RSI implemented its mission and strategic objectives in the adoption of reading projects, supported by an effective methodology for raising standards in Arabic literacy. As a result, the ‘National Reading Project’ in Egypt was launched following intensive meetings between RSI, Dubai and Cairo in December 2019. The NRP expanded the reading projects to university students and institutions whose role is to support and stimulate reading within their community. The initiative now covers more than 50,000 schools, institutes and universities, and includes nearly 25 million students, teachers and instructors.

Several strategic partnerships have now been formed between Egyptian Ministries, Al-Azhar Al-Sharif and the Research Science Institute and millions of books have been read by the young and the old. The readiness and desire to read has been pervasive and has really taken on. Despite the bitter conditions and challenges generated by the pandemic, the competition was launched with a clear resolution.

School of Research Science (SRS) provides the local community with a high standard of British and American Curriculum education whilst ensuring that the local culture and beliefs are upheld throughout school life.

Through the school’s provision of a first class British Curriculum education, SRS provides society with strong leaders who will develop their careers through local government and private businesses that are fundamental in supporting the growth of the UAE. The Chair of the SRS Board of Governors is the driving force for the implementation of the school’s vision ‘to establish leading nationwide centres of educational excellence that are founded upon the highest international standards’. The Board of Governors sets the strategic direction for all educational matters and is responsible for holding educational leaders to account. In implementation of its function, the Board of Governors establishes such policies as required for the proper and efficient operation of the school. It reviews the policies on an on-going basis and evaluates the impact of their implementation.

The RSI ART AWARD launched in 2021 is a new global initiative with a mission to inspire young artists from around the world to express their creative talents across three disciplines of drawing and painting, photography, and digital art. Initiated as a classroom art competition in 2006 from the School of Research Science, Dubai, it now has over 450 young artists across 7 countries, 30 schools and students from 45 nationalities as registered participants. The international art competition is an opportunity for International students to unleash their creativity, drawing on the quality subject knowledge, skills and understanding they have acquired over time. For schools, it is an opportunity to showcase the impact of a high-quality art education.

The High Performance Learning (HPL) philosophy and framework underpins the RSI school culture. RSI fully supports the belief that every student can achieve exceptionally well if their needs are identified with precision and the curriculum is ambitious with respect to its content, organisation and adaptation. All RSI educators therefore strive to ensure that all students achieve their full potential.

The HPL programme is researched based and helps RSI to systematically build the cognitive competencies that lead a student to thrive academically in school. This systematic approach also provides students with the skills and attributes they will require to be successful in higher education and their future careers.

The RSI approach to education is to build a High Performance Learning mindset in all students. HPL is based around a framework that includes 20 generic characteristics that students need to develop to be high performing learners. These are based around, ‘How high performing learners think’ and ‘How high performing learners behave’. These are embedded across the curriculum and are part of the daily language used in RSI schools.

RSI is determined that students develop into the best version of themselves by realizing their purpose in life and building their personal character. The work of RSI schools is therefore underpinned by the Six Global Competencies for Deep Learning; these comprise our Student Learner Profile (SLP). The six competencies (or 6Cs) are:

Character; citizenship; collaboration; communication; creativity; critical thinking.

RSI expects that all subjects and all levels of learning embrace these competences. They are deemed to be important for both the academic and pastoral development of students. Teachers and students from different subjects and different grades can have rich discussions using a common language. Real world application of these developing competencies is a critical goal for all students. These competencies will define an RSI student at the end of their education in an RSI school. Therefore, starting points are defined, a shared language about success is developed, and the personal growth of students is measured and evaluated on a continuum over time.

The purpose of accreditation for RSI and its schools is to bring about continuous improvement. Although accredited status is often perceived as an end, the process is underpinned by the principle that the self-evaluation activities and engagement are of equal importance. In this sense, accreditation serves two goals:

• to provide a means by which all stakeholders are assured that the school or institution has been judged by independent evaluators to meet rigorous quality standards;

• to support the institution and its schools’ development through a commitment to moderation of its own self-evaluation and continuous improvement of all operations and resources

As an institution RSI will focus in each country on local quality marks and inspections and internationally recognised accreditations. These will include high standards in education, management systems, wellbeing and the environment. RSI accreditations reflect the responsibility of the organisation to ensure its vision and mission is fulfilled by a commitment to regular, rigorous assessment, examination and continuous improvement of all its operations and resources.

In 2015, this exceptional competition was honored by the sponsorship of His Highness Sheikh Mohammed bin Rashid Al Maktoum as his Highness’ global initiative and became designated as the ‘Arab Reading Challenge’. RSI was honored to manage the competition until 2019. The competition witnessed an increased number of participants which reached 3 million in the early stages. The enormous success continued, reaching an astounding 17 million students at the end of the four year period during which the competition was under the management of SRS.

Research Science Institute has vast experience in this field:

1. Development of quality standards for published books and selection of appropriate books for reading in terms of form, content and value. This has indirectly resulted in the attempt of publishing houses to improve their publications and to publish books that meet the criteria. This in turn has resulted in improved publishing processes, as well as improved production by writers due to the reluctance of publishing houses to accept the publication of books which do not meet the publisher’s standards.

2. Book levels were determined and classified according to student levels.

3. A study of school library needs resulted in the focused distribution of books according to student levels.

RSI employs a large team of distinguished teachers and experts from many countries and areas of the Arab world, which has resulted in what is known as the ‘Trilogy of Knowledge’: the author, the publishing house and the reader. In addition, digital platforms and programmes have been developed, and so-called e-book platforms, which in turn facilitate the reader's access to the books, reduce the cost of purchasing books and facilitate the establishment of a large library. The establishment of various local and international exhibitions have motivated the reader, author and the publishing houses to focus on improving their performance and quality of publications. With the growth of competition, the structure of the National Reading Programme was formulated

The Reading Train Competition commenced at the School of Research Science and soon spread to schools in the United Arab Emirates and throughout the region. From 1998 to 2015, the Reading Train Competition was the most prestigious reading project at the time, winning the ‘Best Project in the UAE’ in 2008. The competition succeeded in reviving the interest in reading amongst hundreds of thousands of participants, as well as increasing their ability to read critically and creatively. In addition, it strongly encouraged participants to speak fluently in the Arabic language and expand their knowledge and cultural capital.