Education sector achieved negative growth in the foreign direct investment (FDI) stock at the end of 2025, which amounted to 3.3 billion, compared to the FDI stock of 2024, which was 3.4 billion.
The inflows of FDI in the Education sector grew by 15.0% in 2025 compared to the previous year, whereas the outflows of FDI showed an increase of 553.8% compared to previous period. Thus, the net flows amounted to -159.2 million in 2025, while in 2024, it recorded 153.7 million.
The overall distribution of the employed in the Education sector reached 5.5% in second quarter of 2026, decreased from last quarter by 0.16 percentage points (pp) and decreased from a year ago by 0.04 pp.
For its part, the average weekly working hours was 37.1 hours in the third quarter of 2023, registering an increase of 0.2% compared to the previous period and a decrease of 0% compared to the same quarter of 2022.
The operating revenues of the sector reached 32.7 billion in 2025, an increase of 6.2% compared to the previous year. For its part, the operating expenses amounted to 12.4 billion, showing an increase of 6.2% compared to the previous period. As a result, the operating surplus of the Education sector was 8.6 billion, 9.3% higher than the previous period.
In September 2026, the value of points of sale (POS) transactions amounted to 1.1 billion in the Education sector, being 65.5% lower than the previous month and 5.3% lower than the same month from the previous year.
The graph shows the monthly evolution of the value of points of sale transactions in Education sector.
Note: Sectors have been reclassified as per ISIC 4 standard.
In September 2026, the SADAD system payments value in Education sector reached 47.3 million, being 61.1% lower than the previous month and 36.8% lower than the same month from the previous year.
The graph shows the monthly evolution of the SADAD system payments value in Education sector.
Note: Sectors have been reclassified as per ISIC 4 standard.
During September 2026, the Education sector secured 8.2 billion in commercial bank credits, lower by 1.1% than the value of the previous month and higher by 3.9% compared to the same month of the previous year.
The graph shows the monthly evolution of commercial bank credits in Education sector.
Note: Sectors have been reclassified as per ISIC 4 standard.
In the fourth quarter of 2023, there were 43 registered in the Education sector, representing a 34.4% increase compared to the previous period.
The graph shows the quarterly trend in the number of foreign licenses obtained by the Education sector.
Note: Sectors have been reclassified as per ISIC 4 standard.
In 2025, the Foreign Direct Investment (FDI) stock reached 3.3 billion, marking a decreased of 4.6% compared to the previous year.
The graph shows the annual evolution of the FDI stock in the Education sector.
In 2025, the Foreign Direct Investment (FDI) Inflow amounted to 248.5 million, while the FDI Outflow stood at 407.7 million. Consequently, the FDI Net Inflow was -159.2 million, reflecting a decreased of 204% compared to the previous year.
The graph illustrates the annual progression of FDI Inflow and Outflow in the Education sector. The line chart represents the FDI Net Inflow.
Note:
FDI inflows: Financial transactions that arise between the FDI institution, direct investors and related companies outside the Saudi economy, which occur during a certain period of time, and form inflows when their positive impact appears in excess of equity and/or debt instruments.
FDI outflows: These are financial transactions that arise between the Foreign Direct Investment Corporation, direct investors, and related companies outside the Saudi economy, and which occur during a certain period of time. They are outflows when their impact appears in a decrease in the side of obligations, such as paid dividends or repayment of loans and credit receivables, or when the foreign shareholder exits.
FDI net inflow: It represents the difference between inflows and outflows of foreign direct investment inflows.
In the second quarter of 2026, the percentage distribution of employed people in Education sector reached 5.5%, with 3.5% for men and 15.5% for women.
The graph shows the quarterly evolution of the percentage distribution of employed people by gender in Education sector.
Note: Sectors have been reclassified as per ISIC 4 standard.
During the third quarter of 2023, the average hours worked by Saudi men were 37.1, compared to 39.5 hours for non-Saudi men. Likewise, Saudi women averaged 36.6 hours, while non-Saudi women worked an average of 36.4 hours.
The graph shows the average weekly working hours by gender and nationality in Education sector.
Note: Sectors have been reclassified as per ISIC 4 standard.
During the second quarter of 2026, a total of 310,181 participants on the job Subject to the rules and regulations of social insurance were registered in the Education sector, with 68.6% being men (212,671 participants) and 31.4% women (97,510 participants).
The graph shows the quarterly evolution of the number of participants on the job Subject to the rules and regulations of social insurance by gender in the Education sector.
Note: Sectors have been reclassified as per ISIC 4 standard.
In 2022 on-the-job subscribers in the private sector was 29,820 for Saudi men and 57,430 for non-Saudi men. On-the-job subscribers was 54,150 for saudi women and 9,632 for non-Saudi women.
The graph shows on-the-job subscribers in the private sector by gender and nationality in Education sector.
Note: Sectors have been reclassified as per ISIC 4 standard.
In 2018, there were 9,329 establishments registered in the Education sector, of which 26.4% had less than 5 employees, 38.5% had between 5 and 19 employees and 35.1% had more than 20 employees.
The graph shows the annual distribution of establishments categorized by size based on the number of employees in the Education sector.
Note: Sectors have been reclassified as per ISIC 4 standard.
In 2025, the operating revenues reached 32.7 billion, while operating expenses amounted to 12.4 billion, resulting in an operating surplus of 8.6 billion for the year.
The graph shows the annual evolution of operating expenses and operating revenues, with the line representing the operating surplus each year.
Note: Sectors have been reclassified as per ISIC 4 standard.
In 2017 net assets reached an amount of 2.6 billion, being lower in 3.3% compared to the previous year.
The graph shows the annual evolution of net assets in Education sector.
Note: Sectors have been reclassified as per ISIC 4 standard.
In 2024, the operating revenues reached 699.9 million in micro establishments, while operating expenses amounted to 263.0 million, generating a surplus of 240.0 million.
The graph shows the annual evolution of operating expenses and operating revenues, with the line representing the operating surplus each year in Education sector for micro establishments.
Note: Sectors have been reclassified as per ISIC 4 standard.
In 2024, micro enterprises of the Education sector spent 197.0 million in employee compensation, while small enterprises spent 1.7 billion and medium-sized enterprises spent 3.9 billion. This amounts to a total of 5.9 billion for the Education sector.
The graph shows employee compensation by enterprise size over the years in Education sector.
Note: Sectors have been reclassified as per ISIC 4 standard.
In 2024, the number of active enterprises in Education sector was 5,620.
The chart shows the number of Active Enterprises in Education sector by year.
In August 2026, the Operating Revenues Index in Education sector stood at 114.1.
The chart shows the monthly evolution of the Operating Revenues Index in Education sector.
According to the Digital Economy Survey carried out by the General Authority for Statistics in 2022, in the Education sector the use of having account on social media platforms (91.7%) and advertising their products through social media platforms (86.5%) are highlighted as the most relevant indicators of adoption and use of the digital economy.
The graph shows the percentage of establishments in the Education sector according to indicators of use and adoption of the digital economy.
