What KHDA asks Dubai schools to improve, 2008–09 to 2025–26
How many of each year's inspection reports ask the school to work on each theme, read from the reports' own recommendations: 203 reports in 2023–24, the latest year with a full round of inspections.
Year 2024–25, Year 5 (Grade 4), fees as charged
List
Recommendations
Strengths
Share of reports with a recommendation on each theme, by year
| Theme | 2008–0908–09 | 2009–1009–10 | 2010–1110–11 | 2011–1211–12 | 2012–1312–13 | 2013–1413–14 | 2014–1514–15 | 2015–1615–16 | 2016–1716–17 | 2017–1817–18 | 2018–1918–19 | 2019–2019–20 | 2021–2221–22 | 2022–2322–23 | 2023–2423–24 | 2024–2524–25 | 2025–2625–26 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Teaching | Teaching, 2008–09: 77 of 92 reports, 84% | Teaching, 2009–10: 89 of 110 reports, 81% | Teaching, 2010–11: 96 of 116 reports, 83% | Teaching, 2011–12: 92 of 113 reports, 81% | Teaching, 2012–13: 97 of 119 reports, 82% | Teaching, 2013–14: 99 of 121 reports, 82% | Teaching, 2014–15: 92 of 125 reports, 74% | Teaching, 2015–16: 101 of 135 reports, 75% | Teaching, 2016–17: 99 of 127 reports, 78% | Teaching, 2017–18: 114 of 151 reports, 75% | Teaching, 2018–19: 115 of 156 reports, 74% | Teaching, 2019–20: 79 of 105 reports, 75% | Teaching, 2021–22: 20 of 30 reports, 67% | Teaching, 2022–23: 149 of 192 reports, 78% | Teaching, 2023–24: 158 of 203 reports, 78% | Inspections paused · 4 reports | Inspections paused · 5 reports |
| Leadership and self-evaluation | Leadership and self-evaluation, 2008–09: 60 of 92 reports, 65% | Leadership and self-evaluation, 2009–10: 62 of 110 reports, 56% | Leadership and self-evaluation, 2010–11: 63 of 116 reports, 54% | Leadership and self-evaluation, 2011–12: 71 of 113 reports, 63% | Leadership and self-evaluation, 2012–13: 68 of 119 reports, 57% | Leadership and self-evaluation, 2013–14: 60 of 121 reports, 50% | Leadership and self-evaluation, 2014–15: 71 of 125 reports, 57% | Leadership and self-evaluation, 2015–16: 78 of 135 reports, 58% | Leadership and self-evaluation, 2016–17: 89 of 127 reports, 70% | Leadership and self-evaluation, 2017–18: 87 of 151 reports, 58% | Leadership and self-evaluation, 2018–19: 91 of 156 reports, 58% | Leadership and self-evaluation, 2019–20: 66 of 105 reports, 63% | Leadership and self-evaluation, 2021–22: 21 of 30 reports, 70% | Leadership and self-evaluation, 2022–23: 103 of 192 reports, 54% | Leadership and self-evaluation, 2023–24: 132 of 203 reports, 65% | ||
| Assessment | Assessment, 2008–09: 66 of 92 reports, 72% | Assessment, 2009–10: 66 of 110 reports, 60% | Assessment, 2010–11: 75 of 116 reports, 65% | Assessment, 2011–12: 63 of 113 reports, 56% | Assessment, 2012–13: 86 of 119 reports, 72% | Assessment, 2013–14: 93 of 121 reports, 77% | Assessment, 2014–15: 60 of 125 reports, 48% | Assessment, 2015–16: 74 of 135 reports, 55% | Assessment, 2016–17: 81 of 127 reports, 64% | Assessment, 2017–18: 80 of 151 reports, 53% | Assessment, 2018–19: 81 of 156 reports, 52% | Assessment, 2019–20: 60 of 105 reports, 57% | Assessment, 2021–22: 15 of 30 reports, 50% | Assessment, 2022–23: 93 of 192 reports, 48% | Assessment, 2023–24: 120 of 203 reports, 59% | ||
