UAE economic vision women in science, technology and engineering

UAE ECONOMIC Vision:

Women in Science, Technology

and ENgineering

Sponsored by:


UAE Economic Vision: Women in Science, Technology and Engineering

Contents

1

About this research

2

Executive summary

3

1. From oil to knowledge
Weaving a new economic pattern

5
8

2. Female STEM education
Wise policy

9
13

3. Views on the labour market
Strata manufacturing

14
19

4. Conclusion

20

Appendix: Survey results

21

© The Economist Intelligence Unit Limited 2014


UAE Economic Vision: Women in Science, Technology and Engineering

About this
research

UAE economic vision: Women in science, technology and
engineering is an Economist Intelligence Unit report,
sponsored by the Advanced Technology Investment Company.
It looks at the United Arab Emirates’ strategy for becoming

a knowledge-based economy, with particular attention
paid to the role women will play in science, technology and
engineering (STE) in the future.
The research is based on a combination of extensive desk
research, in-depth interviews with independent experts
and a survey of 394 UAE-based female students conducted
in October and November 2013. Of these students, 85% are
Emirati nationals and 70% are studying science, technology,
engineering and mathematics (STEM)-related courses. The
majority are in engineering (50%) at undergraduate level.
Most respondents (82%) are between the ages of 18 and 24,
but almost 13% have work experience in a science, technology
and engineering (STE) environment. The Economist
Intelligence Unit is solely responsible for the content of this
report, which was written by Trevor McFarlane.
The Economist Intelligence Unit would like to thank the
following individuals for their time and insights during this
research:

l Rehab Al Hashmi, electrical engineer, Abu Dhabi Company
for Onshore Oil Operations (ADCO)
l Nabil Ibrahim, chancellor, Abu Dhabi University
l Roy Jakobs, chief executive, Middle East and Turkey, Royal
Philips
l Marwan Abdulaziz Janahi, executive director, Dubai
Biotechnology and Research Park (DuBiotech)
l Tod Laursen, president, Khalifa University of Science,
Technology and Research
l Maha Al Mansouri, director of human resources, Masdar
Future Energy Company

l Khawla Al Mentheri, petroleum engineer, Abu Dhabi Marine
Operating Company (ADMA-OPCO)
l Badr Al Olama, chief executive officer, Strata Manufacturing
l Suaad Al Oraimi, gender specialist, United Arab Emirates
University
l Diana Samulewicz, head of training and development,
Direct HR Ltd

l HH Sheikh Nahyan bin Mubarak Al Nahyan, minister of
culture, youth and community development, UAE

l HE Mohammed Omran Al Shamsi, chancellor, Higher
Colleges of Technology, UAE

l Nadia Alhasani, dean of the women in science, technology
and engineering programme, Petroleum Institute

l Sara Hussain Thabet, petrophysicist, Abu Dhabi Company
for Onshore Oil Operations (ADCO)

l Noor Ghazal Aswad, research assistant, North Dakota State
University

l Georgeta Vidican, senior researcher, Competitiveness
and Social Development Department, German Development
Institute

l Heyam Al Blooshi, mechanical engineer, Abu Dhabi Gas
Industries Company (GASCO)
2

l Dhuha Fadhel, economist, Economic Policy and Research
Centre, Dubai Economic Council

l Behjat Al Yousuf, dean of students, Masdar Institute

© The Economist Intelligence Unit Limited 2014


UAE Economic Vision: Women in Science, Technology and Engineering

Executive
summary

The UAE has made admirable economic progress
over the last 40 years, hitherto funded mostly
by oil receipts. Yet it has decided to chart a
new policy course: diversification away from
hydrocarbons towards a high-skilled, knowledgebased economy, which is increasingly focused
on producing high-value products and services.
To meet this change in economic direction,
thousands of graduates in science, technology,
engineering and mathematics (STEM) are
needed. And with government strategy focused
on building an economy reliant on nationals,
Emirati graduates are especially desirable.
Key to the success of this plan will be the
empowerment of women. UAE-based female
students are outperforming their male
counterparts, with educators interviewed for

this report describing Emirati female students as
being more dedicated and determined than male
pupils. The big issue is how many of these women
will enter into STEM education and, eventually,
productive positions in the labour market.
The answer has implications for policymakers,
private employers and the government-related
entities (GREs) tasked with creating the UAE’s
future economic growth engines.
In this report, The Economist Intelligence Unit
surveys the female students expected to shape
the UAE’s next wave of development, both STEM3

© The Economist Intelligence Unit Limited 2014

and non-STEM-related, and looks at the science
and technology projects creating demand for
their skills. If the country’s economic vision is to
be achieved, at least with Emirati participation,
empowering females in these areas is vitally
important.
Here are the main conclusions of the report.
l The UAE has made admirable progress
in empowering women. Emirati women have
reversed a gender gap in education and are now
outperforming their male counterparts, including
in STEM courses. In the labour market females
have also made impressive progress over the last
20 years, although participation remains low by
global standards.

l STEM education is the long-term solution
to Emirati unemployment. A mismatch between
labour market demand and educational output
exacerbates jobless rates among citizens.
Encouraging more nationals into STEM education
will bolster future employment levels, as demand
for such graduates is expected to soar thanks to
government investment plans.
l Emiratisation in science, technology and
engineering (STE) will only work if citizens’
attitudes about the private sector change.
Almost three-quarters of survey respondents
would prefer to avoid working in the private


UAE Economic Vision: Women in Science, Technology and Engineering

sector, yet the public sector is bloated and
government policy revolves around empowering
private enterprise. If unemployment is to be
reduced, further efforts are needed to show
Emiratis the benefits of working in the private
sector.
l Female UAE-based STEM students view
education as more than a means to make
money. Students see potential careers in STE
fields as prestigious, interesting and, although
not only attracted by money, they recognise the
remuneration as rewarding. Beyond this, they
also see their career as a way to give back to the

UAE by contributing in areas that are important
to the nation’s development.
l Perceptions of females studying and
working in STE are evolving quickly. The idea
that areas such as engineering are for men only
is changing rapidly in the UAE. The government is
taking active measures to empower women in the
workplace, and female students recognise that
more opportunities are opening up to study and
work in STEM-related areas. However, although

4

© The Economist Intelligence Unit Limited 2014

attitudes are evolving swiftly, survey respondents
with work experience think that UAE society still
sees STE as a man’s domain.
l Women have made gains in STE work, but
challenges still exist. Females face an array of
obstacles in the workplace, including managing
a work-life balance; cultural obstacles, such as
society seeing women as family caretakers rather
than engineers or scientists; a dearth of role
models and mentors; and gender discrimination.
More proactive measures from both the public
and the private sector are needed to tackle these
obstacles.
l Government efforts to empower women
in STEM education will benefit the economy

in the long-term. A majority of STEM students
surveyed plan to remain working in STE while
raising a family at the same time, which is good
news for employers and the broader economy. If
the female labour participation rate reaches the
same level as that for men, GDP could benefit by
as much as 12%.


