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The WHY

With the current global attrition rate for staff turnover due to an aging workforce in the nuclear and radiation sector, actions need to be taken to ensure that successful training and development programs are created at a pace that will allow for meeting the current and future manpower needs in the nuclear and radiological fields in the UAE. Identified as one of the national priority issues for the nuclear and radiation fields, the UAE aims to empower and qualify national experts and leaders in government who are involved in the nuclear and radiation applications industries. To achieve this national priority in capacity building, FANR intends to launch a virtual academy called the Emirates Nuclear & Radiation Academy (ENRA) that will provide specific training modules and programs to contribute to the growth in percentage of qualified nationals to fill various positions in the fields of nuclear and radiation applications in the country.

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The WHAT

What is unique about ENRA is that the platform will cater to a large demographic of users ranging from scholars, university graduates, university interns, job seekers, technical professionals and leaders in various government sectors. The virtual platform will serve as springboard for potential job seekers among UAE nationals, students, and graduates who have the desire to enter the nuclear or radiation fields. Online training modules, videos, games, and even webinars will help the user navigate the complex world of nuclear and radiation through a series of short bites of information building on the knowledge as the user progresses through the courses. This will provide users the prospect to build their knowledge portfolio whilst preparing them to assume potential vacancies available in the nuclear and radiation fields.

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The HOW

Each user will be provided a unique series of modules based on their level of experience in the field of nuclear. The more experienced the user, the more modules and series will be made available to them to access. To access the modules, users are encouraged to register on the online platform to access the training courses which will start with basic nuclear and radiation technologies to more advanced training in medical physics; radiation protection safety and security culture; etc. For nuclear and radiation leadership, the training modules will be more tailored to technical leadership development training courses. These courses/modules/learning programs will all be available as self-study or virtual instructor-led courses and comprise various providers ranging from IAEA training courses to more specific training developed by industry SME instructors, health care professionals, academia, and other nuclear and radiation professionals. To support the development of experts in the fields of nuclear and radiation applications, communities of practice will be created on the platform to work on specific technical and scientific issues through research and other projects taking into consideration the IP’s of each project, training material, publications, and etc.

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Number of Academics

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Number of Engineers

1+

Others

6+

Number of Courses

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Number of Certificates

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Our Mission

To create a sustainable pipeline that supports the development of emirati leaders and experts in the fields of nuclear and radiation applications as well as provide a platform for like minded technical experts to share and discuss various technical and scientific issues related to the nuclear and radiation fields.

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Our Vision

To become globally recognized as a Center of Excellence for nuclear and radiation application virtual communities of practice.

Skip E-Learning Areas and Topics

E-Learning Areas and Topics

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Nuclear Energy
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Radiation
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Nuclear Safety, Security and Safeguard
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Emergency Preparedness
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Stakeholder Engagement
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Human Factor
program
Leadership and Management
  • 1Learning
  • 2Target Audience
  • 3Implementation
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h1Learning

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Create

Produce new or original works

Design, assemble, construct, conjecture, develop, formulate, author, investigate

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Evalute

Justify a stand or decision

Appraise, argue, defend, judge, select, support, value, critique, weigh

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Analize

Draw connections among Ideas

Differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test

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Apply

Use information in new situations

Execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch

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Understand

Explain ideas or concepts

Classify, describe, discuss, explain, identity, locate, recognize, report, select, translate

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Remember

Recall facts and basic concepts

Define, duplicate, list, memorize, repeat, state

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Bloom’s Taxonomy of Learning

In 1956, Benjamin Bloom together with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals describing a “Taxonomy of Educational Objectives”. Today, this taxonomy is fondly known as Bloom’s Taxonomy, a framework applied by generations of teachers and college professors in their teachings.

The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

Bloom’s Taxonomy of Learning

In 1956, Benjamin Bloom together with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals describing a “Taxonomy of Educational Objectives”. Today, this taxonomy is fondly known as Bloom’s Taxonomy, a framework applied by generations of teachers and college professors in their teachings.

