Education suppliers in the GCC continue to navigate challenges such as localisation, customisation and the absence of uniform regulatory standards across the region even as they call upon schools to build a closer co-ordination to streamline the process  

Dubai, Nov 13, 2024: Education suppliers have called upon schools to open up communication channels and build a transparent system of collaboration to ease procurement constraints. This call to action comes amidst growing interest from global suppliers in the region.  

The ongoing GESS Dubai 2024 exhibition is witnessing more than 300 exhibitors from across the world showcasing the latest in education technology, sustainability solutions and well-being initiatives.  

The education sector, especially the K-12 segment in the GCC, is seeing continuous growth, thanks to a growing number of schools, enrollment and fee income.   

As per research by LEK Consulting, the GCC region witnessed about 6.5% growth in the K-12 segment during the past five years. The number of schools increased from 1,550 to 1,650. Student enrollments increased by 8.4%, while the overall fee income rose by 23.5%, growing from $ 10.5 billion to $12.9 billion.  

Suppliers who spoke with Education Middle East pointed out challenges such as adapting products to fit local requirements, developing competitive pricing strategies and creating technology solutions to match the existing infrastructure.  

“Many GCC countries have specific regulations, approval processes and licensing requirements for educational content and technology. Schools and government institutions may have strict guidelines for curriculum-aligned products, digital learning platforms and other educational materials,” explains Fujio Hiramori – Marketing Manager, System Solutions and Communications, Panasonic Marketing Middle East & Africa FZE.  

Another problem he notes is that the academic calendar in GCC countries often differs from that in Western nations and school budgets allocated at specific times during the year. 

According to him, the diversity of the GCC’s population means that educational content must be culturally appropriate and, often, bilingual (English and Arabic) to be accessible to all students.    

Schools in the GCC tend to work with trusted, established suppliers. Newer or international brands may face challenges in gaining the trust of these institutions.    

According to Takashi Seimiya, Managing Director of Casio MEA, “One key challenge is aligning our products with the diverse curriculum standards across GCC countries.” The other challenge, he says, involves ensuring consistent access to products, especially in fast-growing areas.   

Matthew Koster-Marcon, CEO, Learning Ladders points out that while most companies will cite access to decision makers as a key challenge, he’s found that with local advocates, GCC schools tend to be incredibly collaborative and proactive in sharing what works. 

Discussing strategy, he emphasises the importance of localising both products and support, noting that “It is a challenge to know what’s needed, then make it real. But it’s also an opportunity.” 

To really add value to GCC schools, especially independent schools, he says brands need to take time to understand local requirements in-depth and adapt accordingly.   

“For us that has meant Arabic frameworks (in Arabic), custom progress calculations for local inspectorates and enhanced EAL tracking way beyond what our UK version requires,” he adds.   

Hiramori  also points out that with the push for digital transformation, GCC schools often expect the latest technologies, yet integrating advanced tech can be challenging due to infrastructure limitations.  

According to him, it is important to build strong relationships with local educational authorities and stay updated on regulations.   

Also important, he argues, is partnering with in-country representatives who are familiar with the local education landscape, hiring dedicated compliance teams to ensure that products meet regional standards and building a strong local presence through partnerships, sponsorships or events in the education community.   

Sarah Palmer, Brand Director, GESS Education says schools in the GCC are focusing on building resilient supply chains to support the demand for tech-based learning tools and sustainable resources.   

She also points out that there is a growing shift towards local suppliers for essentials, growing partnerships with edtech providers and the integration of AI-driven resource management systems.   

However, schools, she argues still face challenges such as rising costs, fluctuating demand and the complexity of aligning suppliers with evolving educational standards.   

“The need for adaptable and diversified supply chains has become evident as institutions strive to meet students’ needs efficiently while also managing costs and quality standards,” she adds. 

Meanwhile, Seimiya recommends that schools maintain an open line of communication with educational suppliers, to stay updated on new product capabilities and receive specialised support.   

“Schools could integrate digital resources like online tutorials to help students and teachers maximise their use of educational tools, enhancing both engagement and learning outcomes,” he adds.  

Marcon also notes that schools should engage with suppliers as potential long-term partners and maintain open communication with them.    

He advises schools to focus on clearly articulating the problem they wish to solve and the desired outcome, rather than solely searching for a specific solution. “Often we will be able to suggest alternative perspectives and ideas (as well as what you asked for!), and work with you,” he adds.