UAE Economic Vision: Women in Science, Technology and Engineering

1

From oil to knowledge

Since it was established in 1971, the oil-rich
federation of the United Arab Emirates (UAE) has
proved itself admirably nimble in building one
of the Middle East’s largest economies. At more
than US$400bn, it is the second-largest economy
in the Arab world, after Saudi Arabia, and
accounts for more than one-quarter of the GDP of
the Gulf Co-operation Council (GCC) economies.
Industry, services, trade, transport, tourism,
retail, and real estate and construction help
propel the economy forward. But with the world’s
seventh-largest proven reserves in both oil
and gas, hydrocarbons are the mainstay of the
economy, accounting for 42% of the UAE’s GDP in
2012. In the capital, Abu Dhabi, which holds over

90% of the country’s reserves, the share of oil
and natural gas is higher, at 56.1%.

UAE charter 2021
“Crude revenues are welcome, but the
government is keen to reduce the dependency in
order to become a sustainable, fully diversified
economy,” says Sheikh Nahyan bin Mubarak
Al Nahyan, UAE minister of culture, youth and
community development. This objective has been
laid out in the country’s development plan, The
UAE National Charter for 2021, which was released
in February 2010. Planners hope to use the UAE’s
oil wealth to diversify away from hydrocarbons
and move further up the production value chain,
5

© The Economist Intelligence Unit Limited 2014

thus boosting non-oil exports and attracting
foreign direct investment.
“The UAE vision 2021 states that the federal
government will work on replacing the current
investment-led growth strategy by a strategy
that is driven by knowledge, innovation,
research, science and technology,” says Dhuha
Fadhel, an economist at the Economic Policy and
Research Centre in the Dubai Economic Council.
Sectors expected to drive the future economy
include renewable energy; high-tech

manufacturing; biotechnology; pharmaceuticals;
telecommunications equipment; and aerospace
and healthcare equipment, among others. Oil and
gas will remain vitally important, though, with
the Abu Dhabi National Oil Company (ADNOC)
projected to boost output capacity to 3.5m
barrels/day by 2020.
Creating this economic base will not be without
its difficulties. Data from the World Bank’s
Knowledge Economy Index (KEI), which takes
into account the extent to which a country’s
environment is conducive for knowledge to be
used for economic development, ranks the UAE
in 42nd place. Although this is respectable and
the best in the Arab world, it is far from the topten ranking the country wants. Education and
training will be key if it is not only to climb up in
the rankings, but also to reduce its dependency
on foreign labour.


UAE Economic Vision: Women in Science, Technology and Engineering

Creating jobs for locals
Following decades of attracting millions of
foreign workers, the UAE economy has become
distorted, providing jobs better suited to
unskilled foreigners rather than locals. For
example, the construction sector contributes
over 10% to GDP and employs over 1m
foreigners, but only a few thousand locals. It

does not help that Emiratis tend to be well off—
thanks in part to the government’s generous
distribution of oil wealth—and are therefore
often unwilling to work in less prestigious roles.
Many also prefer the public sector, where
employees work fewer hours. There is, moreover,
a common perception that working for the
government offers better pay and greater job
security, but the public sector is already bloated.
Exacerbating the matter is a mismatch between
the labour market and the education system,
which currently churns out a disproportionately
high number of arts graduates. For example,
53% of all Dubai-based graduates left university
with a business degree in 2010.
It is for these reasons that the unemployment
rate among nationals remains stubbornly high
at 14%, despite robust economic growth and
huge government efforts to bring them into the
workforce.
Indeed, policymakers introduced a quota
system, known as Emiratisation, more than a
decade ago, to draw more locals into the private
sector. But of the 4m employees in private
businesses only 20,000 are Emiratis, and most
work in banks, insurance firms and commercial
companies.
Therefore, with so much ground to cover on
Emiratisation, the government is taking another
strategy to boost employment opportunities.

“Efforts are being made to encourage young
nationals into STEM [science, technology,
engineering and mathematics] education, while
6

© The Economist Intelligence Unit Limited 2014

at the same time investing in capital-intensive
industries that create high-tech jobs that will be
attractive to nationals,” says Sheikh Nahyan.

Scientists, technologists and engineers
But this, too, is not without challenges.
Developing a whole generation’s skills to suit
these new industries takes time, and these
talents are currently in short supply. Degrees
related to sciences, information technology
and engineering produced fewer than 5,000
graduates in the academic year 2011-12.
Yet demand for such talents is soaring: almost
60,000 extra engineers will be needed between
2011 and 2020, according to the UAE Society
of Engineers. ADNOC alone will require 1,000 a
year, and the country’s rapid development in
industry, aviation, aerospace, green technology
and nuclear power will see demand for STEM
graduates rocket.
This begs the obvious question: who will create
this future economy? The population of the
UAE is 8.3m, but Emiratis make up just 11.5%,

according to the National Bureau of Statistics.
It becomes clear, then, that the country will
continue to rely on expatriate workers and will
require more foreigners, not fewer.