| Attainment and progress | Attainment and progress, 2008–09: 40 of 92 reports, 43% | Attainment and progress, 2009–10: 48 of 110 reports, 44% | Attainment and progress, 2010–11: 53 of 116 reports, 46% | Attainment and progress, 2011–12: 62 of 113 reports, 55% | Attainment and progress, 2012–13: 74 of 119 reports, 62% | Attainment and progress, 2013–14: 54 of 121 reports, 45% | Attainment and progress, 2014–15: 45 of 125 reports, 36% | Attainment and progress, 2015–16: 72 of 135 reports, 53% | Attainment and progress, 2016–17: 65 of 127 reports, 51% | Attainment and progress, 2017–18: 83 of 151 reports, 55% | Attainment and progress, 2018–19: 90 of 156 reports, 58% | Attainment and progress, 2019–20: 58 of 105 reports, 55% | Attainment and progress, 2021–22: 17 of 30 reports, 57% | Attainment and progress, 2022–23: 94 of 192 reports, 49% | Attainment and progress, 2023–24: 90 of 203 reports, 44% | ||
| Arabic | Arabic, 2008–09: 33 of 92 reports, 36% | Arabic, 2009–10: 41 of 110 reports, 37% | Arabic, 2010–11: 53 of 116 reports, 46% | Arabic, 2011–12: 62 of 113 reports, 55% | Arabic, 2012–13: 56 of 119 reports, 47% | Arabic, 2013–14: 61 of 121 reports, 50% | Arabic, 2014–15: 70 of 125 reports, 56% | Arabic, 2015–16: 75 of 135 reports, 56% | Arabic, 2016–17: 52 of 127 reports, 41% | Arabic, 2017–18: 79 of 151 reports, 52% | Arabic, 2018–19: 87 of 156 reports, 56% | Arabic, 2019–20: 46 of 105 reports, 44% | Arabic, 2021–22: 11 of 30 reports, 37% | Arabic, 2022–23: 91 of 192 reports, 47% | Arabic, 2023–24: 75 of 203 reports, 37% | ||
| Curriculum and challenge | Curriculum and challenge, 2008–09: 51 of 92 reports, 55% | Curriculum and challenge, 2009–10: 62 of 110 reports, 56% | Curriculum and challenge, 2010–11: 72 of 116 reports, 62% | Curriculum and challenge, 2011–12: 66 of 113 reports, 58% | Curriculum and challenge, 2012–13: 63 of 119 reports, 53% | Curriculum and challenge, 2013–14: 63 of 121 reports, 52% | Curriculum and challenge, 2014–15: 60 of 125 reports, 48% | Curriculum and challenge, 2015–16: 48 of 135 reports, 36% | Curriculum and challenge, 2016–17: 44 of 127 reports, 35% | Curriculum and challenge, 2017–18: 36 of 151 reports, 24% | Curriculum and challenge, 2018–19: 61 of 156 reports, 39% | Curriculum and challenge, 2019–20: 40 of 105 reports, 38% | Curriculum and challenge, 2021–22: 16 of 30 reports, 53% | Curriculum and challenge, 2022–23: 85 of 192 reports, 44% | Curriculum and challenge, 2023–24: 60 of 203 reports, 30% | ||
| Islamic Education | Islamic Education, 2008–09: 29 of 92 reports, 32% | Islamic Education, 2009–10: 39 of 110 reports, 35% | Islamic Education, 2010–11: 40 of 116 reports, 34% | Islamic Education, 2011–12: 56 of 113 reports, 50% | Islamic Education, 2012–13: 45 of 119 reports, 38% | Islamic Education, 2013–14: 44 of 121 reports, 36% | Islamic Education, 2014–15: 46 of 125 reports, 37% | Islamic Education, 2015–16: 42 of 135 reports, 31% | Islamic Education, 2016–17: 27 of 127 reports, 21% | Islamic Education, 2017–18: 37 of 151 reports, 25% | Islamic Education, 2018–19: 51 of 156 reports, 33% | Islamic Education, 2019–20: 23 of 105 reports, 22% | Islamic Education, 2021–22: 11 of 30 reports, 37% | Islamic Education, 2022–23: 63 of 192 reports, 33% | Islamic Education, 2023–24: 58 of 203 reports, 29% | ||
