HQA's third summer program comes to an end
During the closing ceremony of the third summer program, Dr Abdullah Khalaf Al Hosani, Secretary General of the Holy Quran Academy, stated that the activities conducted are aligned with the Academy's vision to enhance the scientific and cognitive skills of community members. He noted that the participation observed in these scientific events and summer programs demonstrates the Academy's role in promoting its scientific message, which is connected to the vision of His Highness Sheikh Dr. Sultan bin Mohammad Al Qasimi, Supreme Council Member and Ruler of Sharjah. The Academy aims to serve as a scientific and creative hub that supports human advancement and reinforces Sharjah's status as a center dedicated to the study of the Holy Quran, its sciences, and its significant figures.
The program featured a variety of training courses and workshops designed to help participants improve their skills in different areas. These included lessons on Quranic calligraphy and decoration, the fundamentals of proper pronunciation and recitation of the Quran (known as Tajweed), personal reflections on experiences with the Quran, and guidance for the future.
At the end of the program, Al Hosani recognized and celebrated the strategic partners and exceptional participants from the third summer program. The event was attended by the well-known reciter Hazza Al Belushi and several officials.
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Sharjah 24
5 days ago
- Sharjah 24
HQA's third summer program comes to an end
The program was a huge success, attracting over 1,050 participants. Additionally, more than 293,000 people followed the live broadcasts on the academy's social media platforms during various sessions. This strong turnout shows that the community is very interested in summer programs that focus on personal growth and learning, helping individuals enhance their academic, personal, and social skills. During the closing ceremony of the third summer program, Dr Abdullah Khalaf Al Hosani, Secretary General of the Holy Quran Academy, stated that the activities conducted are aligned with the Academy's vision to enhance the scientific and cognitive skills of community members. He noted that the participation observed in these scientific events and summer programs demonstrates the Academy's role in promoting its scientific message, which is connected to the vision of His Highness Sheikh Dr. Sultan bin Mohammad Al Qasimi, Supreme Council Member and Ruler of Sharjah. The Academy aims to serve as a scientific and creative hub that supports human advancement and reinforces Sharjah's status as a center dedicated to the study of the Holy Quran, its sciences, and its significant figures. The program featured a variety of training courses and workshops designed to help participants improve their skills in different areas. These included lessons on Quranic calligraphy and decoration, the fundamentals of proper pronunciation and recitation of the Quran (known as Tajweed), personal reflections on experiences with the Quran, and guidance for the future. At the end of the program, Al Hosani recognized and celebrated the strategic partners and exceptional participants from the third summer program. The event was attended by the well-known reciter Hazza Al Belushi and several officials.
Al Etihad
22-07-2025
- Al Etihad
Under the patronage of Mohammed bin Rashid .. the Award elevates its global status serving the Holy Quran
22 July 2025 13:02 Dubai (Aletihad)The Dubai International Holy Quran Award, which is held under the patronage of His Highness Sheikh Mohammed bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai, has witnessed a significant leap in the number of registered Quran memorizers for its 28th edition in 2026, reinforcing one of the key objectives of its new developmental vision "In search of the most beautiful Quran recitation". With the registration period concluding today, the award received 5,618 applications from 105 countries across various continents, with 30% of applications submitted under the female category. Global Interest Reinforces the Award's StandingHis Excellency Ahmed Darwish Al Muhairi, Director General of the Islamic Affairs and Charitable Activities Department in Dubai and Chairman of the Board of Trustees of the Dubai International Holy Quran Award, reiterated that this overwhelming interest from male and female Quran memorizers reflects the exceptional success of the developmental vision initiated by the patron of the award, His Highness Sheikh Mohammed bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai. This vision aims to broaden international participation and affirms Dubai's leading role in serving the Holy Quran and establishing itself as a global hub for honoring memorizers and