National Report on Education Development In The Kingdom

of Saudi Arabia

Report Submitted to 48th Session Education International Conference

(Geneva 25-28 Nov. 2008)1424-1428 / 2004-2008

Prepared by Ministry of Education

In Co-operation with Ministry of Higher Education Vocational and

Riyadh 1429 / 2008

Kingdom of Saudi ArabiaMinistry of EducationPlanning and DevelopmentGeneral Directorate of Researches

In the Name of AllahThe Most Gracious,The Most Merciful

·uHN�«

Ãö�_«

WOF¹uI�«

WFL−*«

w�œ«Ëb�«

…cHMI�«

dÝ«Ëb�« Íœ«Ë

The map is not a reference for international borders

5

Index of Contents

NO. Contents Page

Introduction1-

Preamble2-

Criteria of Education and General Principles in the KSA.3-

Conclusive Education: the Way to the Future in the KSA.4-

Main Authorities Supervising Education.5-

Firstly: Ministry of Education6-

Admin. Structure & Organization Chart. A-

Most Salient Educational Reforms & Projects.B-

Aspects of Quantitative Growth in Public Education. C-

7- Secondly: Ministry of Higher Education:

Admin. StructureA-

Governmental Universities & Private Colleges.B-

Challenges Facing the Higher Education.C-

Aspects of Quantitative Growth in Higher Education.D-

8- Thirdly: General Organization for Technical & Vocational Training

Admin. Structure & Organization Chart. A-

Governmental Technical & Vocational Training.B-

Joint Technical & Vocational Training.C-

Aspects of Quantitative Growth in Technical & Vocational Training.D-

6

Introduction:

The Kingdom of Saudi Arabia endeavors to employ all capabilities to develop education various phases and specialties, leverage its efficiency and provide equal educational opportunities to all at unique quality level via many reforms and development projects, which cater all the educational aspects.

This endeavor is embodied in doubling the number of universities, colleges, institutions, training centers, technology colleges and development of educational process in the public education sector.

King Abdullah Education Development project represents a landmark and one of the most essential projects of education qualitative development in the History of the Kingdom of Saudi Arabia. This project caters the comprehensive development of education throughout:

Development of curriculums1. Rehabilitation of teachers and creating educational leadership2. enhance the educational environment3. Enhance the non-class activities.4.

The topic of 48th session, Education International Conference 2008 (comprehensive education, future roadmap” is deemed essential topic achieved by the Kingdom of Saudi Arabia via many educational projects adopted by the Ministry of Education and other education concerned stakeholders in the Kingdom of Saudi Arabia.

We do desire that the session recommendation will enhance the comprehensive education principles, cure the international challenges what limit spread of education and its access by every individual and in turn positively will affect the government and education policies to implement more techniques and mechanism and intensify the efforts to attain unique education for all the community categories

Ministry of EducationDr. Abdullah Saleh Al-Obaid

7

Preamble:

This report, which covers the education development in the Kingdom of Saudi Arabia within 1424 – 1428H, is prepared to Educational International Conference, 48th session, organized by International education office, In liaison with UNISCO. This report caters to present concise presentation based on the achievements of education main stakeholders in the Kingdom of Saudi Arabia: Ministry of Education, Ministry of Higher Education, and Technical and Vocational Training Corporation within 1424 – 1428 H

The report emphasis on the conference 48th session topic (comprehensive education, future roadmap) throughout browsing many policies and projects which defines the current vision of the comprehensive education principles in the Kingdom of Saudi Arabia which in turn cater to achieve the full partnership of all learners in the educational process.

The report commences by viewing a brief of the bases upon which the education in the Kingdom of Saudi Arabia is founded and its related general principles. This report presents many policies and projects, which articulate the current vision of comprehensive education achievement principles in the Kingdom of Saudi Arabia.

This report was divided into three sections, the first, handle public education: administrative and organizational structure, presentation of the most essential education reforms projects. The second section was designated to higher education: organizational structure and brief presentation of Ministry of Higher Education Universities as well as the most eminent challenges before Higher Education. Finally, third section which handles Technical and Vocational Training Corporation: administrative and organizational structure and most remarkable traits of applied training.

Furthermore, you will find in this report data defines quantitative growth of education in each of the education stakeholders.

Allah is the GuiderTeamwork

8

9

10

11

Educations Principles, Objectives and Goals

General Principles organizing education statewide and applied key A- legislations:

Educational policy in the Kingdom of Saudi Arabia emanates from Islam, which is the state belief, worship, ethics, law, and life integrated system. The Kingdom of Saudi Arabia educational policy is an integrated part of the sate wide policy.

The document “education policy in the Kingdom of Saudi Arabia” is the Key document that determines the principles objectives and goals of education. The most prominent principles define by this policy are:

Believe in Allah and Islam as a religion and Mohammed as a •profitCompulsive Islamic vision of universe, human being and life •Individual inures the duty to call education and the state must •provide. Muslim female right in education in such manner suitable for •its innately on equal foot with males.Correlation of education all phases to sate public development •plan.Arabic language is the education language in all the phase. •

B. Education objectives and goals: The document (Education policy in the Kingdom of Saudi Arabia) defined the education objectives and policies in (24) articles which all are integrated bases within the education general image and objectives. Such objectives and goals emanate from the general principles of education in addition the Kingdom of Saudi Arabia religious and cultural prestige.

Development of Islamic religion fidelity•Articulate comprehensive harmony between science and •religion under Islam Encourage and develop scientific research and through, •enhance observation, contemplation and enlighten capability

12

of ALLAH marks in the universities to enable individual to participate effectively in social life and also seek to direct its soundly.Comprehend the environment, widen the students horizons via •introducing the world various countriesProvide the students with other live language to supplement •sciences, arts, benefit inventions and to seek transferring knowledge and sciences to other communities to participate in spreading Islam and serve humanity. Conformity with youth physiological growth phases, aid •stable growth spiritually, mentally, emotional and socially and emphasis on the Islam spiritual aspects.Define the individual differences of students as a step forward •to better guide them and aid their grown pursuant to their capabilities, willingness and tendencies.Pay more attention to the study failed, and provide special •programmes pursuant to their requirementsProvide special education and care for mentally or physically •handicapped students.Pay more attention to talent and gifted and provide special •programmes for themTrain human capabilities and vary education with emphasis on •vocational educationImplant work love in the students, form practical skills, and •care with applicatory aspects at schools, enable students to carry out handicraft artistic works, participate in output, and carry out labs, workshops and field experiments, study scientific bases upon which production is constituted.

Brief description of the Educational Management SystemState in the Kingdom of Saudi Arabia is the prime responsible for education; provide it free of charge in all phases to all residents and citizens. The state construct schools and colleges, provide required installations, provide school books and educational means, prepare, train, qualify, recruit, pay salaries, promote and pay pension of teachers, dispatch internal and external exchange students, organize cultural exchange with other countries, stipulate financial grants of students in each phase, and defines the quality of education. On

13

the other hand, private sector participates in educational services provision in a private schools, institutions and college under the supervision of state education supervision stakeholders.

Education PlanningThe supreme committee of education policies, headed by the Custodian of the two holy mosques King Abdullah Bin Abdulaziz, oversees the education. This committee encompasses the ministers concerned with education affairs in the Kingdom of Saudi Arabia. Education planning is carried out by the other stakeholders in the state in cooperation with Ministry of Planning and Economy, which provide educational general plan within the state 5th development plans.

14

Comprehensive educationFuture road map in the Kingdom of Saudi Arabia

The Kingdom of Saudi Arabia endeavor to continue the projects and programmes which participate in achieving the comprehensive education principle to attain the full partnership of all learners in the educational process so as education including all its phases and levels penetrate the Kingdom of Saudi Arabia governorates and regions at unique qualitative level.

It worth noting that there is not political, social or economical barriers limit the continuity of comprehensive education principle. The Kingdom of Saudi Arabia do not include minorities or language duality or locally affected trends categories and do not have excluded or marginal categories within the education. Education is available to everyone for either citizens or residents free of charge. Furthermore, subside is paid to specific learners. The state also provides free transportation for learners in remote regions.