The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

Bloom’s Taxonomy of Learning

In 1956, Benjamin Bloom together with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals describing a “Taxonomy of Educational Objectives”. Today, this taxonomy is fondly known as Bloom’s Taxonomy, a framework applied by generations of teachers and college professors in their teachings.

The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

Bloom’s Taxonomy of Learning

In 1956, Benjamin Bloom together with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals describing a “Taxonomy of Educational Objectives”. Today, this taxonomy is fondly known as Bloom’s Taxonomy, a framework applied by generations of teachers and college professors in their teachings.

The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

Bloom’s Taxonomy of Learning

In 1956, Benjamin Bloom together with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals describing a “Taxonomy of Educational Objectives”. Today, this taxonomy is fondly known as Bloom’s Taxonomy, a framework applied by generations of teachers and college professors in their teachings.

The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

Bloom’s Taxonomy of Learning

In 1956, Benjamin Bloom together with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals describing a “Taxonomy of Educational Objectives”. Today, this taxonomy is fondly known as Bloom’s Taxonomy, a framework applied by generations of teachers and college professors in their teachings.

The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

h1Target Audience

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Scholars

Nuclear & radiation government and local sector national leaders.

This phase will focus on basic knowledge of nuclear energy and radiation.

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University graduates

National nuclear and radiation employees looking to expand their technical knowledge.

This phase will focus on immediate knowledge and comprehension of nuclear energy and radiation.

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Professionals & skilled users

Schools & university students.

This phase will focus on more advanced level knowledge and comprehension required in the nuclear energy and radiation fields.

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Government leaders

Volunteers and job seekers

This phase will focus on more of the legal and regulatory framework of the nuclear energy and radiation fields. This phase will also include indepth understanding of the nuclear law, its stakeholders, roles and responsibilities, policies and governance required in the industry.

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Communities of practice

Nationals in the radiation and export control licensees

This phase will expand geographic boundaries to allow experts from all over the world to create virtual communities of practice to participate in research projects, technical discussions and knowledge sharing.

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Identifying the Target Audience

During the initial analysis phase of this project, the target groups were identified based on the interest they may have to the nuclear and radiation industry in the country. This was identified as: (i) Nuclear & radiation government and local sector national leaders. (ii) National nuclear and radiation employees looking to expand their technical knowledge. (iii) Schools & university students. (iv) Volunteers and job seekers (v) Nationals in the radiation and export control licensees..

The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

Identifying the Target Audience

During the initial analysis phase of this project, the target groups were identified based on the interest they may have to the nuclear and radiation industry in the country. This was identified as: (i) Nuclear & radiation government and local sector national leaders. (ii) National nuclear and radiation employees looking to expand their technical knowledge. (iii) Schools & university students. (iv) Volunteers and job seekers (v) Nationals in the radiation and export control licensees..

The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

Identifying the Target Audience

During the initial analysis phase of this project, the target groups were identified based on the interest they may have to the nuclear and radiation industry in the country. This was identified as: (i) Nuclear & radiation government and local sector national leaders. (ii) National nuclear and radiation employees looking to expand their technical knowledge. (iii) Schools & university students. (iv) Volunteers and job seekers (v) Nationals in the radiation and export control licensees..

The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

Identifying the Target Audience

During the initial analysis phase of this project, the target groups were identified based on the interest they may have to the nuclear and radiation industry in the country. This was identified as: (i) Nuclear & radiation government and local sector national leaders. (ii) National nuclear and radiation employees looking to expand their technical knowledge. (iii) Schools & university students. (iv) Volunteers and job seekers (v) Nationals in the radiation and export control licensees..

The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

Identifying the Target Audience

During the initial analysis phase of this project, the target groups were identified based on the interest they may have to the nuclear and radiation industry in the country. This was identified as: (i) Nuclear & radiation government and local sector national leaders. (ii) National nuclear and radiation employees looking to expand their technical knowledge. (iii) Schools & university students. (iv) Volunteers and job seekers (v) Nationals in the radiation and export control licensees..

The framework elaborated by Bloom et al consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

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Step 1

Develop Learning Objectives

A Learning Objective is a written statement, which describes observable, measurable performance that the trainee should exhibit during or after instruction.

