Dubai does not adjust education policy lightly. When change happens, it usually signals a deeper concern about quality, identity, and long-term impact. The recent update to Arabic language in early childhood education fits that pattern closely.
The Arabic language policy comes from Knowledge and Human Development Authority (KHDA) and applies to private schools and early childhood centres in Dubai, covering children from birth to age six. The focus on early years is deliberate. Research and classroom experience both show that language foundations form early, and uneven Arabic exposure at this stage often leads to long-term gaps. KHDA’s update responds to that reality with clearer expectations and stronger structure.
What is the New KHDA Policy on Arabic Language Provision
Dubai’s Knowledge and Human Development Authority (KHDA) has introduced a mandatory Arabic language provision for children from birth to six years old in all licensed early childhood settings, including nurseries, early education centres, and private schools with early years programs. This is part of a broader strategy to strengthen Arabic language acquisition and cultural identity from the earliest stages of learning.
The policy aims to Ensure every child, Emirati or expatriate, has access to Arabic language learning early in life.
It also promotes Arabic as a first language for Emiratis and native speakers, and as an additional language for non-Arabic speakers.
Why Dubai Introduced the New Arabic Language Policy
Dubai’s education landscape is multilingual by design. While this brings richness, it has also led to inconsistent Arabic exposure in early childhood settings.
The updated policy aims to:
- Strengthen Arabic as a living, spoken language from the earliest years
- Build early literacy foundations before primary school
- Reduce variation in Arabic provision across schools
- Support Dubai’s long-term education strategy, particularly Loughat Al Daad under the Education 33 framework
Key Changes Introduced in the New Policy
At a practical level, KHDA introduces several clear requirements:
- Defined registration and qualification standards for Arabic educators
- A minimum proportion of instructional time with Arabic teacher presence (one third)
- Clear expectations for curriculum planning and documentation
Sector-level monitoring of outcomes
Teacher Qualification Requirements and Registration Rules
Arabic teachers in early childhood settings must now meet clearer professional expectations.
KHDA requires that:
- Arabic teachers are formally registered in KHDA systems
- Qualifications and teaching roles are clearly documented
- Schools maintain updated schedules showing teacher presence
- Teachers complete at least 20 hours of professional development annually
Why Dubai Introduced the New Arabic Language Education Policy
Dubai’s education landscape is multilingual by design. While this brings richness, it has also led to inconsistent Arabic exposure in early childhood settings.
The updated policy aims to:
Strengthen Arabic as a living, spoken language from the earliest years
Build early literacy foundations before primary school
Reduce variation in Arabic provision across schools
Support Dubai’s long-term education strategy, particularly Loughat Al Daad under the Education 33 framework
Minimum Weekly Learning Time and Language Exposure
Instead of fixed “hours per week,” KHDA defines exposure more carefully.
For children aged
Instead of fixed “hours per week,” KHDA defines exposure more carefully.
For children aged 4–6, at least one-third of instructional time must include the presence of an Arabic teacher, supporting children through activities across the day. This presence does not mean constant formal lessons; it emphasizes meaningful interaction, language modelling, and consistent exposure.
Staffing Limits and Classroom Structure
The policy also introduces limits to ensure quality and sustainability.
Key requirements include:
- No Arabic teacher may be responsible for more than 75 registered children across all assigned classes
- Schools must plan staffing models that realistically support language interaction
While KHDA does not prescribe assistant roles or native-speaker ratios, it requires schools to justify their language model choices clearly.
Continuous Appraisal and Educator Development
Monitoring focuses on improvement rather than inspection pressure.
Schools must:
- Observe Arabic teaching practices regularly
- Maintain records of professional development
- Use feedback to support educator growth
How Schools in Dubai Will Implement the New Requirements
Implementation follows a phased rollout. Schools receive time to review staffing, schedules, and curriculum design without disrupting children’s routines.
Phase 1 begins with children aged 4–6
Start dates align with the September 2025 academic year (or April 2026 for April-start schools)
Integrating Arabic into Daily Activities and Routines
Children learn best when Arabic feels familiar, repeated, and connected to daily experience. KHDA emphasizes that Arabic learning should extend beyond lesson blocks.
Schools are encouraged to integrate Arabic into:
- Play-based activities
- Storytime, songs, and classroom transitions
Everyday interactions where language naturally appears
Observation, Assessment, and Tracking Progress
Assessment under the policy remains developmentally appropriate. KHDA introduces observation-based tracking within schools and a standardized end-of-phase assessment applied to a sample of learners, used for sector-level monitoring, not individual grading.
This approach balances accountability with respect for early childhood development.
What Parents Need to Know About the New Policy
The policy supports both native and non-native Arabic learners without creating pressure.
Parents may notice:
- More consistent Arabic exposure during the school day
- Clearer communication from schools about language goals
- Gradual improvement in children’s confidence and familiarity with Arabic
How Parents Can Support Arabic Learning at Home
Home reinforcement is essential and parents can seek multiple methods to ensure their kids continue solidifying their learning at home.
These are good ideas we recommend:
- Introducing Arabic Learning Apps (AlifBee Kids)
- Reading short Arabic storybooks (Check our stories on Kotobee)
- Watching age-appropriate Arabic cartoons (Check our top picks)
- Using common phrases during everyday routines
AlifBee App: A Helpful Digital Companion for Early Arabic Exposure
For parents who want to extend Arabic learning beyond the classroom without turning home into “school,” digital tools can help when chosen carefully.
One option many families in the UAE already use is AlifBee Kids, which focuses on early Arabic exposure through short games, stories, and listening activities designed specifically for young learners. (Explore 10 Interactive Arabic Games in AlifBee Kids)
Used for a few minutes a day, apps like this can:
- Reinforce vocabulary children already hear at school
- Build familiarity with Arabic sounds and letters
- Support non-Arabic-speaking parents who want to stay involved
- Create positive associations with the language through play
When aligned with KHDA’s emphasis on regular exposure and age-appropriate interaction, digital tools work best as supportive companions, not replacements for teachers or human interaction.
Final Thoughts
KHDA’s updated policy marks a clear shift in early childhood Arabic education. It replaces informal practice with defined expectations while leaving room for schools to adapt thoughtfully.
By focusing on early years, qualified educators, and consistent exposure, the policy strengthens both language development and cultural continuity.
Over time, its impact will likely extend beyond the classroom.
It will shape confident learners who grow up rooted in Arabic while engaging fully with the world.