The Saudi economy acceleration during the past few years enhanced the education development projects, and allocating public budget surplus to state expansion projects in terms of school buildings, and provision of unique education opportunity all over the Kingdom of Saudi Arabia cities, towns and villages as well as remote areas.

The following is a presentation of the most important project, which participate in attaining the comprehensive education principle:

1. Elderly education and illiteracy programmeSubject to the state commitment to article (30) regime articles of association, which emphasized on citizens public education and illiteracy control in the Kingdom of Saudi Arabia? Furthermore, subject to law of elderly education and illiteracy programme in the Kingdom of Saudi Arabia promulgated by the Royal decree Nr /R/22 dated 09/06/1396H for providing elderly education opportunities via many pogroms which cater to minimize illiteracy before the 8th 5th development plan and eliminate illiteracy and provide them with minimum level of religious sciences. The most important programmes:

Illiteracy Intensive Programme: The intensive programme achieves the state’ objectives in terms of accelerating

15

the illiteracy and fulfills the illiterate objectives pursuant to their capabilities and requirements.

Project Objectives:The programme aims to eliminate illiteracy and qualify good 1. citizensIntroduce basic reading, writing, and mathematic skills to all 2. learnersEnlighten the target community in terms of its social, cultural and 3. economical life issues.Urge the civil community to participate in elderly learning and 4. illiteracy programmes.

Activate the prison’s schools role in terms or prisons reformation:This project caters to activate the prisons schools and eliminate any barriers, which prelude prisoners to continue their study and urge them to complete their suspended study course during their prison period.

Project Objectives:Enhance1. the prison school situation and activate its educational role in term so prisons reformationsEliminate2. barriers and obstacles that challenge prisoners studyCreate3. and provide various activities and programme that participate in prisoners reformationprovide4. prisoners with education and illiteracy control, science limit crime

Prisoner’s classes and schools were inaugurated all over the Kingdom of Saudi Arabia prisons. The inaugurated schools were 31, intermediate school, 20 high schools encompasses 3878 learner.

Illiteracy control and awareness summer campaigns: Educational programme for illiterates in remote villages and regions that continue until illiteracy is finally uprooted. The leaner is granted program pass certificate and monetary award of SR 1000

16

Project Objectives:Reading1. literacyCultural2. literacyProvide3. illiterates with required skills in terms of regions life, social and health.Encourage4. illiterates to enjoin literacy centers.Minimize5. illiteracy in the Kingdom of Saudi Arabia

Partnership with civil community organizations:Project Objectives:

Literacy1. of beneficiary of charity organization servicesBenefit2. from associations to attach illiteratesRationalize3. literacy programme expenditures via providing partners having the same goal.

The leaner is granted program pass certificate and monetary award of SR 1000

Illiteracy free community:Although the keen efforts of the Kingdom of Saudi Arabia to minimize the illiteracy between males and female, the remaining illiteracy is in categories hard to reach via regulatory systems, literacy centers. Thus, Illiteracy free community idea inaugurated.

The project concept is based on reaching the illiterate where he lives and design programmes features flexibility and attractiveness and provide incentives to encourage illiterate to enjoin the programme. Therefore, the programmes were designed in the illiterate place work work and place of domicile to meet its requirements and aid him in performing its role in the community as required.

2. Expansion of special education programmeQuantitative expansion in special education programmes parallel with the qualitative development of education that serves special needs. The following are the most important achievements during the past four years.

A. Audio disability category:Expansion- of programme application in post school for audio disabled students

17

Inaugurate- 38 advanced programme for audio disability all over the Kingdom of Saudi Arabia Total- speed and heading centers (18 centers)

B. Mental disability category: Inaugurate more than 362 programmes for mental education students - in the three phases all over the Kingdom of Saudi ArabiaInaugurate intermediate phase and high school for the institution - and Elementary mental education programmes graduates.Change mental education curriculums - pursuant to the latest academic, education techniques and theoriesOpening - more than 50 program for multi disability studentsOpen more - than 50 programmes of autism students.

C. Vision disability category:Provide - vision disability institutions and programmes with computer laboratories to allow computer subject to be one of the curriculum subject. The ministry provided Arabic Language enabled software and fit out all the institutions and programmes of vision disability students with such labs to equal them to special unneeded students. The labs consist of office computers and speech software in addition to Priel electronic lines and Priel printers. Upgrade and develop speech - central library with digital IDSEL system in the speech library to provide blinded with cultural books and curriculums.Provide equipments - and instruments for blinded such as Perkins, white sticks, French cubical, which is provided free of charge annually by the ministry. Educational services development is progressing for low sighted via - field survey and provision of optical aids including different levels magnifiers.

D. Education Difficulty Categories:Inaugurate 253 programmes - Served students in - educational difficulty programmes is11531 students. Fitting out 300 rooms with - educational difficulty program resources at schools including educational accessories and installations.

18

3. School building project (girls – boys)The state remarkably paid attention to education various levels; public, higher, vocational, medical etc, which was clear from the trend to enhance the education budget with remarkable amounts. The custodian of the two holy mosques King Abdullah directed to support the public education from the budget surplus for the fiscal years 1424/1425H 1425/1426H, and 1426/1427 in three Royal decrees allocating (12) billions Saudi Riyals for school building sectors. The ministry seriously implemented the directives of The Custodian of the two Holy Mosques and crated an executive timetable to benefit of this budget pursuant to the approved costs of the project. The budget surplus allocation was as follows:

Fiscal year budget surplus

Education type

School building

Allocated amount (Mil)

Implementation Period

1424/1425H2003/2004

Boys 458 1.986Girls 493 2.014 Four years

1425/1426H2004/2005

Boys 450 2.000 Five yearsGirls 355 2.000

1426/1427H2005/2006

Boys 455 2.000 Five yearsGirls 520 2.000

Total 2731 12.000

4. Gender EqualityThe Kingdom of Saudi Arabia eliminated any differences between the genders in the Elementary and high school education before the targeted timeframe 2015H pursuant to DAKAR Basic Conference Recommendations in 2000.

Gender equality vision within its main concept expresses the education quantitative and qualitative gap provided to male and female. The Kingdom of Saudi Arabia recognized since long time the dimension of Islam prohibited segregation before 1400H that entailed the female with issues that maintain its rights.

Since the educational boom in the Kingdom of Saudi Arabia and during the education process in the 20th century, the Kingdom of Saudi Arabia was keen to provide education on equal foot to male and female and preceded many other countries in providing equal education. In addition, the Kingdom of

19

Saudi Arabia paid special attention to girl’s education, which features high privacy in the Saudi community pursuant to the tolerant Islam vision of the female role in the community and allocated study subjects and activities that assist in future mobilization of girls.The output is a unique education that provide girls with all facilities and aids which ensure that girls will receive and continue education (free education, transportation, housing, monthly remunerations, medical care). Statistics as defined in the following table indicate the similarity of public education male and female students.

Gender Equality

Gender Year 1424/14252003/2004

25/1426H2004/2005

26/1427H2005/2006

27/1428H2006/2007

Total (girls – Boys) 4.551.638 4.643.169 4.746.579 4.805.073

Total Boys 2.322.536 2.361.046 2.420.073 2.446.295

Boys to total % 51% 50.8% 51% 50.9%

Total Girls 2.229.102 2.282.123 2.326.506 2.358.778

Girls to total % 49% 49.2% 49% 49.1%

5. Integration of special needs students in the public education schools programme Integration is defined from the education prospective as: special needs children education in normal schools and provide them with special education services.

Project Objectives:In general, the programme cater to enable special needs children practice their normal life educationally and socially within their original community with their families, mates, relatives and neighboring consisting their environment

Kingdom of Saudi Arabia Integration programme updatesThe start was in 1411H, and in 1427H, the new strategy of the program was implemented and then the program was expended to cover 2577 integration program for girls and boys benefits 57165 male and female students.In 1427H (2006-G) the Integration programme all over the Kingdom of Saudi Arabia was reevaluated via scientific study financed by the Ministry of Education and prince Sultan Al-Saud Charity Foundation.