Figure 1
Graduates of government universities 2011-12
(% respondents)

Female

Male

71%

Source: UAE National Bureau of Statistics

29%


UAE Economic Vision: Women in Science, Technology and Engineering

Of course, at the same time more high-achieving
nationals will be needed to fill these skilled
positions too. In many cases this means tapping
into female graduates. UAE women have reversed
a gender gap in education. For instance,
girls in grade 4 (approximately aged 8-9) are
outperforming boys in reading, science and
maths, according to the Trends in International

Mathematics and Science Study, an international
assessment of the mathematics and science
knowledge of 4th- and 8th-graders. By the age
of 15, females considerably outperform males
in all domains, although the gap narrows in
mathematics, according to the Programme for
International Student Assessment, or Pisa, by
the Organisation for Economic Co-operation and
Development (OECD).
This trend continues at university, with
females accounting for 62% of all graduates
in the academic year 2011-12. In government
universities, which educate mostly Emiratis, this
figure jumps to 71%. In STEM-related courses
the number of female graduates reached 50.7%
across all institutions, and 56.8% in government
universities. Indeed, in all areas except
engineering women are graduating in higher
numbers than men.
The reason for the success of female students is
often cultural. “There are more rules for us, and
we’ve less free time, so we tend to study and be
more disciplined than the boys,” says Heyam Al
Blooshi, a mechanical engineer at Abu Dhabi Gas
Industries Company (GASCO).

Definition of labour
force participation rate:
the proportion of the
population aged 15-64

that is economically active;
all people who supply the
labour for the production of
goods and services during a
specified period.

1

7

But there are also two other significant issues at
play. First, young men are more likely to study
abroad than girls for cultural reasons. No official
UAE data exist, but the trend is reflected in the
share of nationals studying on governmentfunded scholarships overseas: almost threequarters (68%) are male. Second, men have
more opportunities to go into well-paid
positions in the police force or the army as high
school graduates.
© The Economist Intelligence Unit Limited 2014

Female empowerment
Given this growing gender gap, it is vitally
important for the UAE’s future economy that
Emirati females make their way into relevant
positions in the labour market. But despite being
open to the world, the UAE remains a relatively
traditional society, where some citizens still view
the primary role of women as the family care
giver.
According to the World Economic Forum’s Global

Gender Gap Index (which is based on equality
in economic participation and opportunity,
educational attainment, political empowerment
and health), the UAE does best among Arab
countries. But in 109th position out of 136
nations, there is still a long way to go.
That said, policymakers are serious about
empowering women. Gender equality is
enshrined in the nation’s constitution, and
the UAE is the first country in the Arab world
to enforce quotas for women on company
boards. It is also on the executive board of the
United Nations Entity for Gender Equality and
the Empowerment of Women (UN Women).
Moreover, females have gained access to key
positions in the cabinet, parliament, judiciary
and diplomatic corps. And young Emirati females
are increasingly breaking the mould by becoming
commercial airline pilots, joining the military
and working in aluminium smelters.
Indeed, UAE women have made strong
progress in the job market over the last two
decades. According to the International Labour
Organisation (ILO), the female labour force
participation rate reached 43.8% in 2011,
compared with 25.6% in 1990.1 Most of these
jobs are in the public sector, where females
account for 66% of workers, one-third of whom
hold senior positions.
Government efforts to push the female

empowerment agenda have certainly helped
these numbers. Suaad Al Oraimi, gender


UAE Economic Vision: Women in Science, Technology and Engineering

If the UAE
follows
a similar
path, GDP is
estimated to
increase by
12% thanks
to an uptick in
productivity
and
consumption.

Opening Doors: Gender
Equality And Development
In The Middle East And
North Africa, World Bank,
2013. Available at: https://
openknowledge.worldbank.
org/bitstream/handle/109
86/12552/751810PUB0EPI
002060130Opening0doors.
pdf?sequence=1
2

specialist at United Arab Emirates University,
says: “The leaders of the country are big
champions of female empowerment, but
sometimes it takes society time to catch up.”
Attitudes will probably change fast given the
young age of the UAE population—those aged
15-29 account for 25% of the total. “Look
what the UAE has achieved in 42 years,” says
Mohammed Omran Al Shamsi, chancellor of the
Higher Colleges of Technology. “The UAE people
have seen the country change very quickly, and
they’re used to adapting with this change—
attitudes have evolved so much over the last ten

It is worth remembering that some European
countries have gone through similar
transformations in recent decades. During the
1980s the female labour force participation rate
in Greece, Ireland and Spain was approximately
30%, around the same as the female Emirati
level. Over the next three decades participation
increased by 15-20% in these countries. If the
UAE follows a similar path, GDP is estimated
to increase by 12% thanks to an uptick in
productivity and consumption.3

Weaving a new economic pattern
The Abu Dhabi Economic Vision 2030, a
blueprint for economic development, will
create huge demand for home-grown scientists,

technologists and engineers.

Services (ACTDS) business unit, which includes
21 companies, officials are targeting 20,000
jobs within the aerospace manufacturing
business alone by 2030.

Released in 2008, the document focuses on
economic diversification in eight key sectors:
cultural tourism, aviation, manufacturing,
media, healthcare, petrochemical, financial
services and renewable energy.

Abu Dhabi-owned Etihad Airways and Dubaiowned Emirates Airways are driving demand in
the aerospace industry with recent multibilliondollar orders for new aircraft, and both cities
are boosting airport capacity, which means
further demand for aviation engineers and
technicians.

To this end Mubadala, a government-owned
development company, is spearheading
multibillion-dollar investments to build new
industries, attract private investment and
create hi-tech employment opportunities for
nationals.
For example, through its Aerospace,
Communications Technology and Defence

Empowering the Third
Billion: Women and the

World of Work in 2012; Booz
& Company, 2012. Available
at: z.
com/media/file/BoozCo_
Empowering-the-ThirdBillion_Full-Report.pdf
3

8

years with regard to women working in different
types of fields.”

© The Economist Intelligence Unit Limited 2014

Huge amounts of science, technology,
engineering and mathematics (STEM)
graduates will be needed for other large-scale
projects such as the Khalifa Industrial Zone
Abu Dhabi (Kazid), Masdar, a multifaceted
investment in green technology, and the
development of four nuclear reactors.


