The transport sector is heavily dependent on oil products. Ninety-five percent of the energy requirements of transportation are met by oil products. During the period 1971–2006, global energy use for transport grew steadily at a rate of 2–2.5 percent per year, closely mirroring global economic growth. More than 60 percent of the petroleum products consumed in the Organization for Economic Cooperation and Development (OECD) countries – and about 50 percent in non-OECD countries – were used to meet transportation demand. This is partially attributed to a trend of credit expansion by international banks to finance car loans leading to accelerated car ownership. This trend will be reversed in the future, and transportation needs in developing countries will be the prime driver of the growth in global oil demand, accounting for nearly 90 percent of the total increase through year 2035. In OECD countries, the projected decline in demand for oil is primarily due to shrinking demand for road transportation, mainly as a result of improving vehicle fuel economy, a modal shift to more public transportation, and a slowdown in the rate of growth of car ownership.

There are a number of reasons for transport oil-dependence. Oil products such as gasoline and diesel have proven to be extremely effective transport fuels, with high energy density and relatively easy handling/transportation characteristics.

As technology develops there are new ways to undertake learning and research. Yet, it has been a matter of some debate as to whether these are in fact better ways. However, I think it is now accepted that many developments do lead to new and improved possibilities. For example, more flexible delivery of learning or faster and more sophisticated research processes. These possibilities are brought about by technology and new behavior patterns of learners, teachers, academics and increasingly managers and administrators running universities and colleges. The ubiquitous nature of the internet means that the use of this technology is part and parcel of our everyday existence both in our personal and working life. Therefore, it is an inevitability in education. However, education and knowledge creation has always taken advantage of new modes of communication; for example, the Gutenberg printing press or the creation of the academic journal to communicate research findings. The difference now is that in the digital age we are witnessing an abundance of new ways to distribute, use and combine technologies, and the speed of technical innovation is rapid and something that needs constant attention.

In the UK the JISC (previously known as the Joint Information Systems Committee) exists to enable UK universities and colleges to take advantage of technology in appropriate and cost effective ways at a national level. This paper will describe the approach that JISC takes to digital infrastructure development and provision as an exemplar for a national approach.

Shaikh Zayid Bin Sultan saw his accession to the leadership of Abu Dhabi as an opportunity to translate his principles into action and carry forward his vision of unity, progress and development. He did not conceive his position of Ruler as the culmination of his political career, but rather as a platform from which to serve the people of Abu Dhabi. Furthermore, as projects began to transform the emirate and prosperity grew, it set the stage for his grand design to bring about greater regional unity and integration so that the benefits of progress could extend to all.

For Shaikh Zayid, the concept of unity possessed a strong moral dimension and was never a matter of mere political convenience. In his view, unity was a philosophical principle underlying the wholeness and integrity of human existence. It was like a river, swelling and gathering strength from different sources as it flowed. Shaikh Zayid saw it as axiomatic that political divisions should be broken down and that one by one the barriers to human progress – poverty, disease, lack of education – should be conquered. Division and fragmentation were a source of social weakness, and he believed wholeheartedly that a united Federation could achieve more than fragmented states. This broad vision was always implicit when Shaikh Zayid spoke of unity. The establishment of the United Arab Emirates as a sovereign, independent state was the first step in a more inclusive union. While the UAE Federation was to be based on strong ethical as well as political principles, it was to be followed by greater regional integration and cooperation in the Gulf, and firmer relations with the whole Arab world.

I have the pleasure to join you at this Third Annual Education Conference entitled “Information Technology and the Future of Education in the United Arab Emirates,” and I thank my brothers in the United Arab Emirates for giving me the opportunity. For me, it is not so much an opportunity to present an ideal Jordanian model as it is an opportunity that allows for the exchange of Arab and regional educational experiences, in particular smart education. I am sure that the conference's recommendations will provide a broader horizon for educational systems seeking progress in those areas addressed by the conference.

Education is of great importance and is why developed countries consider it the top national priority and the focus of support and attention. Governments continue to support, finance, professionalize and computerize education and employ technology in education to attain the pedagogical goals that meet the needs of learners and cope with the requirements of a millennium in which technology has become a means rather than an end—a means to reduce time and effort, rationalize spending, and achieve the best educational output based on the transformation from memorization to intellectualization, and from individual to collective work. This is done through continuing education, game-based education, education by projects, and other strategies.

It has been observed that the majority of academics neither exhibit nor express a great deal of confidence in integrating a range of technologies in their teaching, while technicians with expertise in various kinds of technologies have limited knowledge about pedagogy. Studies show that effective collaboration between technicians and academics can help enhance the strengths of both parties and also overcome the weaknesses they may have. For instance, the successful relationship between academics and technicians that is based upon mutual professional respect has been shown to be one of the most important relationships within educational institutions in providing credible and durable learning environments for students. Guided by the theory of communities of practice technicians – including computer technicians, teaching librarians, and lab assistants – can work collaboratively with academics to improve the educational process. Based on an extensive review of relevant literature published in various parts of the world, and the author's experiences and observations as a researcher, teacher, learner, and supporting staff member, this paper presents a case for why technicians and academics should collaborate with an aim to improve the educational process. It is argued that this kind of collaboration can take place in a variety of disciplines and in different formats, and the collaboration can not only benefit students, but those who are involved in the process as well.