20

6. Higher Education Geographical span:The higher education in the Kingdom of Saudi Arabia is available to community individuals under the main umbrella to provide higher education all everyone on arms length. Higher education is available to the citizens in villages and towns all over the Kingdom of Saudi Arabia. The following table present the geographical spread in the governorates and regions and the growth rates therein which in specific cities reached 500% as at Jazan and Tabouk and 400% in Hail

Geographical spread of colleges all over the Kingdom of Saudi Arabia

Ser Factor 23/1424 27/1428Growth

rate

1Regions in which university education organizations are present

9 13 44%

2Governorates Under Higher education organization of Higher education ministry

16 39 144%

2 Colleges in the regions 79 202 156%

4Colleges of Universities in different regions

Riyadh 21 47 124%Mecca 22 38 124%Medina 8 20 150%Qassim 5 14 180%Eastern province 14 28 10%Asir 6 16 167%Hail 1 5 400%Tabouk 1 6 500%Baha 0 4 -N o r t h e r n Boarders

0 3 -

Jouf 0 10 -Jazan 1 6 500%Najran 0 5 -

7. University Education equality and opportunity equivalenceUniversities and higher education do not discriminate between gender or community individuals. The state seeks to spread the education in all regions and governorate to provide university or higher education to majority of

21

governorates. Within a framework applied by the higher education council, universities and colleges were inaugurated in the governorates.

Statistics indicate that the percentage of female students exceed than 60% of the higher education students. Moreover, Ministry of Higher education endeavors to send Scholarship under the Custodian of the two holy mosue3s King Abdullah programme where interviews and rehabilitation courses are held in many regions in the Kingdom of Saudi Arabia to facilitate such Scholarships for the small governorate citizens and boarder regions on arms length.

8. Prisons vocations trainingTechnical and Vocational Training Corporation pave the ways in terms of cooperation and interaction with the related authorities, which require vocational and technological training. This cooperation is clear in the relation with Prisons general directorate. Such cooperation also developed to construct vocational institutions in the prisons of which six vocational institutions are implemented in Medihan, Unizah, Jubail, Qatif, Guriat, and Al-Qunfidah in 1427/1428, which totals to 23 prison-training institutions. The current institutions are 36 institutions encompass the following specialties (electricity, sanitary fixtures, computer, swings, barbering, carpentry, plumbing and painting, audio electronics, cooling and air conditioning and welding). Such institutions apply training portfolios based on national processional criteria. Moreover, the organization in its quest to consider the educational objectives provides directing week regarding the programmes to prisons and provide graduation ceremony by the end of program to honor talented and provide similar graduation certificate to prisoners without reference to training venue and allow continuation of training programmes after sentence.

The organization allows post sentence prisoners functional opportunity via coordination with related authorities: cooperation agreements with centennial fund to support post-sentence trainee related project, coordination with small entities development center, coordination with prisoners and their families care national committers to enable released prisoners to establish their private projects, coordinate with benefactors and chamber of commerce to subside training programmes and provide employment opportunities and finally cooperation with private sector in terms of productive training inventive.

22

23

24

A. Administrative and organizational structureMinistry of Education was founded in 1373-H. The ministry supervises the public education in the Kingdom of Saudi Arabia and previously was supervising Teachers Colleges and Girls colleges until the Royal decree Nr 143 dated 03/05/1425H was promulgated stipulating that teachers and girls colleges are supervised by Ministry of Higher Education (refer to organizational structure).

The many educational departments subordinate the ministry in the governorates and regions in total 83 departments (boys and girls). Such departments directly oversee schools affairs and education in their designated regions and governorate. The department vary dependant to regions and schools.

25

`

Min

istr

y o

f E

du

cati

on

Min

iste

r’s

Off

ice

Dir

ecto

rate

Gen

, F

or

Pu

b R

elat

ion

s

Dir

ecto

rate

Gen

Fo

r C

om

p I

nfo

rmat

ion

Dir

ecto

rate

Gen

, F

or

Pu

b R

elat

ion

s &

Ed

uca

tio

nal

Med

ia

Dir

ecto

rate

Gen

. F

or

Leg

al A

ffai

rs

Dir

ecto

rate

Gen

. F

or

Fo

llo

w U

p

Dir

ecto

rate

Gen

. F

or

Inte

rnal

Au

dit

ing

Dty

Min

iste

r fo

r B

oy

’s

Ed

uca

tio

n

Dty

. M

inis

ter’

s O

ffic

e

Dty

. M

inis

ter

for

Ed

uca

tio

n

Dty

. M

inis

ter

for

Sch

oo

l

Aff

airs

Dty

. M

inis

ter

for

Bu

ild

ing

s

Dir

ecto

r G

en.

of

Ad

min

&

Fin

an A

ffai

rs

Dty

.

Min

iste

r’s

Off

ice

Dep

t o

f

Ed

uca

tio

n

al

Su

per

vis

io

n

Dep

t o

f

Isla

mic

Aw

aren

es

s

Dep

t o

f

Ed

uca

tio

n

Tra

inin

g

Dep

t o

f

Gu

idan

ce

&

Inst

ruct

io

ns

Dep

t o

f

Pri

vat

e

Ed

uca

tio

n

Dep

t o

f

Stu

den

ts

Act

ivit

y

Dep

t o

f

Tal

ente

d

Bo

ys

Dep

t o

f

Ex

ams

&

Ad

mis

sio

n

Dep

t o

f

Nat

ion

al

& F

ore

ign

Ed

uca

tio

n

Dep

t o

f

Era

dic

atio

n o

f

Lit

erac

y

Dep

t o

f

Sau

di

Sch

oo

l

Ab

oar

d

Dep

t of

Tea

cher

’s A

ffai

rs

Dep

t of

Curr

icula

Dep

t of

Stu

den

t’s

Ser

vic

es

Dep

t of

Sch

ool

Hea

lth

Dty

. M

inis

ter’

s

Off

ice

Dep

t of

Fin

anci

al

Dep

t of

Guven

ile

& S

chool

Gro

wth

Dty

. M

inis

ter’

s

Off

ice

Dep

t of

O &

M

Dep

t of

Stu

die

s&

Des

ign

Dep

t of

Super

vis

ion &

Const

ruct

ion

Dep

t of

Lan

ds

&

Pro

gra

mm

ing

Dep

t of

Per

sonnel

Aff

airs

Dep

t of

Budget

Dep

t of

Fin

anci

alA

ffai

rs

Dep

t of

Pro

cure

men

t

Man

ager

’s

Off

ice

Dep

t of

Sto

res

Dep

t of

Sto

ck

Contr

ol

Dep

t of

Publi

c

Ser

vic

es

Dty

. M

inis

ter

for

Ed

uca

tio

nal

Dev

elo

pm

ent

Dty

. M

inis

ter

for

Pla

nn

ing

Dty

. M

inis

ter’

s

Off

ice

Dep

t of

Curr

icual

Dep

t of

Res

earc

h

Dep

t of

Educa

tional

&

Qual

ity

Dep

t of

Pro

gra

mm

es &

Educa

tional

Pro

ject

s

Dep

t of

Educa

tion &

Lea

rnin

g

Tec

hniq

ues

Dev

elopm

ent

Dep

t of

Pla

nnin

g&

Poli

cies

Docu

men

ts &

Info

rmat

ion

Cen

ter

Dep

t of

Adm

inD

evel

opm

ent

Dep

t of

Inves

tmen

t &

Eco

nom

ics

of

Lea

rnin

g

Dty

.

