Dubai’s Knowledge and Human Development Authority (KHDA) has introduced new requirements for private school teachers and leaders, aimed at improving recruitment standards and reducing mid-year staff turnover.

Under the updated framework, all new teachers must meet KHDA-approved qualifications, experience, and conduct standards, including those teaching Arabic and Islamic Studies. Existing teachers will have until September 2028 to comply, while schools following the April academic calendar will have until April 2029.

A major change is the introduction of a 90-day restriction for staff who resign mid-term. Teachers or school leaders who leave during a semester, even if they serve their notice, will not be allowed to take up a new role in another Dubai private school for 90 days. The rule does not apply to those who complete their notice period at the end of a term or semester.

Other key measures include:

• Appointment Notices: Schools must apply for a KHDA Appointment Notice for every teacher and school leader. This formalises the employment relationship and replaces the previous Appointment Letter.
• Exit Surveys: Departing staff must complete a KHDA Exit Survey before a new Appointment Notice can be issued, providing data on turnover trends.
• Mandatory induction training: All educators must undergo training covering safeguarding, inclusion, UAE values, and professional ethics, and sign a Code of Conduct before beginning their roles.

Dr Amna Almaazmi, CEO of Growth and Human Development at KHDA, said the new rules would help create a stable and supportive environment for teachers.

The guidelines apply immediately to all new and transferring teachers and are available on the KHDA website. Briefing sessions for schools, HR professionals, and governing boards will follow in the coming weeks.

The UAE Ministry of Education has issued a comprehensive new guide on professional and behavioural violations for all staff working in public schools.

The framework categorises misconduct into four levels of severity, from minor infractions to “severe violations” that can result in dismissal or even legal action. The ministry said the move reinforces ethical and professional standards in schools, while supporting the role of teachers and staff in shaping future generations.

Private tutoring a ‘red line’

One of the most striking updates is the ban on private tutoring, which has been classified as a Level Four severe violation. Teachers giving lessons to their own students, or school staff and administrators facilitating such practices, could face dismissal.

The ministry said private tutoring is considered an abuse of professional duty and school resources, and it risks undermining the fairness of the learning environment.

Severe violations (Level Four)

Infractions that fall under this category include:

• Giving private lessons to one’s own students or enabling them.
• Exploiting school resources or professional relationships for personal gain.
• Smoking within school premises.
• Sharing student data with unauthorised parties.
• Discrimination among staff members.
• Spreading rumours or posting videos from school.
• Forming inappropriate relationships with students, including improper electronic communication.
• Any verbal or physical behaviour reflecting sexual misconduct or deviant tendencies.

Major violations (Level Three)

Examples include:

• Concealing cases of physical or psychological harm to students.
• Disclosing private information about parents.
• Manipulating attendance records.
• Negligence during exams or enabling cheating.
• Mismanagement of financial resources.
• Falsifying academic records for favouritism or personal gain.

Moderate and minor violations

• Level Two: Accepting valuable gifts from parents, neglecting enforcement of the student behaviour code, sleeping during working hours, or repeated tardiness.
• Level One: Exceeding administrative authority, disregarding the chain of command, or failing to wear proper identification during duty hours.

Professional values and ethics

The guide emphasises that school staff must act with honesty, integrity, accountability, and transparency, while upholding teamwork and prioritising institutional objectives.

By clearly defining expected conduct, the ministry said the new framework aims to strengthen the professional culture of public schools and align education standards with the UAE’s vision of global excellence.

Teachers around the world now have the chance to be recognised on a global stage, as the Hamdan Bin Rashid Al Maktoum Foundation and UNESCO have opened nominations for the 2025–2026 UNESCO–Hamdan Prize for Teacher Development.

The award, presented every two years, highlights innovative teaching practices that enhance classroom environments and enhance student learning. Since its launch in 2008, it has become an international platform to celebrate educators who are pushing the boundaries of what teaching can achieve.

Dr. Khalifa Al Suwaidi, Executive Director of the Hamdan Foundation, said the Prize reflects the belief that “investing in teachers is investing in the future.” He explained that past winners have inspired schools and educators to try new approaches, design creative solutions, and share their ideas worldwide.

The Prize carries a total value of $300,000, which is split equally between three winners. Each winner will also be honoured with a certificate at a special ceremony on World Teachers’ Day, 5 October 2026, at UNESCO Headquarters in Paris.

Nominations are open to educational institutions, research centres, and relevant organisations until 31 October 2025 (midnight, Paris time). Winners will be chosen by an independent jury of education experts from different parts of the world.

By recognising outstanding educators, the UNESCO–Hamdan Prize helps highlight the crucial role teachers play in building stronger, smarter, and more resilient societies, and in making sure every child has access to quality education.