Have Education Systems Failed Khaleeji Boys, and Can we do Anything to Fix it?

It is unfortunately more than just a stereotype; boys in the GCC are falling far behind their female counterparts in almost every indicator in education. The 2018 PISA scores found a statistically significant difference favoring girls in reading, math and science with the most extreme differences in Saudi Arabia, Qatar and the UAE. Oman, not having participated in PISA in 2018, analysed national examinations in grades 5, 8 and 12 and found a 10% difference favoring females in science, math, IT and Arabic language. Again, a similar trend is reflected with females having performed far better on 8th grade TIMMS science and math exams in Saudi Arabia, Qatar and Oman (TIMMS, 2019). The data is unfortunately not just about examinations. Participation in tertiary education shows significantly more females than males enter and graduate from tertiary institutes in Saudi Arabia, Qatar and Oman (UNESCO, 2019& 2020).

Speculation behind the reasons for these gaps are numerous, but the real question policy makers should focus on is what can be or has been done? Below are three wide areas where strategies can be implemented to increase the engagement of khaleeji boys in school.

1. Creative Incentives

One common speculation behind the reasons for the poor academic attainment of boys in the GCC is the presumption that boys have no incentives to continue their education since nationalization policies somewhat guarantee boys with a well-paying job right after high school. While this assumption is not only highly westernized in its prognosis, it also is far from factual. First, in the GCC individuals with higher degrees are offered quicker prestigious promotions and much higher starting salaries that those with only high school diplomas. In addition, men and women fall under the same salary scale making it unlikely to be the primary reason that men are not as interested in education as their female counterparts. Thus, while incentives are not the primary reason behind the shortfall of boys in schools, creative incentives from the top down can increase the number of boys valuing education. Several GCC countries have implemented such an incentive which requires minimum grades before students can attain full government scholarships to study abroad. These scholarships are highly sought after offering not only 100% of tuition fees to qualifying students but covering the full cost of living.

2. Positive Role Models and Environments

Research in the GCC regarding the academic effects of role models is sparse, but educational research in the west has established the correlation between academic outcome and positive adult role models (Gladstone, 2021). Thus, boys in the GCC need more opportunities to forge positive adult relationships with individuals who value education and motivate them to see their own innate academic abilities. The power of positive role models can be at a macro and micro level with academically successful male role models in the media sharing their academic achievements. On a micro level, afterschool or in school programs which focus on mentorships could prove exceptionally beneficial. In Qatar, for example, the Ministry of Sports and Youth offer a multitude of afterschool and summer activities free of charge for Qatari boys that provide positive and productive sports programs which have been found to increase accountability and leadership skills. The Ministry of Islamic Affairs also provides similar activities and summer schools focused on promoting Islamic values. Thus, combined afterschool programs in conjunction with facilitators trained in mentorship could provide boys with positive spaces to help instil positive self-images which in turn would translate into academic success.

3. Pedagogical Shifts

While an evolution into more student centred and engaging pedagogy will benefit all students and not specifically males, several studies have found that boys are more sensitive to subpar learning conditions, and more disturbed by classroom disciplinary problems and school organizational issues than girls (Autor et al. 2016). So, how do boys learn best? Experts have found that boys benefit from a more hands-on approach engaging well with manipulatives and valuing opportunities to engage with others. Thus, schools could receive more training in cooperative learning strategies and project-based learning allowing boys to collaborate and build based on their own inquiry. Furthermore, group competitions such as “house” competitions could prove motivating for boys with naturally competitive natures. In summary, school conditions where students are required to “sit and listen” are far from capable of engaging young men.

Increasing the educational attainment of boys in schools requires a holistic strategy in collaboration with various ministries promoting school based programs for teachers and students.

Contact VIA education strategists to help research the reasons behind the struggles of boys' in schools and help devise comprehensive strategies to increase their engagement