UAE Economic Vision: Women in Science, Technology and Engineering

2

Female STEM education

UAE policymakers have impressive plans for

creating science- and technology-related
projects to diversify the economy and create
employment for locals. The corollary is simple:
if the country is to achieve these lofty goals, it
must become easier for more students to enter
into STEM education.
The Ministry of Education
Strategy 2010-2020; UAE
Ministry of Education,
2010. Available at: http://
planipolis.iiep.unesco.org/
upload/United%20Arab%20
Emirates/United%20
Arab%20Emirates_
Strategy_2010-2020.pdf
4

Expanding Women’s
Participation in Science,
Technology and Engineering:
The Case of the United
Arab Emirates. Paper
submitted to the 8th
Triple Helix Conference
in Madrid, October 2010.
Available at: http://www.
leydesdorff.net/th8/
TRIPLE%20HELIX%20-%20
VIII%20CONFERENCE/
PROCEEDINGS/0094_

Samulewicz_Diana_O-041/
Triple%20helix%20
paper%2030_8_2010_final.
pdf
5

9

However, this is not without its difficulties,
especially with regard to the quality of high
school education, where rote learning is
common. Although the government is working
to change this, “subjects are often taught in
a less interactive way—chalk and talk. The lab
infrastructure, which would allow students to
have a practical learning experience, is not
widely available,” says, Diana Samulewicz, head
of training and development at Direct HR Ltd.
It is for this reason that higher education
institutions are often held back by the quality of
school graduates. For instance, 94% of Emirati
students entering a federal university require
a foundation year to improve levels of science,
mathematics and English.4
Awareness of what STEM education entails is
also low among many younger pupils in the
UAE. “Students often do not fully understand
what the different types of degrees and jobs
actually entail,” says Tod Laursen, the president
© The Economist Intelligence Unit Limited 2014

of Khalifa University of Science, Technology and
Research.
Lack of awareness is even more pronounced
within society, with many associating the word
“engineer” with fieldwork and labour. “When I
first tell people I am a petroleum engineer, they
say ‘okay, you work with cars or put petrol in
the engines of cars’,” says Khawla Al Mentheri,
a petroleum engineer at Abu Dhabi Marine
Operating Company (ADMA-OPCO).

A family affair
Even more damaging is when parents, guardians
or siblings do not understand what STE entails.
As in much of the Arab world, the family unit is
extremely strong in the UAE, and the extended
family plays a critical role in the development of
daughters. Owing to a lack of meaningful career
guidance in high schools, family members often
become career councillors, despite the fact that
many are unqualified.5
Experts interviewed for this report say that many
aspiring STEM students face problems with male
and female family members believing that some
areas of study are not suitable for women.
“It is important that the whole family is brought
into the university recruitment process,”
says Nadia Alhasani, the dean of the Women

UAE Economic Vision: Women in Science, Technology and Engineering

Figure 2
In your view, how would you characterise the support you received (and/or continue to
receive) from your family when you decided to study STEM?
(Respondents)
Strong

On choosing to study STEM

While studying STEM

20
12
14

2
13

Weak

No support

Discouraging

Not important

195

29

189

28
23

Source: The Economist Intelligence Unit survey.

in Science, Technology and Engineering
Programme at the Petroleum Institute in Abu
Dhabi. “Sometimes the parents are against their
daughter becoming an engineer because they
don’t fully understand what it entails.”
It is important to note that many UAE families
hold progressive views on women working in
STE. Indeed, the vast majority of STEM students
(49%) in our survey received strong support
when deciding to choose their course, and
this continued while studying for their degree
(48%). In fact, extremely few families (34%)
discouraged their daughters from choosing
STEM, and even fewer (less than 1%) continued
to dissuade them during the course of the
degree.
Moreover, a majority of respondents were
inspired or influenced to study a STEM subject
by a family member, many by both mothers or
female guardians (37%) and fathers or male
guardians (33%), which illustrates the positive

role family can play when progressive gender
views exist.
And one family’s decision often influences
another’s, which in turn promotes change
10

© The Economist Intelligence Unit Limited 2014

within society. That said, female STEM students
believe society at large is not against them:
half (50%) of survey respondents do not
believe that it is difficult for women to study
a STEM-related subject because society sees
it as a male domain. Indeed, over four-fifths
(87%) of respondents recognise that greater
opportunities are opening up to females
wanting to study in this area.
“More and more girls are deciding to choose
engineering because we want to play a role
in the development of our country, and the
government is supporting us,” explains Rehab Al
Hashmi, an electrical engineer at the Abu Dhabi
Company for Onshore Oil Operations (ADCO).

Careers of the future
Understanding why women select one degree
over another is important if educators
and policymakers are to convince more
schoolchildren to choose the degrees that the
future economy will require. Almost four-fifths

of respondents to our survey (79%) decided
to study STEM courses because they found the
subject interesting.


UAE Economic Vision: Women in Science, Technology and Engineering

Figure 3
To what extent do you agree with the following statements as to why you choose to study a
STEM subject.
Select one for each statement.
(% respondents)
Strongly agree
Disagree

Agree somewhat
Strongly disagree

Neither agree nor disagree
Don’t know

51

I want to give back to the UAE
STEM jobs offer greater opportunities to work
abroad
STEM related jobs are well respected by society
STEM subjects are interesting

58

24

29
40

33

76
48

83

26 4 5
46

Studying STEM offers interesting job
opportunities
Studying STEM will make me wealthy

38 7 13

13 31 5
11

9 4

41 6 3 3

Source: The Economist Intelligence Unit survey

Almost the same percentage of survey
participants also see the jobs available to such
graduates as a big attraction, with 87% agreeing
that they are also “interesting”. Still, it is
important how STEM study is pitched to women
compared with men.
“For boys it is often a case that they have
the ability in maths and so decide to become
engineers,” says Mr Laursen of Khalifa University
of Science, Technology and Research. “Women,
however—data suggest—are driven more by a
desire to be of service to the greater good, and
look at how they can help society.”
Recruitment, then, should focus on the great
benefit that STE jobs contribute to society.
Indeed, more than four-fifths (89%) of
respondents chose to study a STEM-related
subject because they wanted to give back to the
UAE, while almost two-thirds (64%) feel that
society respects people who work in a related
field, such as an engineer. “Emiratis are very

11

© The Economist Intelligence Unit Limited 2014

patriotic and understand the country’s next
wave of development depends on them gaining
the relevant skills,” says Behjat Al Yousuf, the
dean of students at the Masdar Institute in Abu

Dhabi.
Nevertheless, cash is also another draw, as over
four-fifths (89%) of respondents think that
studying STEM will make them wealthy.