| Reading and literacy | Reading and literacy, 2008–09: 2 of 92 reports, 2% | Reading and literacy, 2009–10: 1 of 110 reports, 1% | Reading and literacy, 2010–11: 2 of 116 reports, 2% | Reading and literacy, 2011–12: 0 of 113 reports, 0% | Reading and literacy, 2012–13: 1 of 119 reports, 1% | Reading and literacy, 2013–14: 1 of 121 reports, 1% | Reading and literacy, 2014–15: 0 of 125 reports, 0% | Reading and literacy, 2015–16: 1 of 135 reports, 1% | Reading and literacy, 2016–17: 3 of 127 reports, 2% | Reading and literacy, 2017–18: 4 of 151 reports, 3% | Reading and literacy, 2018–19: 32 of 156 reports, 21% | Reading and literacy, 2019–20: 30 of 105 reports, 29% | Reading and literacy, 2021–22: 2 of 30 reports, 7% | Reading and literacy, 2022–23: 31 of 192 reports, 16% | Reading and literacy, 2023–24: 45 of 203 reports, 22% | ||
| Governance | Governance, 2008–09: 19 of 92 reports, 21% | Governance, 2009–10: 37 of 110 reports, 34% | Governance, 2010–11: 28 of 116 reports, 24% | Governance, 2011–12: 21 of 113 reports, 19% | Governance, 2012–13: 16 of 119 reports, 13% | Governance, 2013–14: 8 of 121 reports, 7% | Governance, 2014–15: 41 of 125 reports, 33% | Governance, 2015–16: 42 of 135 reports, 31% | Governance, 2016–17: 40 of 127 reports, 31% | Governance, 2017–18: 42 of 151 reports, 28% | Governance, 2018–19: 51 of 156 reports, 33% | Governance, 2019–20: 39 of 105 reports, 37% | Governance, 2021–22: 7 of 30 reports, 23% | Governance, 2022–23: 28 of 192 reports, 15% | Governance, 2023–24: 39 of 203 reports, 19% | ||
| Personal development and wellbeing | Personal development and wellbeing, 2008–09: 14 of 92 reports, 15% | Personal development and wellbeing, 2009–10: 17 of 110 reports, 15% | Personal development and wellbeing, 2010–11: 10 of 116 reports, 9% | Personal development and wellbeing, 2011–12: 8 of 113 reports, 7% | Personal development and wellbeing, 2012–13: 14 of 119 reports, 12% | Personal development and wellbeing, 2013–14: 8 of 121 reports, 7% | Personal development and wellbeing, 2014–15: 5 of 125 reports, 4% | Personal development and wellbeing, 2015–16: 12 of 135 reports, 9% | Personal development and wellbeing, 2016–17: 6 of 127 reports, 5% | Personal development and wellbeing, 2017–18: 4 of 151 reports, 3% | Personal development and wellbeing, 2018–19: 2 of 156 reports, 1% | Personal development and wellbeing, 2019–20: 12 of 105 reports, 11% | Personal development and wellbeing, 2021–22: 1 of 30 reports, 3% | Personal development and wellbeing, 2022–23: 9 of 192 reports, 5% | Personal development and wellbeing, 2023–24: 36 of 203 reports, 18% | ||
| Inclusion of students of determination | Inclusion of students of determination, 2008–09: 10 of 92 reports, 11% | Inclusion of students of determination, 2009–10: 13 of 110 reports, 12% | Inclusion of students of determination, 2010–11: 30 of 116 reports, 26% | Inclusion of students of determination, 2011–12: 46 of 113 reports, 41% | Inclusion of students of determination, 2012–13: 55 of 119 reports, 46% | Inclusion of students of determination, 2013–14: 54 of 121 reports, 45% | Inclusion of students of determination, 2014–15: 73 of 125 reports, 58% | Inclusion of