Education Overview
Education quality is the foundation of long-term economic competitiveness and the most critical input for knowledge-economy development. GCC states have invested heavily in education infrastructure, but outcomes remain mixed relative to spending levels, creating a persistent return-on-investment challenge.
PISA Scores (2022 Assessment)
| Country | Mathematics | Reading | Science | OECD Average Comparison |
|---|---|---|---|---|
| UAE | 431 | 432 | 432 | Below (-41) |
| Saudi Arabia | 389 | 383 | 390 | Below (-83) |
| Qatar | 414 | 419 | 425 | Below (-58) |
| Kuwait | N/A | N/A | N/A | Non-participant |
| Bahrain | N/A | N/A | N/A | Non-participant |
| Oman | N/A | N/A | N/A | Non-participant |
Tertiary Education Indicators
| Country | Tertiary Enrolment Rate (%) | International Branch Campuses | Universities in Top 500 (QS) | STEM Graduates (% of total) |
|---|---|---|---|---|
| UAE | 42 | 38 | 8 | 24 |
| Saudi Arabia | 68 | 4 | 14 | 28 |
| Qatar | 18 | 8 | 3 | 22 |
| Kuwait | 34 | 2 | 1 | 18 |
| Bahrain | 38 | 4 | 1 | 20 |
| Oman | 32 | 6 | 0 | 22 |
Education Spending
| Country | Education Spending (% of GDP) | Per Student Spending (USD, K-12) | Per Student Spending (USD, Tertiary) | Teacher-Student Ratio |
|---|---|---|---|---|
| UAE | 3.8 | 14,200 | 22,400 | 1:14 |
| Saudi Arabia | 5.6 | 9,800 | 16,200 | 1:12 |
| Qatar | 3.2 | 18,600 | 28,400 | 1:10 |
| Kuwait | 4.8 | 12,400 | 18,600 | 1:11 |
| Bahrain | 2.8 | 8,200 | 14,800 | 1:16 |
| Oman | 5.2 | 7,800 | 12,600 | 1:18 |
Vocational and Technical Education
| Country | TVET Enrolment (% of secondary) | Apprenticeship Programmes | Industry Certification Partnerships | Skills Gap Index (0-100) |
|---|---|---|---|---|
| UAE | 8 | Developing | 42 | 58 |
| Saudi Arabia | 12 | Established | 36 | 52 |
| Qatar | 6 | Developing | 18 | 62 |
| Kuwait | 4 | Limited | 12 | 68 |
| Bahrain | 14 | Established | 28 | 48 |
| Oman | 10 | Developing | 22 | 56 |
Relative Positioning Analysis
The UAE leads the GCC on PISA scores among participating states, though all GCC participants score below OECD averages. The country’s distinctive advantage is its international branch campus ecosystem, with 38 campuses creating the densest concentration of international higher education institutions in the region. This model provides access to globally recognised qualifications without the cost and disruption of studying abroad.
Saudi Arabia benefits from scale, with 14 universities in the QS Top 500 compared to the UAE’s eight. The kingdom’s higher tertiary enrolment rate reflects its larger national population and extensive scholarship programmes. However, the quality gap between Saudi Arabia’s top institutions and the broader university system remains significant.
Trend Analysis
The critical trend across the GCC is the mismatch between education spending and outcomes. Qatar spends the most per student at both K-12 and tertiary levels but records lower PISA scores than the UAE. This suggests that funding alone does not drive educational quality, and that curriculum reform, teacher quality, and pedagogical innovation are the binding constraints. Bahrain has made notable progress in vocational education, with the highest TVET enrolment rate in the GCC.
Strategic Implications
The UAE’s education strategy must address two gaps simultaneously. First, raising PISA scores toward OECD averages requires sustained investment in teacher quality, assessment reform, and STEM pedagogy. Second, expanding TVET and vocational pathways is essential for Emiratisation objectives, as the current tertiary-focused system produces graduates misaligned with private sector labour demand. The branch campus model should evolve toward deeper research collaboration rather than primarily serving as teaching delivery platforms.