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Step 2

Determine Training Environment/Medium

The training environment or the medium that is most appropriate for the objectives and tasks to be learned. Since ENRA is a virtual academy, it is important the medium chosen compliments the content, the objectives and the desired outcomes.

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Step 3

Develop Evaluation Items

Each training module will have an accompanying evaluation to ensure the user has gained some knowledge from the module. This is an important part of the training as it will allow the user to unlock the next level in their learning path. Evaluation items measure the mastery of the learning objectives.

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Step 4

Assess Entry-level Skills & Knowledge

Entry-level skills and knowledge is what the user should be able to do prior to entering training module. Scholars cannot jump to the phase for Government Leaders without successfully completing the learning path from Scholars, through to Graduates, etc.

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Step 5

Sequence Learning Objectives

Learning objectives will be sequenced in a logical manner to take instructional advantage of their relationships to each other.

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Step 6

Develop Curriculum/Outline

A curriculum is the road map for a training program and an outline is a road map for a lesson or module. The outline is the framework the SME will utilize build the training materials.

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Implementation Methodology in preparation for the platform launch

Since the target audience/group is identified, this provides the basis for the types of training and materials to be developed to meet the knowledge level of the users. The learning objectives will be developed, linked to specific competencies (if required) together with the training medium.

Implementation Methodology in preparation for the platform launch

Since the target audience/group is identified, this provides the basis for the types of training and materials to be developed to meet the knowledge level of the users. The learning objectives will be developed, linked to specific competencies (if required) together with the training medium.

Implementation Methodology in preparation for the platform launch

Since the target audience/group is identified, this provides the basis for the types of training and materials to be developed to meet the knowledge level of the users. The learning objectives will be developed, linked to specific competencies (if required) together with the training medium.

Implementation Methodology in preparation for the platform launch

Since the target audience/group is identified, this provides the basis for the types of training and materials to be developed to meet the knowledge level of the users. The learning objectives will be developed, linked to specific competencies (if required) together with the training medium.

Implementation Methodology in preparation for the platform launch

Since the target audience/group is identified, this provides the basis for the types of training and materials to be developed to meet the knowledge level of the users. The learning objectives will be developed, linked to specific competencies (if required) together with the training medium.

Implementation Methodology in preparation for the platform launch

Since the target audience/group is identified, this provides the basis for the types of training and materials to be developed to meet the knowledge level of the users. The learning objectives will be developed, linked to specific competencies (if required) together with the training medium.

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pathLearning Paths

During the first stages of the ENRA launch, the focus will be mainly on developing and releasing at least one training series per target group starting June until December 2023.

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May 2023

moduleModules

09
Work with Intelligent Automation Cloud
Miscellaneous

Work with Intelligent Automation Cloud

[videotime cmid="30"]1. What is this course aboutLorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has be
calendar

May 2023

moduleModules

05
UAE NUCLEAR LAW
PROFESSIONALS & SKILLED USERS

UAE NUCLEAR LAW

Exposure to the exciting world of business and management in the UAE. ISCED Fields included: Services, Business, Administration & LawJoin the Ma
calendar

May 2023

moduleModules

03
FUNDAMENTALS OF RADIATION PROTECTION
Miscellaneous

FUNDAMENTALS OF RADIATION PROTECTION

 https://www.youtube.com/watch?v=ezbJwaLmOeM 1. What is this course aboutLorem Ipsum is simply dummy text of the printing and typesetting industry.

calendar

May 2023

moduleModules

01
COMMUNITIES OF PRACTICE
PROFESSIONALS & SKILLED USERS

COMMUNITIES OF PRACTICE

Outline the legislative structure and relevant aspects of UAE laws related to Radiation and nuclear safety.Describe the main relevant legal aspects of
calendar

May 2023

moduleModules

03
Developer test
Miscellaneous

Developer test

Module Summary:During this module, you willlearn about the various activities associated with the production ofelectricity from nuclear reactors, coll
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January 1970

moduleModules

01
Test
mod-approval-workflow-category

Test
calendar

June 2023

moduleModules

01
H5p Course
Miscellaneous

H5p Course
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