scholars and institutions that serve the Holy added that this record-breaking participation is a result of the qualitative enhancements introduced in the 28th edition, most notably the introduction of a dedicated category for female participants for the first time, allowing direct personal nomination in addition to the traditional nominations by a participant's country or by a recognized Islamic prize money was also increased, bringing the total value of the award's prizes to over Dh12 million, with the first-place winner in both the male and female categories receiving $1 Excellency also emphasized that the award has firmly established itself as the largest and most prestigious award honoring Quran memorizers, thanks to the continuous support of His Highness Sheikh Mohammed bin Rashid Al Maktoum. He noted that this edition marks a new turning point in the award's history, further elevating its status and enhancing Dubai's global contributions to serving the Holy Quran, encouraging its memorization, and spreading its noble values and teachings. Wide International Participation Ibrahim Jasem Al Mansouri, Acting Director of the Dubai International Holy Quran Award, stated that the 28th edition received applications from across the globe, including Arab and Islamic countries as well as Muslim communities in various non-Muslim countries. Egypt topped the list with 1,410 applications, followed by Pakistan (571), Indonesia (505), India (391), Morocco (248), Syria (211), Bangladesh (211), Iraq (187), Nigeria (133), and Yemen (132). He added that significant numbers of applications were received from Quran memorizers in the United States, Canada, Russia, and European countries such as the United Kingdom, Germany, France, Italy, Spain, the Netherlands, Norway, and Sweden. Applications were also submitted from many other countries across Asia and Africa, in addition to New Mansouri pointed out that this level of global interest aligns with the goals of the award's new developmental vision, through which Dubai aims to expand its influential role in serving the Holy Quran, promoting its memorization, encouraging excellence in recitation and understanding of its sciences, and instilling its values and teachings among the younger generation. He stressed that this growing international interest motivates the award to accelerate efforts and develop more initiatives, programs, and tools to encourage a greater number of countries, institutions, and individuals to engage positively in Quran memorization and recitation, and deepen their connection to its sciences. Preliminary Evaluation Stage UnderwayThe Dubai International Holy Quran Award received 5,816 applications during the registration period, which ran from May 21 to July 20. Of these, 30% were submitted under the female category. All eligible applications have entered the preliminary evaluation stage, which began early July and will continue until the end of the applicants from the preliminary round will move to the second stage, which will involve direct video calls between the memorizers and the evaluation committee. This phase will run from September 1 to 30. Finalists will then advance to the final evaluation round, which will take place in person in Dubai during the second week of Ramadan. A Developmental Vision with Groundbreaking AdditionsThe Dubai International Holy Quran Award had previously announced a new developmental vision for its 28th edition (1447H – 2026), aimed at making the award more distinguished and impactful. This reaffirms Dubai's leading role in serving the Holy Quran and strengthens its position as a global center for honoring Quran memorizers from around the world. The new edition includes significant additions that build on the award's legacy of 28 years. The total value of the award's prizes has been raised to over Dh12 million, with the first-place winner in both the male and female memorization categories receiving $1 million prize value for the Islamic Personality of the Year has also been increased to $1 million. Among the groundbreaking updates in this edition is the introduction of a dedicated category for female participants, bringing the total number of categories to three: Full Quran Memorization – Male, Full Quran Memorization – Female, and the Islamic Personality of the Year Award. Participants may now apply through direct personal nomination, via a recognized Islamic center, or through official bodies worldwide. The developmental vision also includes expanding the scope of international participation, modernizing nomination, evaluation, and judging procedures, and launching new initiatives to enhance the quality and performance of participants.
The National
15-07-2025
- The National
Is the traditional bricks-and-mortar school set to be replaced by online academies?
