music coordinator Danielle Boylan. The choir was accompanied by members of staff from CUD.

The song is about the beauty and innovation of Dubai and how it has given us all a home. We’re all part of Dubai and are happy to be living in this peaceful and tolerant place.

Many of our students have been born in Dubai and consider this to be their home. Every time Fran comes into a classroom she is reminded of the diversity and beauty of Dubai.

Dr. Fran expressed the hope that the song would receive the maximum exposure through Radio and Social media as she felt that many people share the values of the song and music video.

The song is the end product of an initiative between CUD and Gems School addressing issues around bullying and examining strategies for coping.

Speaking on behalf of the GEMS School, Thomas Nelson, Head of Emerald House and Physical Education teacher who originally invited CUD to participate in the anti-bullying campaign said that it was important to encourage students to acquire confidence when discussing issues around bullying in the classroom, making it easier for students to talk about bullying issues when they happen, and also providing a better understanding of why they happen and how people are affected.

We wanted to establish a link with The Canadian University of Dubai and with the help of Dr. Fran and her students, we were able to work together to deliver songwriting workshops that allowed our students to express their feelings and experiences around the theme of prejudice and discrimination.

For the future, our ambition is to ensure that this awareness and message remains a focal point at the Academy throughout the academic year. As a school we know we have made a positive difference to our students in recognizing, reporting and responding to bullying.

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