students of determination, 2015–16: 55 of 135 reports, 41% | Inclusion of students of determination, 2016–17: 35 of 127 reports, 28% | Inclusion of students of determination, 2017–18: 34 of 151 reports, 23% | Inclusion of students of determination, 2018–19: 38 of 156 reports, 24% | Inclusion of students of determination, 2019–20: 29 of 105 reports, 28% | Inclusion of students of determination, 2021–22: 10 of 30 reports, 33% | Inclusion of students of determination, 2022–23: 54 of 192 reports, 28% | Inclusion of students of determination, 2023–24: 35 of 203 reports, 17% | ||
| Staffing, facilities and resources | Staffing, facilities and resources, 2008–09: 33 of 92 reports, 36% | Staffing, facilities and resources, 2009–10: 26 of 110 reports, 24% | Staffing, facilities and resources, 2010–11: 36 of 116 reports, 31% | Staffing, facilities and resources, 2011–12: 14 of 113 reports, 12% | Staffing, facilities and resources, 2012–13: 23 of 119 reports, 19% | Staffing, facilities and resources, 2013–14: 23 of 121 reports, 19% | Staffing, facilities and resources, 2014–15: 29 of 125 reports, 23% | Staffing, facilities and resources, 2015–16: 21 of 135 reports, 16% | Staffing, facilities and resources, 2016–17: 15 of 127 reports, 12% | Staffing, facilities and resources, 2017–18: 18 of 151 reports, 12% | Staffing, facilities and resources, 2018–19: 25 of 156 reports, 16% | Staffing, facilities and resources, 2019–20: 27 of 105 reports, 26% | Staffing, facilities and resources, 2021–22: 3 of 30 reports, 10% | Staffing, facilities and resources, 2022–23: 38 of 192 reports, 20% | Staffing, facilities and resources, 2023–24: 31 of 203 reports, 15% | ||
| External benchmark tests | External benchmark tests, 2008–09: 15 of 92 reports, 16% | External benchmark tests, 2009–10: 10 of 110 reports, 9% | External benchmark tests, 2010–11: 11 of 116 reports, 9% | External benchmark tests, 2011–12: 8 of 113 reports, 7% | External benchmark tests, 2012–13: 7 of 119 reports, 6% | External benchmark tests, 2013–14: 21 of 121 reports, 17% | External benchmark tests, 2014–15: 9 of 125 reports, 7% | External benchmark tests, 2015–16: 8 of 135 reports, 6% | External benchmark tests, 2016–17: 15 of 127 reports, 12% | External benchmark tests, 2017–18: 5 of 151 reports, 3% | External benchmark tests, 2018–19: 14 of 156 reports, 9% | External benchmark tests, 2019–20: 7 of 105 reports, 7% | External benchmark tests, 2021–22: 0 of 30 reports, 0% | External benchmark tests, 2022–23: 18 of 192 reports, 9% | External benchmark tests, 2023–24: 17 of 203 reports, 8% | ||
| Early years | Early years, 2008–09: 8 of 92 reports, 9% | Early years, 2009–10: 19 of 110 reports, 17% | Early years, 2010–11: 18 of 116 reports, 16% | Early years, 2011–12: 24 of 113 reports, 21% | Early years, 2012–13: 22 of 119 reports, 18% | Early years, 2013–14: 23 of 121 reports, 19% | Early years, 2014–15: 21 of 125 reports, 17% | Early years, 2015–16: 12 of 135 reports, 9% | Early years, 2016–17: 14 of 127 reports, 11% | Early years, 2017–18: 15 of 151 reports, 10% | Early years, 2018–19: 10 of 156 reports, 6% | Early years, 2019–20: 6 of 105 reports, 6% | Early years, 2021–22: 0 of 30 reports, 0% | Early years, 2022–23: 16 of 192 reports, 8% | Early years, 2023–24: 16 of 203 reports, 8% | ||
