218,000 students and counting: What’s driving the UAE’s university boom
The ministry said the approach is intended to widen access to higher education while ensuring that students acquire the qualifications and skills required by the labour market
28 September, 2026
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Student enrolment at higher education institutions across the UAE rose to more than 218,000 during the 2025–2026 academic year, as the number of newly admitted students increased 15 per cent from the previous year, according to the Ministry of Higher Education and Scientific Research.
The figures point to a continued expansion of access to universities and other higher education institutions, alongside changes to admission policies that give institutions greater flexibility in setting entry requirements for individual programmes.
The ministry said the approach is intended to widen access to higher education while ensuring that students acquire the qualifications and skills required by the labour market.
Enrollment passes 218,000
In an interview with the Emirates News Agency (WAM), Dr Ahmad Sultan Al Shoaibi, undersecretary of the Ministry of Higher Education and Scientific Research, said the increase in admissions has been supported by greater use of real-time data connectivity between the Ministry and higher education institutions.
The system allows the ministry to monitor admissions and enrolment indicators on an ongoing basis while giving universities greater responsibility for managing their own admission processes within the laws, regulations and national frameworks governing the sector.
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During the previous academic year, the number of students admitted to higher education institutions rose 15 per cent compared with the preceding year. The total number of students admitted and enrolled exceeded 64,000, including about 32,000 Emirati students.
“The number of students enrolled in higher education institutions exceeded 218,000 during the 2025–2026 academic year, including approximately 124,000 Emirati students,” Al Shoaibi said.
The increase has also been accompanied by a significant expansion in alternative qualification pathways.
The number of students enrolled in diploma and higher diploma programmes rose from 3,995 in the 2021–2022 academic year to 10,926 in 2025–2026, an increase of 173 per cent.
Al Shoaibi said the growth in these programmes gives students additional educational routes while providing qualifications and skills designed to support their transition into the labour market.
Universities given greater flexibility
The changes form part of a wider adjustment to the way admissions are governed across the UAE’s higher education sector.
Under the current approach, institutions have greater flexibility to determine admission requirements based on the nature of their academic programmes and specialisations. The ministry said the policy is intended to give universities more responsibility for determining which criteria are appropriate for their programmes while maintaining accountability for educational outcomes.
Al Shoaibi said the development of admission policies and criteria is aimed at expanding access to university places and making the higher education system more responsive to students’ different academic pathways.
At the same time, institutions remain subject to an outcomes-based assessment framework designed to monitor the quality of education and the performance of graduates.
The ministry’s position is that greater institutional flexibility should not be interpreted as a reduction in academic standards.
Al Shoaibi stressed that institutions remain responsible for ensuring their admission requirements are appropriate for their programmes and that the Ministry would not accept admission practices that compromise the quality of education or the standard of graduates.
The framework therefore places greater emphasis on the relationship between institutional autonomy and accountability.
Universities can determine admission criteria that reflect the demands of individual programmes, but they are expected to demonstrate that those decisions produce acceptable academic and employment outcomes.
Admission rules shift toward outcomes
The ministry said the UAE’s approach represents a move away from a system focused primarily on controlling admissions at the point of entry and towards one that places greater weight on what happens after students enter higher education.
Under this model, admission criteria are only one part of the assessment. Other indicators include student retention and completion, the quality of education, graduate employment and the extent to which graduates’ skills match labour market requirements.
Al Shoaibi said the higher education sector has made broader changes in recent years, with greater emphasis on governance and measuring educational outcomes.
The performance of higher education institutions is monitored and evaluated on an ongoing basis, with the objective of ensuring that greater institutional flexibility is accompanied by accountability.
He said the shift does not amount to a relaxation of quality requirements. Instead, it is intended to link institutional autonomy more closely with responsibility for academic and employment outcomes.
An outcomes-based assessment framework operates alongside the more flexible admission system, allowing the Ministry to evaluate whether institutional policies are producing the intended results.