Min

iste

r’s

Off

ice

Dty

. M

inis

ter’

s O

ffic

e

Gen

. M

anag

er

for

Ad

min

&

Fin

ance

Aff

airs

Dty

. M

inis

ter

for

Bu

ild

ing

s

Dty

. M

inis

ter

for

Sch

oo

l

Aff

airs

Dty

. M

inis

ter

for

Ed

uca

tio

n

Dty

. M

inis

ter’

s

Off

ice

Dty

Min

iste

r fo

r G

irl’

s

Ed

uca

tio

n

Man

ager

’s

Off

ice

Man

ager

’s

Off

ices

Dep

t of

Per

sonnel

Aff

airs

Dep

t of

Budget

Dep

t of

Fin

anci

al

Aff

airs

Dep

t of

Sto

res

Dep

t of

Sto

ck

Contr

ol

Dep

t of

Publi

cS

ervic

es

Ad

min

Co

mm

un

icat

ion

Cen

ter

Dep

t of

Oper

atio

n &

Mai

nte

nan

ce

Dep

t of

Stu

die

s&

Des

ign

Dep

t o

f S

up

erv

isio

n

& C

on

stru

ctio

n

Dep

t of

Lan

ds

&P

rogra

mm

ing

Dty

. M

inis

ter’

s

Off

ice

Dep

t of

Tea

cher

’s A

ffai

rs

Fem

ale

Dep

t of

Curr

icula

Dep

t of

Gir

l’s

Ser

vic

es

Dep

t of

Sch

ool

Hea

lth

Dep

t of

Guven

ile

& S

chool

Gro

wth

Dep

t of

Sch

ool

Furn

ishin

g &

Educa

tion T

echniq

ues

Dty

. M

inis

ter’

s

Off

ice

Dep

t o

f

Isla

mic

Aw

aren

ess

Dep

t o

f

Ed

uca

tio

n

al

Su

per

vis

io

n

Dep

t o

f

Gu

idan

ce

&

Inst

ruct

io

n

Dep

t o

f

Ed

uca

tio

n

al

Tra

inin

g

Dep

t of

Stu

den

tsA

ctiv

ity

Dep

t of

Pri

vat

e

Educa

tio

n

Dep

t o

f

Ex

ams

&

Ad

mis

sio

n

Dep

t of

Tal

ente

dG

irls

Dep

t of

Pri

vat

e

&

Fore

ign

Educa

tio

n

Dep

t of

Pro

gra

ms

of

Era

dic

atio

n

of

Ill

iter

acy

Dep

t of

Kin

der

Gar

tens

Dep

artm

ent

of

Educa

tion

Dep

artm

ent

of

Educa

tion

Dep

t of

Adm

in

Com

munic

atio

nC

ente

r

Min

istry

of e

duca

tion

orga

niza

tiona

l str

uctu

re

26

Education FinanceThe following table presents the education budget for (1424 – 1428) in relation tot eh state budget

Development of the state and ministry of Education general budget1424 / 1428 H (2003 – 2007) millions Saudi Riyals

Fiscal Year State Public Budget

Ministry of Education

Budget

Ministry of Education and state budget

% of growth

annually

1424/1425H2003/2004 230 Billion SR 50.583 22% --

1425/1426H2004/2005 280 Billion SR 55.392 19.8% 9.5%

1426/1427H2005/2006 335 Billion SR 67.620 20.2% 22%

1427/1428H2006/2007 380 Billion SR 70.860 18.65% 4.8%

B. The most prominent educational projects and reforms:

A. King Abdullah Education Development project:

The government of the custodian of the two holy mosques King Abdullah Bin Abdulaziz exerts enormous efforts state reformation and create virtuous citizen armed with knowledge the science. Such virtually efforts yielded, where sciences covered all the state corners, minds enlightened and became able to deal with the international knowledge revolutions easily, open to the world in steady steps that aim to benefit from the development efforts exerted by the nations to commence new era toward system and educational theme development.

Thus, the directives of the custodian of the two holy mosques, when he met the official of educations in Rajab 1426 and stated, “I hope you will inure such responsibility seriously and provide the present and future generation on charity, equity and justice to serve the region, and state patiently and continually”.

27

The hopes of the custodian of the two holy mosques and the crown prince expectation were not just slogans or speech but it was a concept applied on the ground via unique qualitative project:

Project Budget:King Abdullah Public Education Development project (TATWEER) budget is 9 billion Saudi Riyals.

Project Objectives:Develop1. educational curriculums under compressive concept to respond to state of art technology and sciences development and meet the value, knowledge, professional, psychological, mental, physical and living requirements of male and female students.Rehabilitate2. male and female teachers and enable them to undertake all their education duties in such consistent manner that meets the developed education curriculums.Enhance3. education environment and rehabilitate it to integrate the technology and curriculum digital model so as the classroom and school environment will encourage learning to achieve better level of training.Booster4. self-capabilities, skill, creativeness, develop talents, habits, satisfy males and female students psychological desires, wide concepts, social and national ideas via different types of non-class activities.

Project’s ProgrammesThe project seeks to implement four main programmes, which represent the pivots of the educational process as follows:

Male1. and Female teachers’ rehabilitation programCurriculum2. development programEducational3. Environment enhancement program Non4. -class activity support program.

First: Male and Female teachers’ rehabilitation program, which cater: Rehabilitation• of male and female teachers via required programmes and courses to leverage their educational efficiency n he specialty and develop their professional competency in light of sufficiency and skills and current variables.

28

Integrate• technology in the educational process using computer and literacy of computer amongst the female and male teachers.Provide• practical solution to lower expenditures and eliminate obstacles, which prevent sending maximum trainee to educational training centers.Provide• training portfolios feature efficiency between the program an trainee in addition it should include multimedia which makes such courses rich with information Prepare• and create effective trainers qualified to manage the training process in terms of planning, execution, evaluation to bridge the current gap in the national experience.

This program was implemented throughout the following elements:Specialized and educational rehabilitation of female and • male teachersLiteracy of female and male teachers computer skills•Remote raining and electronic training•Create and design interactive training • courses for the remote training and electronic training projectCreate • and prepare male and female instructors and expertise houses in the educational arena.

Second: Curriculum development program, which cater Qualitative development in the education curriculums to serve the 1. following domains

Develop practical and scientific character and thinking skills a. of learners.Provide education consistent with the students’ capabilities and b. tendencies. Balance the knowledge quantity in light of learners’ needs c. and time requirements. Transfer the emphasis on the knowledge content d. to education process, which ensure application of education and interpret it into life skills employed in live problem solving. Transfer e. from independent topics and dictation into knowledge integration and educational interaction with the period variables pursuant to national and religious vision.

Invest2. the international expertise in creating curriculums.Create3. national expertise in curriculums industry domain

29

Provide4. qualitative leap in preparing the schoolbooks and related material. digitize5. curriculums and integrate technology with education

The program will be implemented via the following elements: Create1. curriculum standards, specialized material criteria, and curriculum development. Create2. in structural design develop3. high school curriculums in such manner that participate in marketplace configurationrehabilitate4. curriculums industry stakeholdersCreate5. experts in curriculums industry.

Third: Educational Environment enhancement program, which cater Enhance1. education and learning environment and increase it educational effectivenessBridge2. the technology educational environment gaps throughout provision of requirements in terms of school environment,Implement3. information technology and integrate such technology in educationVarying4. education sources in the school classes.

This program will be implemented throughout the two following factors:Prepare1. the classrooms in all the ministry classes (boys and girls) with the technology requirement that leverage the education and learning environment level in almost 200.000 class as follows:

smarta. boardprojectorsb. documentaryc. cameralaserd. printer

create2. digital warehouse, a server in each school linked to computer at classes and include the following

Learninga. objects to provide teachers with factors needed to prepare the lessons.Periodicallyb. develop the digital content

Fourth: Non-class activity support program, which cater Sound1. and integrated construction of the male and female students characters in a Muslim community.

30

Stimulate2. positive competition in the different creative domains between female and male students on all levels.Develop3. female and male responsibility inure capability. 4. Develop, enhance and polish athletic talents and allow cooperative participation opportunities. leverage5. cultural, health and athletics awareness level Develop6. male and female students skills in terms of using computer and InternetProvide7. and encourage creative character types Leverage8. taste skill in male and female students via enhancing aesthetic aspects and enrich the cultural trend toward international, Islamic and Arabic arts. Establish9. the comprehensive cultural development principle in male and female students.

