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Expatriate Teachers and Education Quality in the Gulf Cooperation Council

Natasha Ridge, Soha Shami, Susan Kippels, Samar Farah
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Gulf nations are described as blessed twice, firstly by the discovery of hydrocarbon resources and secondly by convenient access to the expatriate pipeline coming from nearby countries (Arnold & Shah, 1986). Throughout recent history, dependency on temporary foreign workers in the Gulf Cooperation Council (GCC) has steadily increased.

In the education sector, Arab expatriate teachers account for a significant percentage of the teacher workforce, therefore playing a critical role in determining the quality of the national education systems. This policy paper presents results from a study exploring the perceptions of Arab expatriate teachers in the UAE and Qatar regarding the push and pull factors drawing them to work in the two countries and the implications of this phenomenon for education systems and these countries overall.

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Author affiliations:

Natasha Ridge, Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

Soha Shami, Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

Susan Kippels, Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

Samar Farah, Columbia University 

doi: http://dx.doi.org/10.18502/aqf.0029

Recommended Citation: Ridge, N., Shami, S., Kippels, S., & Farah, S. (2014). Expatriate Teachers and Education Quality in the Gulf Cooperation Council (Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research Policy Paper No. 11). doi:10.18502/aqf.0029