| Emirati students | Emirati students, 2008–09: 0 of 92 reports, 0% | Emirati students, 2009–10: 0 of 110 reports, 0% | Emirati students, 2010–11: 0 of 116 reports, 0% | Emirati students, 2011–12: 0 of 113 reports, 0% | Emirati students, 2012–13: 2 of 119 reports, 2% | Emirati students, 2013–14: 2 of 121 reports, 2% | Emirati students, 2014–15: 0 of 125 reports, 0% | Emirati students, 2015–16: 0 of 135 reports, 0% | Emirati students, 2016–17: 0 of 127 reports, 0% | Emirati students, 2017–18: 0 of 151 reports, 0% | Emirati students, 2018–19: 2 of 156 reports, 1% | Emirati students, 2019–20: 0 of 105 reports, 0% | Emirati students, 2021–22: 1 of 30 reports, 3% | Emirati students, 2022–23: 6 of 192 reports, 3% | Emirati students, 2023–24: 14 of 203 reports, 7% | ||
| Health, safety and safeguarding | Health, safety and safeguarding, 2008–09: 27 of 92 reports, 29% | Health, safety and safeguarding, 2009–10: 18 of 110 reports, 16% | Health, safety and safeguarding, 2010–11: 18 of 116 reports, 16% | Health, safety and safeguarding, 2011–12: 6 of 113 reports, 5% | Health, safety and safeguarding, 2012–13: 12 of 119 reports, 10% | Health, safety and safeguarding, 2013–14: 7 of 121 reports, 6% | Health, safety and safeguarding, 2014–15: 7 of 125 reports, 6% | Health, safety and safeguarding, 2015–16: 14 of 135 reports, 10% | Health, safety and safeguarding, 2016–17: 18 of 127 reports, 14% | Health, safety and safeguarding, 2017–18: 8 of 151 reports, 5% | Health, safety and safeguarding, 2018–19: 6 of 156 reports, 4% | Health, safety and safeguarding, 2019–20: 6 of 105 reports, 6% | Health, safety and safeguarding, 2021–22: 2 of 30 reports, 7% | Health, safety and safeguarding, 2022–23: 9 of 192 reports, 5% | Health, safety and safeguarding, 2023–24: 10 of 203 reports, 5% | ||
| Innovation and thinking skills | Innovation and thinking skills, 2008–09: 6 of 92 reports, 7% | Innovation and thinking skills, 2009–10: 11 of 110 reports, 10% | Innovation and thinking skills, 2010–11: 17 of 116 reports, 15% | Innovation and thinking skills, 2011–12: 18 of 113 reports, 16% | Innovation and thinking skills, 2012–13: 21 of 119 reports, 18% | Innovation and thinking skills, 2013–14: 24 of 121 reports, 20% | Innovation and thinking skills, 2014–15: 27 of 125 reports, 22% | Innovation and thinking skills, 2015–16: 17 of 135 reports, 13% | Innovation and thinking skills, 2016–17: 17 of 127 reports, 13% | Innovation and thinking skills, 2017–18: 24 of 151 reports, 16% | Innovation and thinking skills, 2018–19: 35 of 156 reports, 22% | Innovation and thinking skills, 2019–20: 31 of 105 reports, 30% | Innovation and thinking skills, 2021–22: 7 of 30 reports, 23% | Innovation and thinking skills, 2022–23: 43 of 192 reports, 22% | Innovation and thinking skills, 2023–24: 9 of 203 reports, 4% | ||