Making the case to non-STEM students
The majority of non-STEM respondents,
meanwhile, think they are also on the road to
financial success, with over one-third (35%)
believing they can earn more by working in a
field related to their current study path.
Appealing to their patriotism will not work
either: more than two-thirds (70%) understand
that UAE development depends on success in
STE, yet they still decide to specialise in another
area. This is despite over half (55%) enjoying
STEM subjects; they simply find their current field
of study more interesting.


UAE Economic Vision: Women in Science, Technology and Engineering

Figure 4
To what extent do you agree with these statements?
Please select one answer for each statement.
(% respondents)
Strongly agree

Agree somewhat

I like STEM related subjects, but am more
interested in my current course

Neither agree nor disagree

I can earn more money working in a non-STEM
role

11

24

Favouritism through personal connections is a
significant factor in landing a job in the UAE

9

25

7

STEM related jobs are not important to the
development of the UAE

6

10

4

STEM work environments are male domains
STEM related jobs are not well respected by
society

19

2

5

14

73

29
41

21

21
11

28

16 4 4
17

29

23

24

20
25

8

72

17

19

9

Don’t know

29
45

14

STEM subjects are boring

Strongly disagree

33

22

STEM subjects are too difficult

Disagree

20
28

10

4

49

5
11
10

Source: The Economist Intelligence Unit survey

For many (59%), though, STEM courses are
perceived as too difficult. “Having the right
teachers and creating a passion among children
for science, technology and maths when they
are young is critical in order to attract them into
these fields of study later in life,” says Nabil
Ibrahim, the chancellor of Abu Dhabi University.
Improvement is needed on this front: one-third
(34%) of survey participants realised that
STEM was not for them before they reached
the age of 14. What’s more, students who did

eventually choose STEM were not interested
at a particularly young age. Over half (53%)
of survey respondents studying STEM say they
were between 15 and 19 years old when they

12

© The Economist Intelligence Unit Limited 2014

first became interested in this field of study.
This shows that an opportunity exists to attract
pupils at a younger age, and thus bolster the
number of STEM graduates in later life.
The current high school education system is not
helping to bring more students into STEM. Pupils
are currently forced to choose either science or
arts streams at the age of 15. Many teenagers
often choose arts because they perceive it as
easier than science, resulting in an oversupply
of arts and humanities graduates, which in turn
exacerbates unemployment among nationals
later in life. Plans are afoot to change the
system, but the specifics of what will replace it
have yet to be announced.


UAE Economic Vision: Women in Science, Technology and Engineering

Wise policy
Women in science, technology, engineering and

mathematics (STEM) education face various
hurdles, but the right policy from educators can
overcome potential obstacles, resulting in more
female scientists and engineers in the UAE.
In 2006 the Petroleum Institute (PI)—
established over 12 years ago to provide
graduates to the Abu Dhabi National Oil
Company (ADNOC)—launched its Women in
Science and Engineering (WiSE) programme
with 104 Emirati high school graduates. Today
it has over 500 students, representing 37.5% of
the total undergraduate population, and more
than 200 alumnae.
Such progress is attributable to the WiSE
programme developed by the PI to tackle three
common difficulties faced by educational
institutes trying to attract women to study
science and engineering. The first issue is
the overall image of the profession, which is
sometimes perceived to be dull. To counter
this, recruiters focus on the softer aspects of
engineering and its importance in everyday
life by offering engineering examples relevant
to the lives of young women, such as mobile
phones.
The second difficulty is the stereotyping of
engineering and science students. “It is

13

© The Economist Intelligence Unit Limited 2014

important to point out that we’re not geeks or
tomboys—a lot of girls will be put off becoming
engineers because they think it’s not cool
or it’s not for females,” says Sara Hussain
Thabet, a petrophysicist at the Abu Dhabi
Company for Onshore Oil Operations (ADCO). To
challenge this, WiSE educators have created an
ambassador programme, where students give
presentations on non-engineering and sciencerelated issues to all sectors of society, not least
other women. Moreover, the women’s building
of the PI is decorated with female students
in mind, with splashes of colour, artwork and
non-traditional furniture, as well as quiet
areas offering “mummy rooms” for naps and
breastfeeding.
The final problem is the issue of working
in a male-dominated environment. WiSE
programme leaders tackle this by first having
students wear industry safety gear as much as
possible to get them used to the environment.
Female students also go on frequent trips to
oilfields, power plants and industry training
facilities as well as internships. This helps
them to familiarise themselves with their
environment, and for the workplace to become
accustomed to their presence.

UAE Economic Vision: Women in Science, Technology and Engineering

3

Views on the labour market

If the UAE is to attract more women into the
workforce as scientists, technologists and
engineers, greater efforts are needed to change
perceptions of the labour market.
For instance, over half (56%) of STEM students
responding to our survey believe that
favouritism through personal connections is a
significant factor when it comes to landing a job.
This compares with only one-third (34%) of nonSTEM respondents.

Although evolving quickly,
parts of UAE society still
hold old-fashioned views on
the role of women, not least
with regard to employment
and mixed gender
environments. Experts
interviewed for this report
believe that the proportion
of the population with such
views account for a small
minority.

6

14

The reason for this is socioeconomic status,
according to Georgeta Vidcan, a senior
researcher at the German Development Institute,
a think-tank for global development policy, who
conducted research on the topic. UAE-based
women who come from rich backgrounds tend to
be less likely to engage in science, technology
and engineering compared with those with a
lower socioeconomic status. The well-off among
Emirati society “have easier access to managerial
professions through personal or family contacts
or wasta, and expectations of the type of jobs
they would be engaged with are different,” says
Ms Vidcan. Moreover, the economic imperative to
work as, say, an engineer, which many in the UAE
consider to be a tough job, is not there when you
come from a wealthy family.
Preferentialism, which occurs all around the
world, is not the only problem. More than three© The Economist Intelligence Unit Limited 2014

quarters (76%) of STEM survey respondents feel
that other challenges exist for women wanting
to work in these areas. For instance, almost twothirds of respondents (60%) with experience
of working in a science, technology and
engineering environment believe that female
employees face obstacles when trying to manage
a work-life balance.