Emphasis10. loyalty and patriot in the male and female students via the following activities

Scientifico activities o Technology and art activitiesPerformanceo activitiesCulturalo activitiesSocialo activitiesSportso activities

The program will be implemented as follows: 1. Non-class activities (scientific, art, performance, cultural, social and

sports)2. Enable the government male and female school buildings to practice

the non-class activities in the evening, provide, and enhance the required resources.

2. Curriculum development comprehensive projectCurriculum development was and still on top of the educational projects priority of ministry of education. In order to achieve this priority, the curriculum general directorate prepared a long-term plan to develop the curriculum “curriculum development comprehensive project” which is based on scientific principles in curriculum industry, recruit qualification to produce various educational material abreast the current updates and changes and developments meeting the national and social requirements.

31

It is envisaged that “curriculum development comprehensive project” will allow qualitative leap in education because the project include many development aspects represent in preparing and rehabilitation of teacher, activate the school environment, develop education technologies besides the main objective of the project as creating curriculums and prepare related education material

Project Objectives:Curriculum development comprehensive project cater creating qualitative leap in education via comprehensive qualitative development in curriculums to enable efficiently and effectively abreast the rapid pace of local and international development. Moreover, it caters to provide effective means to satisfy education policy objectives as follows:

Generate qualitative 1. leap in educationsEmphasis on the required qualification of learners 2. in education various phasesLeverage the basic, primary and intermediate 3. education level and direct it toward acquiring the individual required qualification needed in the individual social, educational and scientific live. Develop the performance skills via emphasis on learning via activity 4. hand on practices.Provide intelligent interactive with the technology development 5. and knowledge and information revolutionsProvide integration between education materials 6. across the different phases.Provide opportunities for students to nominate 7. the activity suitable to their capabilities, tendencies and requirementsLink 8. the information and learning to practical life and current technology via emphasis on the actual based experiment.Include in curriculums 9. positive direction in the curriculums creation such as thinking skills, problem solving skills, self-learning skills, cooperative learning skills, and good interaction with knowledge sources.

10. Include in curriculums Islamic values, skills, and knowledge and positive trends required for learning, good nationalization, productive work, interactive participation in achieving development programmes and maintain security, safety, environment, health and human rights.

32

Project Phases:The project preparation plan adopted qualification requirement and curriculums industry scientific principles and gains the best output. This plan defined for this project six phases:

Phase (1) study the factsPhase (2) curriculum document preparationPhase (3) scientific material preparationPhase (4) experimentPhase (5) evaluationPhase (6) circulation

3. Elementary phase English language teachingCurriculum development is one of the most important priorities of Ministry of Education in the Kingdom of Saudi Arabia. Subject to the honored ministerial council resolution, Nr 171 dated 27/6/1424, which included directives to the ministry to develop curriculums and English language teaching techniques. The fourth clause of the resolution stated (The ministry of education will report to the ministerial council to review English Language teaching in early phase before grade 6 where the ministry has required qualification to apply this). The project also caters to achieve the following objectives:

1. Emphasis on the applicatory skill aspect in language learning 2. Investment interactive activities in designing curriculum in a student

focused manner3. Provide student self-learning opportunities throughout using the

suitable technologies4. Consider the student actual interests and requirements in terms of

continuity of university education and mobilize it for the work market in addition to give and take communication with other cultures.

The approval was granted to adopt experiment of the English language-teaching project in specific Elementary schools, grade four and five for girls and boys alike. Subject is tough two classes per week in boys and girls schools under experiment via English department’s university male and female graduate.

Grade six, will receive English learning, two classes per week all over the Kingdom of Saudi Arabia classes for boy and girls as introductory for teaching the language in the intermediate level with special stress on the skill aspect.

33

4. Educationist professional criteria examinationsThe Ministry of Education in the Kingdom of Saudi Arabia exerts keen and comprehensive efforts toward education development and levitates students learning levels. Provision of qualified teachers is a priority for the Ministry. The practical and professional high level of the teacher positively mirrored in the students.

The Ministry stresses the teacher role because the teacher is the cornerstone in the educational process and such efforts to develop other aspects at school (such as curriculum, educational means, buildings, school supplies) will not yield without qualified teachers feature the basic and educational skills and unique specialized knowledge. In addition, community and its various organizations requires that teachers namely who recently practice teaching, should be at the highest level of professionalism.

From this standpoint, The Educational Quality and Assessment General Directorate established an integrated program for professional examinations that covered:

•Teachers•School principals•Student advisors•Educational supervisors

This project commenced due to the following justifications: The1. need to professionalize teaching and establish suitable criteria for joining and continuity this career.Remarkable2. numbers of teaching new comers and increase of offer than demand in most specialties which allow the Ministry opportunities to nominate the best via accurate criteria The3. need to correlate teacher-training programmes provided by the ministry, education department with training need scientific target, which lead to better investment of resources and providing opportunities to teachers who actually need to join such training program to develop their levels. The4. need to encourage teachers to continue self-learning and develop their practical levels in their specialty, develop their educational skills and knowledge and general culture and limit deterioration which might be challenged by teachers in terms of specialty and educational skills and knowledge.

34

The5. need to support educational supervisory body efforts to evaluate teaches against subjective comments based on rated examinations.Variance6. in the study plans of Teacher Preparation organization and unavailability of agreement regarding the minimum level of educational and professional requirement of such program.

The examination consist of four main sections as follows

Section (1) which consist of the educational criteria and include:curriculum1. and teaching techniquesevaluations2. professional3. growth class4. environmentlearning5. technologiesstudent6. activity

Section (2) consist of linguistic criteria Section (3) consist of numerical criteria

These above sections were introduced to on job teachers or others desiring to join teaching profession regardless their specialty

Section (4) include the criteria related to specialty and is provided to all operating teachers or other teachers desiring to join teaching pursuant to their specialty.

Project Objectives:Creating1. lists of basic qualification satisfied in the educational professions occupants.Establish2. rated subjective instruments to measure the extent of qualifications availability in the educational professions occupants.Determining3. training instruments of educational professions occupantsProvide4. educational professions occupants feed back assist self-professional growth.perform5. scientific studies about the assets of educational professions occupants and factors that affect their performance and uses the examination results in the following domains:

35

nominating1. new teachers2. Determine teachers training requirements for on-job teachers.3. take decisions handling the status of teachers having lacked teaching

basic qualifications

Project Milestones:The examinations were made in accordance with the following main phases:

Prepare1. lists of key criteria of each part of the examination, which was prepared by scientific committees, which include professors from the teachers’ universities and colleges, educational supervisors and experts. Adopt2. criteria by teachers’ universities and colleges, educational supervisors and experts’ specimen.Prepare3. criteria in final lists based on the adoption resultsPrepare4. examination specification tablesprepare5. examination questionsexperiment6. examinations to define the psychometric featuresPrepare7. the examinations in its final shape.

Project Future TendenciesThis phase, links the examination results with the teachers introduced educational programmes in such manner that allow using the examination in defining the educational requirements and design a program on the opposite side. All educational originations concerned with teachers training with copies of the professional criteria to use it as reference while creating its educational programme.

5. Flexible high school education experiment (courses system)The Ministerial Council Approval dated 29/02/1425-H was issued regarding adopting of new education plan high school education programme, This new system was experimented in eight educational departments for boys and girls based on Ministry of Education circular in 1425-H (21 schools for boys and 21 –schools for girls).

System Philosophy and foundationsThis system emphasis on the student focused learning activity to build its knowledge structure generates knowledge based on the student experience

36

and integrates the students in meaningful knowledge structure. Moreover, the system seek to provide all the educational expertise, opportunities and programmes that encourage and achieve independence, self learning and exploring, search, thinking, self-growth within opportunity equality and freedom of choice.

High school system objectives (courses)Attain education policy objectives in the Kingdom of Saudi Arabia 1. for high school education.reduce time and cost waste (reduce 2. failure cases, school delay, reduce school subjects)Develop students capabilities 3. in term of taking decisions relate to their futures.Improve 4. high school outputs (familiarize student o seriousness, timekeeping, and seeking behavioral and learning level).Provide students with basic skills that 5. mobilize them to live in general and business domain.Develop 6. students live skills (self-learning, thinking skills, cooperation and communication skills, teamwork, dialogue and discussion). Develop technology and information resources 7. dealing skills and methods of organizing and extracting informationDevelop 8. positive tenders related to professional work addiction and work fidelity and adherence.