When Covid-19 emerged, schools taught lessons through platforms such as Zoom, which set a trend that continues, with many full-time online schools now operating. One of them, the UK-based Minerva Virtual Academy, recently announced plans to offer Gulf Standard Time lessons for students in and around the region. But do young people taught online miss out on key experiences that come from being at school, such as making friends – and is the teaching as effective? Hugh Viney, MVA's founder, said that online schooling was 'certainly better for certain types of kids' who made up 'a significant minority of students'. 'By no means the majority – we do not pretend we're for all kids,' he said. 'Most kids, many kids should not go to online school. We're just great for some.' Online schools are particularly suitable, according to Mr Viney, for students with mental health issues not supported by mainstream schools, neurodiverse students uncomfortable in a traditional school, elite sportspeople, such as young tennis players, and children from families that move around frequently. At MVA about 40 per cent of school time is 'live' online with a teacher, while during the other 60 per cent students learn on their own using an online platform without a teacher. Students see a mentor once a week and have assemblies on Monday morning. MVA was founded in 2021 with four students and now has around 1,200, more than four-fifths in the UK, with others spread around dozens of other countries. It states that it is the only online school of its kind to be fully accredited by the British government's Department for Education, which is responsible for schools in England and runs a non-compulsory accreditation scheme for online schools. Figures for the number of children educated online are scarce, but in England alone a 2024 census recorded 111,700 children as being home schooled, a proportion of whom will be attending online schools. The 2024 figure is up 20 per cent on the previous year, according to reports. There are multiple English-medium online schools based in the UK or elsewhere that cater to students in the UAE. Among the UK-based schools that market British-curriculum teaching to UAE-based families are Sophia High School, Cambridge Home School Online and King's InterHigh. As an example, King's InterHigh charges £6,670 (Dh33,092) per year for GCSE students, with fees tending to be lower in earlier years, and higher in later years. King's InterHigh is not registered with Dubai's Knowledge and Human Development Authority, but is registered with Cambridge International Education. Iqra Virtual School, described as Pakistan's first full-time online school, but offering British and other curriculums, bills itself as having 'a significant presence' in Gulf countries including the UAE. It says that it has been serving students in the GCC for more than a decade. India's K8 School also markets itself to UAE-based families, as does Crimson Global Academy, which offers British and American curriculums and has a Dubai office. The UAE is itself home to online schools, including iCademy Middle East, which is based in Dubai and is accredited by the KHDA. Mohammed bin Rashid Al Maktoum Global Initiatives has launched The Digital School, which is based in Dubai and offers Arabic schooling to students worldwide. Linked to its launch of GST timezone lessons, MVA has appointed a Middle East vice principal, Harry Allen, currently assistant head of secondary at GEMS International School in Dubai. The school said that increases in waiting lists for schools in the region could cause some parents to look at online schools, with students able to enrol for, say, a year, before transferring to a traditional school once a place becomes available. The growth in populations in the region is another factor that could drive enrolment. Growing demand Rachael Wilding, former principal of Smart Vision School Dubai and the founder and director of Edsidera, which provides awards to children from various schools who carry out extra-curricular activities, said that demand for more flexible education may be growing in the Gulf region. 'As the Gulf region grows in diversity and culturally, and with families having a flexible situation, many look for something less rigid in education,' she said. 'Teachers are the most adaptable and I firmly believe, if asked, any teacher could deliver an enriching and positive learning experience online. There are so many tools and digital support platforms to also tap into.' Not all educators are convinced, however, that online education can replicate everything that children gain from being taught face-to-face. 'When we were in the pandemic and we were teaching the graduate students online by Zoom, it's not the same,' said Prof Regina Cortina, professor of education at Columbia University in New York. 'We didn't have the same level of discussion, or people sometimes were participating in the class, sometimes they were not. I would imagine for the high-school students it's even more complex. It's very difficult to maintain their attention. 'Just sitting in a computer without any interaction with their peers, it must be extremely lonely for them. Part of school is socialising with the age group … I really support face-to-face interaction.' Mr Viney insisted that pupils taught online did not lack human interaction, as they connected in assemblies, in live lessons and in after-school clubs. 'They're also able to chat to each other internally – there's a chat system,' he said. 'They get contact with their teachers, their mentors, and their fellow students in all those different ways.' There are in-person meetups, including school trips, and Mr Viney said that the decision to launch GST timezone lessons was party about ensuring that students in the region would be better able to take part in these. Some bricks-and-mortar schools are developing a hybrid model that mixes traditional face-to-face tuition with online lessons. For example, six years ago British School Muscat took over the governance of British School Salalah, and some GCSE subjects at the Salalah institution have since been taught remotely by teachers at the Muscat school. GCSE students spend about a third of their time being taught face-to-face, a third being taught online and a third on independent study. Andrea Berry, a British former deputy head teacher of primary at BSS, whose daughter Imogen studied at BSS, described her child's experiences with online teaching were 'genuinely transformative'. 'In subjects she had previously found challenging … particularly the sciences, she not only re-engaged, but began to thrive,' she said. 'The quality of teaching she received from BSM, even at a distance, reignited her confidence … Remote teaching was highly effective in her case. Lessons were structured, engaging and well-resourced. Teachers built strong relationships and provided timely feedback.' Imogen had additional UK-based online instruction and when she became an A-Level student she continued with some of these tutors alongside her in-person sixth-form lessons, something that her mother said 'speaks volumes about the effectiveness of the online approach'. 'For parents considering remote learning, I'd recommend it,' she said.
