3 min
The Gulf Cooperation Council (GCC) education sector is experiencing significant growth, with student
enrolment projected to rise by 1.5 million from 14 million to 15.5 million by 2029, requiring an addition
of more than 2,800 schools. However, private schools face a critical challenge in managing persistent
teacher shortages that threaten the quality of education across the region. Drawing on insights from
our latest report on the GCC Education Industry Report, this article examines this issue, and insights
from industry leaders underscores the urgency of addressing it to meet the region’s growing
educational demands.
Lack of Skilled Educators in a Growing Sector
The GCC education sector faces a persistent shortage of qualified teachers, particularly in critical
STEM disciplines. It is projected that the UAE’s K-12 student population will require up to 30,000
additional teachers by 2030 to meet demand. Alan Williamson, Chief Executive Officer of
Taaleem, highlights the challenge: “Attracting and retaining skilled teachers and school
leaders is an ongoing concern, exacerbated by growing international competition.” The
reliance on expatriate teachers, particularly from the US and UK, remains high due to the growth of
premium international schools offering international curricula.
Poonam Bhojani, Chief Executive Officer of Innoventures Education, adds: “There are also
gaps between education outcomes and labour market needs, teacher shortages, and
disparities in access to quality education across urban and rural areas.” This underscores the
challenge of aligning teacher supply with the region’s economic needs, especially in STEM fields.
Governments are addressing these shortages through targeted policies. In Kuwait, the Ministry of
Education plans to reinstate experienced retired teachers and recruit civil engineering graduates to
address shortages in Mathematics teachers in 2025. The UAE has expanded its Golden Visa program
to include teaching professionals, with Ras Al Khaimah’s Department of Knowledge offering long-term
residency to private school teachers.
Saudi Arabia has eased regulations to permit expatriate dependents to work in education, supporting
teacher recruitment. Moreover, nationalization strategies, such as Saudi Arabia’s Human Capability
Development Program (HCDP), aims to increase local teacher participation. However, the region’s
reliance on expatriates is expected to persist due to limited local expertise in specialized subjects.
Bhojani notes additional challenges: “The rapid pace of digital transformation has exposed
digital infrastructure and training gaps,” highlighting the need for teacher training to effectively
utilize the existing pool of teachers.
Implications for GCC Education
Financial pressures led by the recruitment and retention of qualified teachers has become
increasingly expensive due to inflation and higher living costs. The projected need for 30,000
additional teachers in the UAE by 2030, coupled with global competition for talent, as Williamson
notes, underscores the urgency of addressing teacher shortages. Bhojani’s point about gaps in
education outcomes and digital training highlights the risk of unequal learning experiences,
particularly in STEM disciplines critical for economic diversification.
A Sustainable Path Forward
Lack of an experienced and qualified teaching workforce poses a significant challenge for the overall
advancement of the GCC’s education industry, but it also offers opportunities for innovation.
Competitive compensation packages, professional development, and targeted nationalisation
initiatives can help address teacher shortages. These efforts will enable the GCC to meet the needs
of its growing student population and maintain a high-quality, accessible education system.