Another issue is the UAE’s paid maternity
leave, which is low by global standards: 60
days for government employees and 45 days
for private-sector staff. Almost two-fifths of
STEM respondents (39%) believe this to be a
difficulty, compared with 18% who do not see it
as a problem.
Far more (66%), however, see cultural issues as
a barrier to women in STE. Co-education is not
universal in the UAE, which means some entrylevel graduates are unaccustomed to working
with the opposite sex. “I have seen it with some
friends who become quiet when male colleagues
are around, which makes working in teams less
easy,” says Ms Hussain Thabet.
Meanwhile, over two-thirds (65%) of
respondents with work experience in an STE job
recognise that women face an obstacle in the
general belief that STE-related fields are better
suited to men, while more than two-fifths (46%)
of participants identify gender as being an


UAE Economic Vision: Women in Science, Technology and Engineering

Figure 5
To what extent do you agree with the following statements about the obstacles female STEM graduates face when
working in a STEM related job in the UAE?
Please select all that apply.
(% respondents)
Strongly agree

Agree somewhat

Women in STEM face an obstacle in managing a
work-family life balance

25

Women in STEM face an obstacle of lower salaries
compared with their male counterparts
Women in STEM face an obstacle with a lack of
role models and mentors

35

21
19
15

12
15

15
13

6

17

13

25

13

10

19
19

15
13

29
25

Don’t know

15

27

12

Women in STEM face an obstacle with gender
discrimination

Strongly disagree

40
31

Women in STEM face cultural obstacles

Disagree

29

31

Women in STEM face obstacles in the general
belief that STEM related fields (such as
engineering) are more suited to men

Women in STEM face an obstacle with access to
maternity leave

Neither agree nor disagree

17
19

6 4
4 4
6 4
13

8

10
19

8

17

Source: The Economist Intelligence Unit survey

obstacle. There is less consensus, however, on
whether pay discrimination exists. Almost onethird (30%) of STEM students do not believe that
the salaries of female scientists, technologists
and engineers are lower than those of their male
colleagues, while 31% think men do better when
it comes to income.
Both federal law and company policy have a
role to play when it comes to discrimination.
However, the UAE Labour Law of 1980 does not
cover the issue of gender, and big international
companies are known for getting it wrong on
this matter. According to the Boston Consulting
Group, 85% of leading companies view gender
diversity as a top priority, yet only one in five
companies have targeted recruiting strategies
for female talent.7
Shattering the Glass Ceiling,
Boston Consulting Group,
August 2012. Available
at: />documents/file110083.pdf

7

15

Meanwhile, physically getting to the field
can be another issue—much of the country’s
industrial expansion is far outside the cities.
© The Economist Intelligence Unit Limited 2014

Female engineers are often forced to drive back
and forth from the worksite because of a lack
of facilities for women to stay overnight, which
sometimes results in female engineers getting
less site experience than their male colleagues.
And once women engineers arrive at the field,
they can come up against other difficulties.
“There have been cases where companies didn’t
even have the necessary safety gear for women
on site, so in the end a university had to lend
their female equipment to them,” says Noor
Ghazal Aswad, a research assistant at North
Dakota State University.

Someone to emulate
According to experts interviewed for this report,
another obstacle facing women in STE is a lack
of role models and mentors. Yet STEM survey
respondents are undecided on the issue, with
30% agreeing that a dearth of female role
models is an obstacle, compared with 27% who

UAE Economic Vision: Women in Science, Technology and Engineering

Figure 6
Upon graduating what area of the economy would you most like to work in?
(% respondents)

50

The public sector (ie, the government)
A government related entity (ie, companies
run like private firms yet with majority
government ownership)

31
14

The private sector (ie, a private company)

5

Other
Source: The Economist Intelligence Unit survey

do not agree. That said, a fraction of participants
(4%) say they were inspired or influenced to
study STEM by a mentor, and only 15% by a role
model, which indicates either a lack of such
people to emulate or their ineffectiveness. The
latter seems unlikely, given the success of female
role models and mentors in attracting more

women into STE in developed countries.8
“The more we push for women to move into
highly responsible jobs, the more it helps the
younger generation,” says Mr Ibrahim of Abu
Dhabi University. “Just by having a faculty
member who is a female can get more women
interested in entering the programme here in
Abu Dhabi University.”

Private versus public

Engaging Girls in STEM:
Role Models, Center for
Research on Girls (CRG)
at Laurel School, Ohio,
2011. Available at: http://
www.laurelschool.org/
about/documents/CRG_
ROLEMODEL.pdf

8

16

Encouraging more women into STEM education
may prove easier than coaxing them into private
business. Four-fifths (81%) of STEM students
do not want to work in the private sector. Half
(50%) aim for a job in the public sector, almost
one-third (31%) want to work for governmentrelated entities (GREs), and only 14% want to

join a private enterprise. A similar trend exists
with non-STEM respondents, although they
are slightly more willing to work in a private
organisation (23%). Almost half (46%) target
the government sector, and one-quarter (25%)
want to work for a GRE. The problem in the UAE
© The Economist Intelligence Unit Limited 2014

is perception, because “students think that
working in a private company means they could
lose their jobs easily, but if you look at the laws
and regulations for hiring and firing, it’s strict,”
says Marwan Abdulaziz Janahi, the executive
director of Dubai Biotechnology and Research
Park (DuBiotech).
What’s more, there are other ways to attract
locals to the private sector. “Companies
should focus on career development and the
international experience that they can offer
Emiratis,” says Roy Jakobs, chief executive,
Middle East and Turkey at Royal Philips, a
Netherlands-based multinational.