Bases and PrinciplesCurriculum1. integration Flexibility2. allowing male and female student to define the number of classroom learning hours and specific curriculum class.Academic3. guidance: assist and guide students to comprehend the system and draw studying map, control its implementation, eliminate obstacles challenged by students. In general, all schoolteachers if practical make guidance. In this case, students are divided equally and each teacher takes guidance in terms of academic activity and non-class activities or both. Evaluation4. : disengage curriculums; failure will not constitute logical grounds for re-studding a full year.Accumulative5. rate: within three years.

37

System advantages:The1. system enhances self learning skillsThe2. system consider the student tendencyThe3. system allow students opportunity to practices activities (class and non class activities) The4. system emphasis on the skills applicatory aspectsthe5. system reduces the students failure affectthe6. system provides skills new curriculumsThe7. system cater to prepare students for live and marketplaceThe8. system allows the students to lessen specific studding term.

Future Plan:Adoption of gradual future plain expansion based on the initial results promulgated by experiment evaluation committee and seeks to complete the success requirements and activate high school education plan such as completing printing out of books, train male and female teachers on the new curriculums, complete educational environment installations.

Until all the project instruments are completed (curriculums system), the plan cater to expand gradually starting from the next year 1249/1430H via inauguration of 68 schools (boys and girls) at the regions and governorate level after having obtained the approval taking into account that the approval was obtained starting from 28/1429 for specific national schools (boys and girls).

6. Computerized Laboratory ProjectIn the technology era, students in the Empty Quarter desert or African jungles may study and practice what he learned with a colleague in Japan or America due to the technology, which save time and eliminate distance.

Subject to the Ministry believe of the significance of hand on experiment for students and as proven by the students, introducing computerized lab (advanced) means to introduce positive learning concept and avoid recitation and dictation. The bases of this learning are experiment, observation and deduction via interactive software housed in hardware connected to sensors. Scientific experiments elements are integrated in different sciences subjects in computer as a telemetry method and in turn, computer is a lab element and in turn new trend in the educational process.

38

Moreover, the lab computer is used in the simulation based on virtual reality technology, which means that experiments which can not be applied on actual environment may be simulated using specific software. In this manner students study natural phenomena such as power circuits, interactive physics experiments, projectiles, nuclear chemistry and other science applications in live.

What are the computerized Laboratories?In telemetry, emphasis is placed on practice-learning and using integrated instruments between technology and classes:

Enable1. easy path toward successful general experiments and activitiesOn2. line data collection and analysisReduce3. experiment mobilization and class application timeIncrease4. student focus on the scientific concepts behind the experiment (deduction).Exploit5. student time in responding to questions (what if?)Provide6. students with scientific situations, which require thinking and invention.Abreast7. cooperative learning and joint resourcesInclude8. all standard experiments and virtual scientific values.

Objectives:The project aims to develop the science labs in high school using sensors to carry out virtual experiments in physics, chemistry and biology)

Computerized laboratory elements:Computerized laboratory consist of:

31. sensors kits including software and sensors32. computer hardware13. data show14. display 15. wireless network

The currently used sensors in accordance with the latest specification is (18) and covers the following sciences topics (physics, chemistry and biology)

39

7. Mathematics and natural sciences development project

Project Objectives:Comprehensive1. development of mathematics and natural sciences for the educational phases of public education classes including new objectives consistent with the current requirements.Adopt2. the technological and educational development provided by international expertise houses in manufacturing the curriculum, teaching, learning technologies and professional development in mathematics and natural sciences curriculums teaching and learning.Design3. , construct and implement intensive training program to leverage the male and female teachers competency in mathematics and natural sciences learning domain to achieve sustainable developmentNationalize4. curriculum industry in the Kingdom of Saudi Arabia in light of provided international expertise, which provide educational materials in this domain.Prepare5. a generation of creative and inventive students capable to employ mathematics and natural sciences in technology transfer and exploitation.

8. National ExaminationsNational Examinations are rated examination applicable by the Ministry of Education to obtain inductors to judge the quality of education in the Kingdom of Saudi Arabia. Such exams are applied based on phases-approach starting from 1428-1429.

Project Objectives:Define1. education quality level in the Kingdom of Saudi Arabia via establishing rated measuring instruments. Prepare2. qualification lists which the learner should master in specific phasesDefine3. standard levels, which the learner and school should satisfy.Define4. students’ educational growth trend.

40

9. Gifted and Talented Care Programme

Programme Concept Qualify full time female and male teachers at schools to provide suitable care for gifted under the so called “Gifted and Talented Programme”. Those teachers will have many responsibilities such as exploration of gifts and guide it through various scientific programmes. The Gifted in the regular classes suffer incompliance with the scientific material they receive and their higher mental qualification, which makes their gift growth slow, and in turn loose challenge and suffer from mental laziness.

Programme Objective:Provide• specialized educational care that develops students’ talents via specialized full time teachers.Qualify• teachers specialized in talent care at schoolsProvide• various and fair educational opportunities to all students to highlight and develop their talent at schools

Programme OutputsSpread• awareness of talent types and careCorrect• defaulted concept regarding gifts and giftedProvide• suitable care to talents and develop their fits based on scientific approach at schools.Provide• advices to teachers regarding gift, development of thinking in the regular class.Coordinate• with patents to provide supplementary services to their gifted childrenProvide• integration of public education curriculum in terms of gifted requirementsProvide• enriching programme that assist in widening the knowledge and creative thinking.

10. On Job male and female teachers training:Ministry of education training programmes caters all teachers while they perform their services in the different training requirement. The most prominent current qualitative development projects are teacher on job training:

41

A. Educational Field male and female instructors industry that caters exploiting technology in education (Intel programme):Intel programme, (Intel Future Learning), is teacher oriented international training program applied in (40) countries and designed to develop the educational process throughout optimal and effective exploitation of technology in the educational process pursuant to the ISTE standards. These standards focus on exploiting technology effectively in the educational process to enrich the learners with qualification in all the expertise domains (knowledge, skills, physical) namely higher thinking sills besides learner teamwork and finally development of educational process.

Project Objective: Provide• males and female teachers with basic skills to employ information and telecommunication technology (ICT) in the classes pursuant to educational standards to enhance teaching and learning processes.Provide• male and female teachers basic and required skills to create class plan, work techniques, and means compatible with national educational standards.Provide• students with analysis skills, critical thinking, problem solving, creativity, communication skills, information search, access and processing skills.

B. Electronic Training and Remote Training:The programme endeavor to provide male and female teachers with unique training through electronic learning technology and benefit from the electronic training technologies and systems in enhancing training process, reduce costs, troubleshooting any obstacles encountered by the ministry in terms of male and female teachers training.

The program also caters to expand the training resources, provided training program flow mechanism to teachers, provide training at their marketplaces aiming to substantial development at lowest cost and most rapid manner, which ensure equality of opportunities. Thus, Ministry of education established the mainframe to provide remote training services via electronic training portal.

In order to achieve the programme objectives:Remote• teachers training electronic portal was crated and required telecommunication installation were providedThe• system was hosted on the Internet servers and available to all the male and female teachers via InternetProvide• electronic training packages and design the assumption basis.

42

C. Public Education Quantitative Growth Features:

Table (1)Enrolled, pursuant to educational level and gender (2004 – 2007)

Level Gender2004 2005 2006 2007

1424 - 1425 1425 – 1426 1426 – 1427 1427 - 1428

Kinder Garden

Total 186287 188130 189267 191246

Males 97064 98155 98766 99628

Females 89223 89975 90501 91618

Elementary

Total 3225893 3263648 3303920 3339851

Males 1639133 1661002 1685202 1708345

Total Females 1586760 1602646 1618718 1631506

Intermediate

Total 1379150 1402714 1421458 1493803

Males 687314 700485 711464 759795

Females 691836 702229 709994 734008

High School

Total 1221434 1243915 1269242 1375326

Males 626668 639380 653381 728705

Females 594766 604535 615861 646621

Total 6012764 6098407 6183887 6400226

Males 3050179 3099022 3148813 3296473

Females 2962585 2999385 3035074 3103753

Source: Information and Public statistics authority

43

Table No. (2)Students Enrolled by Educational Stage and Sex (2004 2006).

