Taking into account the countries which moved from the status of developing to developed countries – especially South Korea, Turkey, and India — we will find that they were able to make this leap as a result of education in keeping with the highly advanced technologies of today. This technology-oriented education gives many preferences to countries in comparison to others.

GCC countries have always been keen on education and invested large sums in this field.

The attention given to education in GCC countries does not cover nationals alone, as expatriates’ children were also included.

The budgets of the ministries of education in GCC countries accounted for 20-23 per cent as an average of their total outlay, which contributed to making education available for everyone, including those unable to bear the high cost.

At the same time, the UAE and Qatar became two centres where international and highly reputable universities have opened their campuses, which also heralds the progress of scientific levels and the development of research and creative centres, which are in their first phases in GCC countries.

Primary and secondary education also needs a similar leap to that has been accomplished at the higher education level.

The basic education levels still depend on school curricula books and classical educational methods, while the development phase in GCC countries demands the introduction of modern educational techniques in primary and secondary levels.

The idea is not for computer classes to be present in the curricula alone, but to adopt and extend the culture of modern technologies, and to provide technical devices that will establish contact with the world at large — research, data, scientific information and gaining access to international libraries through developed school e-books.

This is exactly what Turkey and India are trying to apply in the near future. India has set up factories for computer tablets and notebooks that will be used as school curricula e-books to be distributed free of charge or for a very cheap price.

Turkey, on the other hand, has decided to invest $11 billion (Dh40.45 billion) to provide e-books for all Turkish school students over the next few years.

In South Korean schools, students receive these electronic devices that are kept in school to be re-charged and used the following day. There are also other devices for additional lessons for those whom need them.

That is why these three countries are making major strides in the field of modern technologies and achieving unprecedented economic and social growth rates.

Moreover, in South Korea, Samsung device exceeded the sales of the US made iPhone and iPad because of its preferences. These sales have made a $ 6 billion profit for the Korean economy during the first half of this year, apart from the other value-added forms which have supported and backed the Korean economy.

Such a transformation has become essential in both Gulf education and economies, especially as high oil prices and financial surpluses make it possible to implement such a project that will present a quantum leap in education in GCC countries.

From the looks of it, it seems the UAE, Qatar, and possibly Bahrain are the countries most able to carry out this ambitious project because of the openness in their educational establishments and the flexibility of their leaderships in dealing with changes.

In Kuwait, the Parliament stands against any effort for economic or educational progress. IPads and Galaxy Notes were banned from schools lately, as though the individuals who made the decision are living on another planet.

In Saudi Arabia, the conservatives’ control over educational establishments may hinder this quantum leap which has become very essential and no economic or social progress will be possible without it.

Fortunately, the close correlation between GCC countries and the existence of a joint ministerial educational committee makes such a leap possible whenever one country initiates adopting and implementing the project in its schools.

The group application process, albeit on intervals between GCC countries, will make it possible to set up foundations to produce high-tech devices. This will lead to an integrated educational-technical process and will reflect positively on development in GCC countries as well.

Dr. Mohammad Al Asoomi is a UAE economic expert and specialist in economic and social development in the UAE and the GCC countries.