Introduction
In Dubai’s robust educational ecosystem, private tutoring has become a parallel structure; a supplemental support system to classroom instruction. But unlike many global contexts where tutoring operates in a loosely regulated space, Dubai’s Knowledge and Human Development Authority (KHDA) monitors and regulates aspects of the private education sector, including training centres and tutoring providers.
For both parents and tutors, understanding KHDA’s position on private tutoring isn’t optional, it is essential. In practice, KHDA’s rules, historical stance, and evolving policy frameworks influence who can legally tutor, how services must be structured, and what safeguards must be in place. This guide demystifies the guidelines, highlights best practices, and clarifies how tutoring can align with KHDA expectations in Dubai.
1. Who Is KHDA and What Is Its Mandate?
The KHDA is Dubai’s educational quality assurance and regulatory authority overseeing private schools, early childhood centres, higher education providers, and training institutes (e.g. supplementary education).
KHDA’s remit includes:
- Licensing and accrediting private schools and approved training institutions
- Inspecting and rating schools on standards of teaching, leadership, student outcomes, inclusivity, and well-being
- Guiding educational policy in Dubai (e.g. curriculum requirements)
- Ensuring that private sector actors in education adhere to regulations and standards
While KHDA’s direct oversight is strongest in the formal schooling sector, it has historically signalled intention to regulate private tutoring (individual or institutional) to protect educational integrity, prevent exploitation, and ensure quality.
2. KHDA’s Historical Position on Private Tutoring
KHDA has long expressed concern over the 'shadow education' market — i.e. private tutoring that operates unchecked — citing risks of unfair competitive advantage, quality variation, and educational inequality.
Key historical points:
- In 2012, KHDA publicly stated it was drafting rules for private tutoring covering individuals and training centres.
- In 2013, KHDA acknowledged only ~14 licensed tutoring/training providers in Dubai, while many home‑based tutors continued operating unlicensed.
- While new authorised providers were restricted, informal tutor activity remained widespread.
These developments suggest that KHDA’s interest is not to ban tutoring, but to bring structure, accountability, and equity into the market.
3. What Are the Current Regulatory Realities?
Because KHDA has not published a fully comprehensive public 'Private Tutoring Regulation Manual', stakeholders must infer from public statements, training centre regulations, and related policy. The following represent the de facto landscape:
3.1 Training Centres vs Individual Tutors
- KHDA licenses training institutes and tutoring centres under its regulatory umbrella.
- Individual tutors often occupy a grey zone unless affiliated with a licensed centre.
3.2 Legality of Home Tutoring
- Home-based tutoring may be restricted unless tutors are affiliated with KHDA-approved centres.
3.3 Online Tutoring
- Online tutoring via licensed platforms is safer and more compliant.
3.4 Licencing, Credentials, and Quality Assurance
- KHDA requires credentials, safeguarding, and compliance for staff at approved providers.
4. How Parents and Tutors Should Navigate KHDA’s Landscape
For Parents:
- Ask for affiliation with a KHDA-licensed centre.
- Verify credentials and references.
- Prefer online or centre-based tutoring.
- Use contracts to formalise arrangements.
For Tutors:
- Affiliate with licensed centres or register under an approved training institute.
- Maintain rigorous records and clear communication.
- Ensure credentials are valid and attested.
- Operate transparently and stay updated on KHDA policy.
5. Opportunities and Risks Under KHDA Regulation
Opportunities:
- Tutors aligned with KHDA rules gain credibility and parent trust.
Risks:
- Operating unlicensed risks reputational and legal consequences.
- Policy changes may introduce stricter controls or audits.
Conclusion
KHDA’s regulation of private tutoring may not yet be as codified as its oversight of schools, but its influence is growing. For families in Dubai, understanding KHDA’s stance is key: it shapes who can tutor, how tutoring should operate, and what quality assurances must exist.
At Tutor Chooser, we advocate for transparent, verified, and regulation-compliant tutoring — tutoring that not only elevates student outcomes, but aligns with Dubai’s standards of educational integrity and excellence.
References
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Knowledge and Human Development Authority (KHDA). (2012). KHDA may draft rules for private tutoring sector in Dubai. [online] Available at: https://web.khda.gov.ae/en/About-Us/News/2012/KHDA-may-draft-rules-for-private-tutoring-sector-i [Accessed 28 Sept. 2025].
Knowledge and Human Development Authority (KHDA). (2013). Are private tuitions a necessary evil? [online] Available at: https://web.khda.gov.ae/en/About-Us/News/2013/Are-private-tuitions-a-necessary-evil [Accessed 28 Sept. 2025].
Moliner, L. and Alegre, F. (2020). Online vs. Face-to-Face Tutoring: Effects on Students’ Performance. International Journal of Educational Technology in Higher Education, 17(1).
Slavin, R.E., Lake, C. and Davis, S. (2020). Effective Tutoring Programs for Elementary and Secondary Students. Review of Educational Research, 90(2), pp. 220–260.
Tutor Expertz. (2024). Step-by-Step Guide to Hiring a Private Tutor in Dubai Safely. [online] Available at: https://tutorexpertz.com/step-by-step-guide-to-hiring-a-private-tutor-in-dubai-safely [Accessed 28 Sept. 2025].
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