Level Gender2004 2005 2006

1424 - 1425 1425 – 1426 1426 – 1427

Kinder Garden

Total 165297 168202 170230

Males 86127 87758 88832

Females 79170 80444 81398

Elementary

Total 2830756 2856711 2864086

Males 1480897 1486277 1486851

Total Females 1349859 1370434 1377235

Intermediate

Total 1236149 1255098 1261817

Males 662654 668702 672676

Females 573495 586396 589141

High School

Total 1093628 1116543 1131485

Males 571532 591887 608684

Females 522096 524656 522801

Total (kindergarten, preliminary, intermediate

and high school)

Total 5325831 5396554 5427618

Males 2801211 2834623 2857042

Females 2524620 2561930 2570575

44

Table No. (3)Students Enrolled by Educational Stage and Sex (2004 2006)

Level Gender2004 2005 2006

1424 - 1425 1425 – 1426 1426 – 1427

Kinder Garden

Total 35360 19961 20430

Males 18424 10415 10661

Females 16936 9546 9769

Preliminary

Total 474307 467527 466365

Males 244198 237696 236349

Total Females 230109 229831 230016

Intermediate

Total 380107 419386 426582

Males 201633 222355 225887

Females 178474 197031 200695

Total (kindergarten, preliminary, intermediate

and high school)

Total 378169 393990 374786

Males 202653 213580 203039

Females 175516 180410 171747

Total (Kindergarten,

Elementary, Intermediate & Secondary

Total 1267943 1300864 1288163

Males 666908 684046 675936

Females 601035 616818 612227

45

Table No. (4)Students Enrolled by Educational Stage and Sex (2004 2006)

Stage Sex2004 2005 2006

1424 - 1425 1425 – 1426 1426 – 1427

Kindergarten

Total 40467 22053 22737

Males 21085 11506 11865

Females 19382 10547 10872

Stage 1 (Elementary Education)

Total 544103 536411 540563

Males 277909 271835 273210

Total Females 266194 264576 267353

Stage 2( Intermediate

Education)

Total 425560 469844 483705

Males 224040 247879 255892

Females 201520 221965 227813

Stage 3Secondary

Stage

Total 419869 436869 420166

Males 224386 235636 226416

Females 195483 201233 193750

Total (Kindergarten,

Elementary, Intermediate & Secondary

Total 1429999 1465177 1467171

Males 747420 766856 767383

Females 682579 698321 699788

47

49

A. Organizational Structure:The Kingdom of Saudi Arabia witness compressive development boom in all domains and at different levels, in which higher education is one of the critical pillars affecting the development of any state

The university education was privileged with generous support represented in construction of new universities, scientific and applicatory colleges and huge financial allocation of the budgets. The universities in the Kingdom of Saudi Arabia reached twenty-Government University and four National Universities encompasses applicatory and scientific specialties in all domains. Moreover, ministry of higher education adopted new trends in scientific research and future planning.

The Ministry was founded pursuant to the Royal Decree Nr 1/236 dated 08/05/1395-H (1975) to adopt the Kingdom of Saudi Arabia policies in term of higher education. The minister of higher education is responsible for adoption of the government policies in the university education domain which is distributed on twenty universities in which males and females are studding in seventeen, and one is only for girls (Riyadh Girls University) and two for boys (King Fahad Petroleum and Minerals and Islamic University). The total number of male and female students after school was as follows:

Studying year Inter. Diploma Bachelor Total

1424/1425H 79159 481042 560201

1425/1426H 84492 505932 590924

1426/1427H 93968 528346 622314

Female students represent (59%) approximately

The Ministry proceeded in new universities development project in accordance with balanced planning and thoughtful study where it applied integrated project, which include suggestions regarding the educational universities, technology and girls universities and proposition to construct seven universities in regions (which do not have universities) in accordance with three phase’s timeframe.

50

The Government Universities in the Kingdom of Saudi Arabia are Umm Al-Qura University, Islamic University, Imam Mohammed Bin Saudi Islamic University, King Faisal University, King Fahad Petrol and Minerals, King Khalid University, Tibah University, Al-Qassim University, Taif University, Al-Jouf University, Hail University, Jazan University, Tabouk University, Baha University, Najran University, Northern Boarder University, King Saudi Bin Abdulaziz health sciences University, Riyadh Girls University, and King Abdullah sciences and technology University.

The national universities are prince Sultan University, Al-Faisal University, Prince Mohamed Bin Fahad University, Arabian Open University in addition to many other national colleges distributed amongst the cities and governorates.

The number of approved colleges in the new Universities was (190) college, encompasses 170.000 male and female students, 8939 teaching board members, 5067 administrative officers. On the other side, the expatriate of such Universities were 654 expatriates.

The approved costs in the new universities budgets form the fiscal year 1427/1428H amounted to 21 billion Saudi Riyals to cover 171 projects in the new universities (exclusive northern board university that were constructed after the budget). In addition, 1 billion Saudi Riyals budget surplus for the dormitories in five universities of which 410 million Saudi Riyals for the northern boarder universities.

The new universities are expected to boom throughout inauguration of new colleges and specialties in which students (1432/1433H) will be 237.000 male and female students approximately, at 8% annual increase and teaching board will be 9500 teaching board members.

There is no doubt that the execution of giant projects of university cities will not be barriers and obstacles free. Development will not be limited to facilities and utilities only rather it extends to qualification of teaching boards recruitment and development to work in the regions and create the academic and research attractive environment and implant the planning and comprehensive quality concepts in such universities.

B. Higher Education Finance:The Kingdom of Saudi Arabia government attention was previously noted of which the annual financial budget approval to cover the operational expenditures, salaries, projects, expansion in the activities. Table (1);

51

outline the universities budget, higher education ministry and higher education general secretary council along four years. The most prominent notices are as follows:

Approved budget in the state annual budget in each university •tangibly increased to meet the education requirements. The budget of specific universities increased within the past four •years to 335%, which mean three folds.Higher education budget increased to five times and more which is •not akin to expansion of department in the ministry but to approval of projects cater university education development, construction projects including the ministry building, inboard and outboard unique projects that develops teaching board members and also to develop scientific associations and construction of research centers in the universities.Increase of expenditure rate of ministry of higher education by •130% within the past four year, which means 32% annually.

52

Table (1): Comparison table of Ministry Budget and University for four years

%increaseBudget 2007Budget 2006Budget 2005Budget 2004University

41.79%3,698,236,0003,188,946,0003,117,470,0002,608,254,000King Saud

52.25%2,467,721,0001,894,732,0001,903,634,0001,620,877,000King Abdulaziz

97.91%1,492,990,000998,543,000999,324,000754,372,000Umm Al-Qura

52.55%1,866,006,0001,629,345,0001,500,196,0001,223,226,000Imam Mohammd

Bin Saud

335.09%774,964,000366,547,000303,084,000178,114,000Taif

189.81%1,096,143,000709,516,000659,450,000378,228,000Qassim

245.51%890,141,000404,075,000345,236,000257,632,000Taiba

133.19%1,398,835,000763,339,000662,927,000599,869,000King Khalid

20.61%821,994,000784,882,000780,962,000681,522,000Kig Fahd for

Petroleum and Minerals

30.07%413,063,000407,052,000407,052,000317,580,000Islamic

117.75%2,164,959,0001,335,021,0001,273,941,000994,243,000King Faisal

-541,344,000219,516,000151,372,000Not constructedJizan

-459,416,000189,822,000130,000,000Not constructedJouf

-480,777,000155,488,000135,000,000Not constructedHail

Not constructedTabouk مل تن�ش�أ بعد364,211,000103,731,000-

Not constructedNajran مل تن�ش�أ بعد320,005,000113,080,000-

Not constructedAlBaha مل تن�ش�أ بعد323,674,000101,148,000-

Not constructedNorthern Border مل تن�ش�أ بعد مل تن�ش�أ بعد316,000,000-

549.70%3,123,491,000 5,014,499,000 1,796,680,000480,757,000Ministry of Higher

Education

-18,546,00015,314,0008,630,000--

General Secretary of HE

128.17%23,032,516,00018,394,596,00014,174,958,00010,094,674,000Total

* It can be observed that the budget of Ministry of Higher Education decreased within 1427/1428H to 1428/1429 due to reduction of teachers colleges and girls college budgets

53

B. Government Universities

First: Existing Universities 1. Umm Al-QuraUmm Al-Qura Universities was founded in (1401H) (1981G). The core of this university was Religion College in Mecca that was founded in (1369H) (1949G). Currently the university encompasses (24 colleges).