| Attendance and punctuality | Attendance and punctuality, 2008–09: 1 of 92 reports, 1% | Attendance and punctuality, 2009–10: 5 of 110 reports, 5% | Attendance and punctuality, 2010–11: 3 of 116 reports, 3% | Attendance and punctuality, 2011–12: 3 of 113 reports, 3% | Attendance and punctuality, 2012–13: 7 of 119 reports, 6% | Attendance and punctuality, 2013–14: 4 of 121 reports, 3% | Attendance and punctuality, 2014–15: 1 of 125 reports, 1% | Attendance and punctuality, 2015–16: 2 of 135 reports, 1% | Attendance and punctuality, 2016–17: 5 of 127 reports, 4% | Attendance and punctuality, 2017–18: 2 of 151 reports, 1% | Attendance and punctuality, 2018–19: 1 of 156 reports, 1% | Attendance and punctuality, 2019–20: 0 of 105 reports, 0% | Attendance and punctuality, 2021–22: 0 of 30 reports, 0% | Attendance and punctuality, 2022–23: 9 of 192 reports, 5% | Attendance and punctuality, 2023–24: 8 of 203 reports, 4% | ||
| English | English, 2008–09: 15 of 92 reports, 16% | English, 2009–10: 10 of 110 reports, 9% | English, 2010–11: 11 of 116 reports, 9% | English, 2011–12: 7 of 113 reports, 6% | English, 2012–13: 7 of 119 reports, 6% | English, 2013–14: 8 of 121 reports, 7% | English, 2014–15: 6 of 125 reports, 5% | English, 2015–16: 7 of 135 reports, 5% | English, 2016–17: 7 of 127 reports, 6% | English, 2017–18: 5 of 151 reports, 3% | English, 2018–19: 10 of 156 reports, 6% | English, 2019–20: 21 of 105 reports, 20% | English, 2021–22: 0 of 30 reports, 0% | English, 2022–23: 10 of 192 reports, 5% | English, 2023–24: 7 of 203 reports, 3% | ||
| Gifted and talented students | Gifted and talented students, 2008–09: 2 of 92 reports, 2% | Gifted and talented students, 2009–10: 3 of 110 reports, 3% | Gifted and talented students, 2010–11: 8 of 116 reports, 7% | Gifted and talented students, 2011–12: 12 of 113 reports, 11% | Gifted and talented students, 2012–13: 7 of 119 reports, 6% | Gifted and talented students, 2013–14: 11 of 121 reports, 9% | Gifted and talented students, 2014–15: 3 of 125 reports, 2% | Gifted and talented students, 2015–16: 6 of 135 reports, 4% | Gifted and talented students, 2016–17: 6 of 127 reports, 5% | Gifted and talented students, 2017–18: 8 of 151 reports, 5% | Gifted and talented students, 2018–19: 5 of 156 reports, 3% | Gifted and talented students, 2019–20: 6 of 105 reports, 6% | Gifted and talented students, 2021–22: 2 of 30 reports, 7% | Gifted and talented students, 2022–23: 2 of 192 reports, 1% | Gifted and talented students, 2023–24: 6 of 203 reports, 3% | ||
| Mathematics | Mathematics, 2008–09: 3 of 92 reports, 3% | Mathematics, 2009–10: 5 of 110 reports, 5% | Mathematics, 2010–11: 8 of 116 reports, 7% | Mathematics, 2011–12: 4 of 113 reports, 4% | Mathematics, 2012–13: 5 of 119 reports, 4% | Mathematics, 2013–14: 9 of 121 reports, 7% | Mathematics, 2014–15: 5 of 125 reports, 4% | Mathematics, 2015–16: 5 of 135 reports, 4% | Mathematics, 2016–17: 2 of 127 reports, 2% | Mathematics, 2017–18: 4 of 151 reports, 3% | Mathematics, 2018–19: 3 of 156 reports, 2% | Mathematics, 2019–20: 7 of 105 reports, 7% | Mathematics, 2021–22: 1 of 30 reports, 3% | Mathematics, 2022–23: 9 of 192 reports, 5% | Mathematics, 2023–24: 5 of 203 reports, 2% | ||