Salary and job expectations
Nevertheless, cash is going to be an important
part of the package when trying to attract fresh
graduates, and UAE remuneration is hefty by
international standards. The majority (33%)
of STEM graduates in our survey expect almost
US$6,000-8,000 per month for an entry-level

engineer package, which is broadly speaking
the market rate. Non-STEM respondents expect
less, with the majority (31%) assuming almost
US$4,000-6,000 per month.
Meanwhile, despite the rising demand for
STEM graduates, many of whom are actually
guaranteed jobs by government-owned


UAE Economic Vision: Women in Science, Technology and Engineering

companies on graduating, students in our survey
are slightly glum regarding their prospects.
Over four-fifths of STEM survey respondents
(85%) think the job market is tricky for entrylevel graduates, and only 15% perceive it as
favourable. For those with two years’ experience,
however, it is a different story: 71% of
respondents believe prospects for finding work
look good. And with five years of work behind
them, over four-fifths (87%) are confident that
their skills will be in demand.
Surprisingly, given the oversupply of
humanities-related graduates, non-STEM survey
respondents are slightly more positive regarding
their prospects for entry-level employment.
Roughly four-fifths (81%) in our survey think the
job market is difficult for entry-level graduates,
and almost one-fifth (19%) perceive it as

favourable. With two years of work experience,

over half (54%) feel positive about their future
employment outlook, and after five years in
employment nearly three-quarters (76%) feel
secure in their job.

Future make-up of the labour market
The good news for employers and policymakers
is that women studying science, technology,
engineering and mathematics are keen to get
into the STE workforce and stay there. The
majority of STEM survey respondents (68%) see
themselves working as scientists, technologists
and engineers in ten years’ time. And over half
of all survey participants (54%) plan to raise a
family at the same time. “Men have a role to play
here as well, because it is up to us to support our
wives when they want to work and progress in
their career,” says Mr Janahi of DuBiotech.

Figure 7
Thinking about your future, where do you see yourself in 10 years time from now?
(% respondents)

54

Raising a family and working within a STEM
related field within the UAE

11

Raising a family and working within a STEM
related area outside of the UAE
Running your own business in a STEM related
field

8

Not raising a family and working in a STEM
related field in the UAE

6

Don’t know

6

Raising a family and working within a
non-STEM related field within the UAE
Running your own business in a
non-STEM field
Not working, and instead being a stay at
home mother

5
4
2

Other

1

Not working

1

Not raising a family and working, but in a
non-STEM related field in the UAE

1

Source: The Economist Intelligence Unit survey

17

© The Economist Intelligence Unit Limited 2014


UAE Economic Vision: Women in Science, Technology and Engineering

More worrying, however, is the finding that
almost one-quarter (24%) of respondents plan
to leave a STE-related field in the UAE within
a decade, which will be a loss to the economy.
Given the large number of expatriates in the
UAE, this is perhaps not surprising, as many
graduates eventually return to their home
country.
For those STEM survey respondents wanting to
stay in STE in the UAE, the green technology
sector is the most attractive industry to work

in (22%), followed by energy (17%). It is worth
pointing out that many survey respondents
are guaranteed jobs in the energy sector after
graduating, and the UAE government has
heavily promoted Masdar, its multifaceted
investment in green technology, which appears
to have resonated with students. Other sectors
vary in the level of interest from students:
biotechnology (15%); high-tech manufacturing
(14%); nuclear (11%); and aerospace (2%).
Among non-STEM survey participants, green
technology holds even more appeal (33%);

almost one-quarter express no preference
(23%) about where they work, while 16% would
choose the energy sector (16%). Less attractive
industries to non-STEM respondents include
nuclear (8%); high-tech manufacturing (7%);
biotechnology (7%); and aerospace (3%).

Employer’s perspective
Regardless of how appealing these sectors
become, companies will struggle to fill their
vacancies with Emiratis only. Access to local
talent is an issue high on the agenda of all
organisations. “There is nothing I would like to
do more than hire more Emiratis, because locals
always understand their own market better than
foreigners, but we have to be realistic because
the pool is relatively small,” says Mr Jakobs.

Active and smarter co-ordination between
academia and industry would help bridge the
shortage of locals. “The bigger employers
within DuBiotech Research Park told us their
labour requirements—chemists, biologists, lab
technicians and so on,” says Mr Janahi. “We

Figure 8
Which of the following sectors would you most like to work in?
(% respondents)

22

Green technology

17

Energy

15

Biotechnology

14

Hi-tech manufacturing
Other

11

Nuclear technology

11
9

No preference
Aerospace

2

Source: The Economist Intelligence Unit survey

18

© The Economist Intelligence Unit Limited 2014


UAE Economic Vision: Women in Science, Technology and Engineering

asked the local universities if they knew if this
demand existed, and at the time they didn’t
know anything about it.”
Even when co-ordination between universities
and the private sector works well, companies
will still need to take extra measures to attract
skilled locals. Besides participating in the usual
career fairs, Royal Philips has gone so far as
starting a Facebook page to interact with young
students—potential future job candidates—
before they even graduate, the idea being that

the company can engage with potential future
employees throughout their study years.

Many companies carry out such campaigns
because government pressure on private
firms to hire nationals is strong, which means
competition for skilled Emirati graduates is stiff.
And organisations face high churn rates among
entry-level employees, despite regular salary
hikes, because skilled local workers are poached.
Adding to the problem, many fresh graduates are
impatient and expect to be a senior manager in a
short amount of time, so moving from company
to company is seen as way to progress.

Strata Manufacturing
For effective Emiratisation, companies must
create a clear communication strategy,
explaining to staff the firm’s plans to develop
their skills and career path as well as how their
job contributes to the UAE’s development.
Strata Manufacturing, an aerostructures
manufacturing facility wholly owned by the
Mubadala Development Company, a government
investment firm, supplies the likes of Airbus and
Boeing.
Created in 2010 in Al Ain, east of Abu Dhabi City,
the firm employs around 600 staff. Of these,
35% are nationals, four-fifths of whom are
women—and mostly all aerospace technicians.