Conditional admission and alternative pathways
Ministerial Resolution No. 19 of 2024 on Admission Criteria for Higher Education Institution Programmes in the UAE sets out the framework under which institutions establish admission requirements.
The resolution requires institutions to establish clear criteria for their programmes while allowing conditional admission in cases where students need to complete preparatory or remedial courses.
Those programmes can be used to address gaps in students’ academic skills rather than automatically excluding applicants who do not initially meet every requirement.
The framework also provides for diploma, higher diploma and partial qualification pathways, giving students additional options depending on their academic abilities and educational goals.
The Ministry said the absence of one standard minimum secondary school grade or specialised-subject grade across every higher education institution should not be interpreted as a removal of academic controls.
Instead, requirements can differ according to the nature of a programme, its specialisation and the level of academic preparation expected of students.
Those policies remain subject to monitoring, evaluation and oversight.
Ministry retains oversight role
The increased autonomy given to universities also changes the way the ministry exercises its supervisory role.
Institutions are not required to seek prior Ministry approval for every individual change to an admission criterion. The ministry said the model is designed to give universities greater responsibility for their academic decisions while maintaining oversight of their performance.
The ministry monitors compliance through academic accreditation renewal processes, periodic inspections and monitoring visits, as well as ongoing assessments of admission practices and educational outcomes.
The change effectively places less emphasis on procedural approval before an institution alters an admission requirement and more emphasis on assessing the results of those decisions over time.
This allows the Ministry to examine how admission policies affect students, academic programmes and graduates, as well as their eventual transition into the labour market.
Where admission practices are found to affect the quality of education, the Ministry said it can take the necessary measures.
Flexibility does not mean open admission
The Ministry also drew a distinction between regulated flexibility and what it described as “open admission” without adequate academic controls.
Under the UAE’s model, institutions have discretion over admission requirements but operate within a wider system that includes academic accreditation, inspection, preparatory and remedial programmes, oversight and continuous monitoring of educational outcomes.
The ministry said the effectiveness of the approach should therefore not be measured solely by the requirements students face when they enter university.
Instead, the broader assessment should consider whether students remain enrolled and complete their programmes, whether graduates find employment and whether their skills meet the requirements of the economy.
This places greater emphasis on the performance of the higher education system after admission rather than treating entry requirements as the sole measure of academic quality.
Focus shifts to labour market needs
The ministry is also developing mechanisms to better anticipate changes in the labour market and identify skills and specialisations required by priority economic sectors.
The work includes monitoring learning and employment outcomes, developing partnerships with economic and industrial sectors and assessing the future readiness of graduates.
The aim is to ensure that the expansion of higher education does not occur in isolation from changes in the UAE economy.
As new industries and economic activities develop, the Ministry is seeking to align education and training pathways with the skills expected to be in demand.
That approach also places greater importance on the ability of institutions to demonstrate the relevance of their programmes and the outcomes achieved by their graduates.
Balancing access and quality
The rise in enrolment and admissions comes as the UAE continues to expand the range of higher education pathways available to students.
The ministry said broader access and graduate quality are not competing objectives, arguing that the two can be pursued through a system that gives institutions greater flexibility while retaining monitoring and accountability mechanisms.
For universities, the model provides more room to tailor admission criteria to individual programmes. For regulators, it shifts part of the focus toward measuring whether those decisions result in strong educational and employment outcomes.
Al Shoaibi said the ministry will continue to monitor admission policies and institutional performance indicators as the system evolves.
The stated objective is to expand opportunities for students while maintaining the academic standards of higher education institutions and ensuring graduates have the qualifications and skills required to participate in the labour market.
With enrollment already above 218,000 and diploma and higher diploma participation rising sharply, the latest figures show that the UAE’s higher education system is expanding not only in the number of students it serves but also in the range of pathways available to them.
The next stage of the policy will depend on how institutions use that flexibility and how effectively their admission decisions translate into student completion, graduate employment and skills aligned with the needs of the UAE economy.





