| Parents and community | Parents and community, 2008–09: 8 of 92 reports, 9% | Parents and community, 2009–10: 24 of 110 reports, 22% | Parents and community, 2010–11: 27 of 116 reports, 23% | Parents and community, 2011–12: 14 of 113 reports, 12% | Parents and community, 2012–13: 14 of 119 reports, 12% | Parents and community, 2013–14: 2 of 121 reports, 2% | Parents and community, 2014–15: 5 of 125 reports, 4% | Parents and community, 2015–16: 13 of 135 reports, 10% | Parents and community, 2016–17: 3 of 127 reports, 2% | Parents and community, 2017–18: 12 of 151 reports, 8% | Parents and community, 2018–19: 6 of 156 reports, 4% | Parents and community, 2019–20: 6 of 105 reports, 6% | Parents and community, 2021–22: 0 of 30 reports, 0% | Parents and community, 2022–23: 2 of 192 reports, 1% | Parents and community, 2023–24: 5 of 203 reports, 2% | ||
| Science | Science, 2008–09: 1 of 92 reports, 1% | Science, 2009–10: 8 of 110 reports, 7% | Science, 2010–11: 13 of 116 reports, 11% | Science, 2011–12: 2 of 113 reports, 2% | Science, 2012–13: 1 of 119 reports, 1% | Science, 2013–14: 5 of 121 reports, 4% | Science, 2014–15: 8 of 125 reports, 6% | Science, 2015–16: 2 of 135 reports, 1% | Science, 2016–17: 4 of 127 reports, 3% | Science, 2017–18: 4 of 151 reports, 3% | Science, 2018–19: 2 of 156 reports, 1% | Science, 2019–20: 2 of 105 reports, 2% | Science, 2021–22: 1 of 30 reports, 3% | Science, 2022–23: 4 of 192 reports, 2% | Science, 2023–24: 3 of 203 reports, 1% | ||
| UAE social studies and national identity | UAE social studies and national identity, 2008–09: 2 of 92 reports, 2% | UAE social studies and national identity, 2009–10: 1 of 110 reports, 1% | UAE social studies and national identity, 2010–11: 1 of 116 reports, 1% | UAE social studies and national identity, 2011–12: 2 of 113 reports, 2% | UAE social studies and national identity, 2012–13: 1 of 119 reports, 1% | UAE social studies and national identity, 2013–14: 1 of 121 reports, 1% | UAE social studies and national identity, 2014–15: 0 of 125 reports, 0% | UAE social studies and national identity, 2015–16: 3 of 135 reports, 2% | UAE social studies and national identity, 2016–17: 0 of 127 reports, 0% | UAE social studies and national identity, 2017–18: 0 of 151 reports, 0% | UAE social studies and national identity, 2018–19: 1 of 156 reports, 1% | UAE social studies and national identity, 2019–20: 0 of 105 reports, 0% | UAE social studies and national identity, 2021–22: 1 of 30 reports, 3% | UAE social studies and national identity, 2022–23: 1 of 192 reports, 1% | UAE social studies and national identity, 2023–24: 2 of 203 reports, 1% | ||
| Other | Other, 2008–09: 1 of 92 reports, 1% | Other, 2009–10: 0 of 110 reports, 0% | Other, 2010–11: 0 of 116 reports, 0% | Other, 2011–12: 2 of 113 reports, 2% | Other, 2012–13: 1 of 119 reports, 1% | Other, 2013–14: 4 of 121 reports, 3% | Other, 2014–15: 1 of 125 reports, 1% | Other, 2015–16: 0 of 135 reports, 0% | Other, 2016–17: 1 of 127 reports, 1% | Other, 2017–18: 0 of 151 reports, 0% | Other, 2018–19: 0 of 156 reports, 0% | Other, 2019–20: 0 of 105 reports, 0% | Other, 2021–22: 0 of 30 reports, 0% | Other, 2022–23: 1 of 192 reports, 1% | Other, 2023–24: 1 of 203 reports, 0% | ||
| Reports | 92 | 110 | 116 | 113 | 119 | 121 | 125 | 135 | 127 | 151 | 156 | 105 | 30 | 192 | 203 | 4 | 5 |
Which areas the recommendations point to
Which areas the recommendations point toThe rating KHDA gave the area each recommendation concerns, as a share of that year's recommendations with a rated area; the count under each share.