Many people wonder how the manufacturer
managed such an Emiratisation feat.
“We are seen as something different, exciting
and new, and being part of the vision of Abu
Dhabi means locals are very interested in

19

© The Economist Intelligence Unit Limited 2014

contributing to their country,” says Badr Al
Olama, chief executive officer of Strata.
Another issue is that women often lack the
mobility to travel to work or prefer to stay closer
to their families for cultural reasons. Strata’s
success illustrates the importance of bringing
jobs—and thus relevant education—to rural
areas.
When Strata first opened its doors, sceptics
doubted whether Emiratisation on the technical
side could be achieved, but local women have
shown that they are interested in working in
non-traditional roles.
Communication is key to introducing nationals
into the technical workforce. “A fresh graduate
should be shown on the first day the plan the
company has for developing their skills and
the development of a career path,” says Mr Al
Olama.

UAE Economic Vision: Women in Science, Technology and Engineering

4

Conclusion

Looking at education data and listening to expert
interviewees for this report, policymakers and
employers can see that women are outperforming
men in education, not least in areas related to
creating a sustainable, diversified economy.
The participation of UAE females, then, will be
vitally important if the country is to meet its
ambitious economic and localisation goals.
As this report shows, the country has made
admirable progress on the issue of women
empowerment, but further work remains to be
done.
On the basis of desk research, in-depth
interviews and the survey conducted for this
report, it is possible to identify a number of
priorities. These include the following.
l Take active measures to create passion
in young Emirati children for science,
technology, engineering and mathematics.
Focus more education on learning “by doing”,
with co-educational workshops and projects
where possible, and develop educators’ skills
in teaching mathematics to improve student

outcomes.
l Top priority must be given to reforming the
high school education system. Students should
be given more time to choose between studying
arts and sciences. Measures are also needed
20

© The Economist Intelligence Unit Limited 2014

to improve the standard of career guidance
available to pupils. Families must be included
in this process, so both students and parents
understand the qualifications necessary for the
modern job market.
l Steps need to be taken to create more
female role models and mentors. These should
of course influence girls, but they should also
target young boys and men to illustrate the
importance of female participation in achieving
the UAE vision. Parents with daughters working
in STE fields should be encouraged through
awareness campaigns in order to inspire other
families to follow suit.
l Bring relevant education and jobs to rural
regions. Women in rural areas often lack the
mobility to travel to cities for work. Geographical
economic diversification, much of which is based
on STE, should pay more attention to female
employment, while courses at local educational
institutions should reflect the local economy.

l Further measures are needed to foster a
work environment that is more supportive of
UAE women. These include improved maternity
leave and publicly financed parental leave
schemes; enhanced access to childcare services;
changes to the labour law to reduce genderbased discrimination; better flexible working
arrangements; and access to finance and training
for female entrepreneurs in STE fields.


UAE Economic Vision: Women in Science, Technology and Engineering

Appendix:
Survey results

Note: Percentages may not total 100 due to rounding or the ability of respondents to choose multiple
responses
Gender
(% respondents)
Female
100

Male
0

How old are you?
(% respondents)
17 or younger
6

18-24 years old
82

25-34 years old
8

35-44 years old
1

45-54 years old
1

55-64 years old
0

65-74 years old
0

75 or older
1

21

© The Economist Intelligence Unit Limited 2014


UAE Economic Vision: Women in Science, Technology and Engineering
Which country are you from?
(% respondents)
United Arab Emirates

85

Oman
2

Jordan
2

Egypt
1

Syria
1

Sudan
1

Yemen
1

India
1

US
1

Comoros
1

Morocco

1

Pakistan
1

Algeria
1

Which of the following best describes your current level of study?
(% respondents)
First year
32

Second year
21

Third year
19

Fourth year
16

Masters
4

Phd
1

Other, please specify
6

22

© The Economist Intelligence Unit Limited 2014


UAE Economic Vision: Women in Science, Technology and Engineering

What is the primary area of interest for your current study?
(% respondents)
Engineering
50

Humanities
15

Behavioural and social sciences
8

Biological sciences
8

Education
7

Medical sciences
7

Mathematical and physical sciences
5

The following questions were answered by STEM graduates

To what extent do you agree with the following statements as to why you choose to study a STEM subject.
select one for each statement
(% respondents)

Strongly agree

Agree somewhat

Neither agree nor disagree

Disagree

Strongly disagree

Don’t know

I want to give back to the UAE
51

38

71

3

29

8

3

STEM jobs offer greater opportunities to work abroad
58

STEM related jobs are well respected by society
24

40

26

4

5

13

31

5

STEM subjects are interesting
33

46

Studying STEM offers interesting job opportunities

76

11

9

4

Studying STEM will make me wealthy
48

41

6

3

3

How old were you when you first became interseted in STEM
(% respondents)
Under 5 years old
5

5-9 years old
13

10-14
24

15-19
53

20-24
3

25 years or more
1

23

© The Economist Intelligence Unit Limited 2014


UAE Economic Vision: Women in Science, Technology and Engineering

Who, if anyone, inspired or influenced your decision to study a STEM subject? Please select all that apply
(% respondents)
Teacher
38

Mother or female guardian
37

Father or male guardian
33

Sister
26

Friend
23

Nobody
21

Brother
19

Extended family member
16

Government
15

Role model (eg, a famous scientist or engineer etc)
15

Other, please specify
8

Mentor
4

To what extent do you agree with the following statements about the UAE? Please select one answer for each statement
(% respondents)

Strongly agree

Agree somewhat

Neither agree nor disagree

Disagree

Strongly disagree

Don’t know

It is difficult for women to enter STEM study because society sees it as a man’s domain
29

9

12

23 1

27

Favouritism through personal connections is a significant factor in landing a job in the UAE
35

21

19

5 2

18

More and more opportunities are opening up to women to study STEM
10 1 1

36

51

Challenges still exist for women wanting to work in STEM fields
44

32

14

4 2

3

In your view, how would you characterise the support you received (and/or continue to receive) from your family when you
decided to study STEM?
(Respondents)

Strong

Weak

No support

Discouraging

Not important

On choosing to study STEM
49
7
5
3
3

While studying STEM
48
7
6
1
3

24

© The Economist Intelligence Unit Limited 2014