The Economist May 7th 2022 45
Middle East & Africa
Education
Boy trouble
M
uhammad admitshe was not an ea
ger student. The young Emirati says
he slept through school, if he turned up at
all. When he was 17, desperate teachers ar
ranged for him to spend one day a week in
classes put on just for disaffected males.
These aimed to raise ambition and to grab
him with more practical kinds of school
work. Now 20 and completing military ser
vice, Muhammad says this lastditch inter
vention saved him from flunking. A career
as an army officer looks possible. Even
training to be a doctor. Perhaps.
Muhammad is a graduate of Handson
Learning, a modest project aiming to drive
down dropout rates in Ras al Khaimah,
one of the scruffier of the seven statelets
that make up the United Arab Emirates
(uae). It is but one local effort to solve a
sweeping regional problem. Across the
Arab world, girls are less likely than boys to
be at school. But in the classroom girls
vastly outperform their male peers—to a
degree unmatched anywhere else in the
world. Boys’ shockingly bad school marks
are a big drag on Arab economies, as is the
continuing oppression of females. Shoddy
boys’ schools are turning out insecure
young men who are more likely to feel that
their livelihoods depend on keeping bet
tereducated women out of work.
The region’s boys and girls both per
form badly in international tests. This
makes Arab boys’ failings all the starker.
The World Bank says twothirds of ten
yearold boys in the Middle East and north
Africa cannot read a simple story, com
pared with more than half of girls (see
chart on next page). Eight Arab school sys
tems have the world’s widest gender gaps
in science, according to international tests
of 12yearolds in 40odd countries in 2019:
in all of them boys score worse. Arab girls
almost always outperform boys in high
profile tests of 15yearolds carried out ev
ery three years by the oecd, a club mostly
of rich countries. In Jordan, Qatar and the
uae the gap in 2015 was equivalent to girls
having had an extra year of schooling in
science and two extra years in reading.
Segregated schooling is part of the pro
blem. Singlesex schools are common in
Arab countries, especially in the Gulf,
where boys’ failures relative to girls’ are
worst. Boys’ schools tend to be crummier
than girls’, in part because hiring male
teachers is difficult. Whereas a job in girls’
schools can easily attract ten applicants,
an opening in a boys’ school might get
three or four, says an official in Saudi Ara
bia. An academic study of six men who
were training to be teachers in the uae
found that four did not particularly want a
job in a school and only three liked work
ing with children. Men in Gulf countries
can generally earn more money and status
working in the army or the police. Thus
many schools rely on immigrant teachers
from poorer Arab neighbours, who strug
gle to win local pupils’ respect.
Bullying also drags down school marks
Why lads in Arab countries do worse in school than girls
→Alsointhissection
46 RewritingEgypt’shistory
47 FuelshortagesinAfrica
48 Africa’s many market failures