| Area rated | 2009–1009–10 | 2010–1110–11 | 2011–1211–12 | 2012–1312–13 | 2013–1413–14 | 2014–1514–15 | 2015–1615–16 | 2016–1716–17 | 2017–1817–18 | 2018–1918–19 | 2019–2019–20 | 2021–2221–22 | 2022–2322–23 | 2023–2423–24 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The three at a glance | ||||||||||||||
| Weak or below | Weak or below, 2009–10: 139 of 396 recommendations | Weak or below, 2010–11: 75 of 443 recommendations | Weak or below, 2011–12: 90 of 391 recommendations | Weak or below, 2012–13: 76 of 415 recommendations | Weak or below, 2013–14: 67 of 420 recommendations | Weak or below, 2014–15: 80 of 410 recommendations | Weak or below, 2015–16: 84 of 368 recommendations | Weak or below, 2016–17: 75 of 353 recommendations | Weak or below, 2017–18: 80 of 392 recommendations | Weak or below, 2018–19: 70 of 437 recommendations | Weak or below, 2019–20: 48 of 323 recommendations | Weak or below, 2021–22: 6 of 84 recommendations | Weak or below, 2022–23: 49 of 575 recommendations | Weak or below, 2023–24: 50 of 666 recommendations |
| Acceptable | Acceptable, 2009–10: 223 of 396 recommendations | Acceptable, 2010–11: 291 of 443 recommendations | Acceptable, 2011–12: 222 of 391 recommendations | Acceptable, 2012–13: 245 of 415 recommendations | Acceptable, 2013–14: 257 of 420 recommendations | Acceptable, 2014–15: 254 of 410 recommendations | Acceptable, 2015–16: 205 of 368 recommendations | Acceptable, 2016–17: 191 of 353 recommendations | Acceptable, 2017–18: 186 of 392 recommendations | Acceptable, 2018–19: 221 of 437 recommendations | Acceptable, 2019–20: 161 of 323 recommendations | Acceptable, 2021–22: 58 of 84 recommendations | Acceptable, 2022–23: 265 of 575 recommendations | Acceptable, 2023–24: 263 of 666 recommendations |
| Good or better | Good or better, 2009–10: 34 of 396 recommendations | Good or better, 2010–11: 77 of 443 recommendations | Good or better, 2011–12: 79 of 391 recommendations | Good or better, 2012–13: 94 of 415 recommendations | Good or better, 2013–14: 96 of 420 recommendations | Good or better, 2014–15: 76 of 410 recommendations | Good or better, 2015–16: 79 of 368 recommendations | Good or better, 2016–17: 87 of 353 recommendations | Good or better, 2017–18: 126 of 392 recommendations | Good or better, 2018–19: 146 of 437 recommendations | Good or better, 2019–20: 114 of 323 recommendations | Good or better, 2021–22: 20 of 84 recommendations | Good or better, 2022–23: 261 of 575 recommendations | Good or better, 2023–24: 353 of 666 recommendations |
| Recommendations with a rated area | 396 | 443 | 391 | 415 | 420 | 410 | 368 | 353 | 392 | 437 | 323 | 84 | 575 | 666 |
| Reports they come from | 107 | 114 | 109 | 116 | 118 | 119 | 126 | 124 | 142 | 147 | 98 | 29 | 179 | 197 |
How this is worked out
KHDA rated the area a recommendation is about, not the recommendation itself. «Weak or below» counts Weak and Very weak, and Unsatisfactory, the word before 2016. Recommendations whose area carries no rating are left out.
Source
KHDA Full Inspection Reports, 2009–10 to 2023–24: each recommendation, and the rating KHDA gave the area it concerns.
No reports in 2020–21: KHDA did not inspect.
Too few reports to count: 2008–09 (10), 2024–25 (4), 2025–26 (5).
How this is worked out
A report counts once under a theme, however many of its items fall under it. An item about two subjects counts under both, so a column adds up to more than 100%. Rows are in the order of the latest full year.
Every year a report was written is a column; the lists are the inspectors' words, not judgements on a scale, so the years before and after the 2015-16 framework sit side by side. A year with fewer than 20 reports shows how many there were.
Source
KHDA Full Inspection Reports, their strengths and recommendations lists, 2008–09 to 2025–26.