Students in all levels (exclusive bachelors and higher studies bachelors) pursuant to 1425/1426H (2005-G) statistics were (26.559) male and female students of which (15.694 male students) (59.09%) and 10.865 female students (40.91%). The total teaching board is (1305) member of which 265 female. Moreover, the university encompasses 670 male and female technical and administrative cadre and 102 female employees.

2. Islamic University:Islamic University was founded in (1381-H) (1961G) in Medina and encompasses (six colleges) in which students pursuant to the latest statistics 1425/1426-H) (2005) were (6473) students in all the levels. Remarkably, the majority of the Islamic University students are non-Saudi. However, the Islamic University encompasses a teaching board of 471 members besides technical and administrative cadre of 460 employees.

3. Imam Mohammed Bin Saudi Islamic University: Imam Mohammed Bin Saudi Islamic University was founded in (1394-H) (1984) taking into account that the core of such university were Religion Faculty which was founded in (1373-H) (1953G) and Arabic Language College that was founded in (1374-H) (1954G). Imam Mohammed Bin Saudi Islamic University encompasses 15 college and institution and emphasis on the regions, languages, social, economical and administration sciences.

The total students in all levels pursuant to the statistics of 1425/1426H (2005-G) were (28401) male and female students of which (10614) female students represents (37.37%. the Imam Mohammed Bin Saudi Islamic University encompasses a teaching board of (1333) members of which (240) are females. In addition, it includes a technical and administrative cadre of 1551 employee of which 170 employees. Imam Mohammed Bin Saudi

54

Islamic University oversee the college of religion and Arabic language in RAS ALKHEMA and 5, Islamic and Arabian Sciences institution in Indonesian, Mauritania, Djibouti, Japan, United Stated of America besides (61) scientific institution that cover all over the Kingdom of Saudi Arabia qualify the high school graduates to the university level.

4. King Saudi University:King Saudi University was founded in (1377-H) (1975-G) and encompasses 41 college and institute. King Saudi University students pursuant to the latest statistics 1425/1426-H (2005) were (60868) male and female students in all levels of which (23125) female students represents (37.99% of the total students. The teaching board in King Saudi University encompasses (3093) teaching board members of which 758 members are females. Moreover, King Saudi University encompasses technical and administrative cadre (including university hospital employees) of (2937) members of which (610) are female employees.

5. King Abdulaziz University:King Abdulaziz University was founded in (1387-H) (1967-G) as a national university. In (1391H (1971) a ministerial resolution was issued to enjoin the university to the state as one of the higher education institutions. King Abdulaziz University encompasses 20colleges and its students pursuant to the latest statistics 1425/1426-H (2005) were (57899) male and female students in all levels of which (25107) female students represents (43.36%) of the total students. The teaching board in King Abdulaziz University encompasses (2284) teaching board members of which 793 members are females. Moreover, King Abdulaziz University encompasses technical and administrative cadre of (1328) members of which (190) are female employees.

6. King Fahad Petroleum and Mineral University King Fahad Petroleum and Mineral University was founded in (1395-H) (1970-G) taking into account that the core of this university was College of Petroleum and Mineral that was founded in (1383-H) (1963G) and 11 colleges. The total students pursuant to the latest statistics 1425/1426-H (2005) were (9764) students. The teaching board in King Fahad Petroleum and Mineral University encompasses (933) teaching board members.

55

Moreover, King Fahad Petroleum and Mineral University encompasses technical and administrative cadre of (958) members of which (3) are female employees.

7. King Faisal University:King Faisal University was founded in (1395-H) (1975-G) and encompasses 31 colleges. The total students pursuant to the latest statistics 1425/1426-H (2005) were (15659) male and female students in all levels of which (7930) female students represents (50.64%) of the total students. The teaching board encompasses (904) teaching board members of which 228 members are females. Moreover, King Faisal University encompasses technical and administrative cadre of (854) members of which (156) are female employees.

8. King Khalid University King Khalid University was founded in (1419-H) (1998-G). The core of this university consists of the colleges that were under King Saudi University, Imam Mohammed Bin Saud Islamic University in Asir Region. The total students pursuant to the latest statistics 1425/1426-H (2005) were (11146) male and female students in all levels of which (762) female students represents (6.84%) of the total students. The teaching board encompasses (811) teaching board members of which 228 members are females. Moreover, King Faisal University encompasses technical and administrative cadre of (336) members of male and female employees. The university encompasses 23 colleges.

Second: New Universities 9. TAIBAH University Teachers college in Medina represents the core of this university and it was inaugurated in 1397H. In this year, humanitarian sciences and education college was inaugurated under the supervision of King Abdulaziz University. The first fruits of girls higher education was in inauguration of girls education college in 1399-H. The sciences college founded in 1418-H followed by faculty of medicine in 1419-H followed by financial and administrative sciences college, then community college in 1422-H then computer sciences college in 1423-H.

56

The ministerial council resolution Nr 7/B/22042 dated 10/05/1424-H promulgated with the approval on the higher education council resolution to integrate the branch of King Abdulaziz University in Medina and Imam Mohammed Bin Saud Islamic University to form independent university located in Medina. This decree was by Royal decree calling the university (TAIBAH). This university is the second university in Medina after Islamic University specialized in Islamic and Religious Studies and Sciences. TIBAH University supplements higher education matrix in Medina in the technology, medical, engineering, and humanitarian sectors. The Royal decree of construction TIBAH University was embodied by inauguration of new colleges that supplement the university and include faculty of engineer, applicatory medical sciences, dental medicine sciences, pharmaceutical medicine sciences and higher institution of Imams.

Another decree was issued to enjoin Girls College and Teachers Colleges in Medina with TAIBAH University in 5/6/1428H. Since then, the university commenced restructuring the girls and teachers colleges programmes to correlate such programmes with the market requirements and provide the market with the qualified outputs. The University encompasses, 32 academic colleges, in addition to (11) support deanships. The enrolled students in the university were 28498 male and female students.

10 Qassim University:The Royal decree Nr 7/b/22042 dated 10/05/1424-H was issued to approve the resolution of Higher Education Council to merge King Saudi University branch and Imam Mohammed Bin Saudi Islamic University in Qassim to core independent university in Qassim, followed by another decree calling the university (QASSIM University).

The Religion Principles and SHARIA College and Arabic Language and Social Studies Colleges are the oldest universities as it were founded in 1396 under Imam Mohammed Bin Saudi Islamic University Branch. King Saudi University branch in Qassim was inaugurated in 1401-H via administration and Economy College. Thereafter, the inauguration of colleges processed via opening colleges in the two universities branches until merged pursuant to the royal decree in Qassim University.

Qassim University is the only university in Qassim Region. Qassim University is comprehensive and encompasses different technology, medical, engineering, humanitarian and religious specialties. In 5/6/1428-H,

57

Girls and Teachers colleges enjoined this university in Qassim area. The programmes were restructured to harmony with the college current programmes and to meet marketplace demands and country development needs. The University includes 25 academic colleges in addition to seven support deanships. The enrolled students are 37055 male and female students.

11 Taif University:The Royal decree Nr 7/b/22042 dated 10/05/1424-H was issued to transfer Umm Al-Qura University branch in Taif to independent university called TAIF University. Before the university inaugurate decree, many new colleges were inaugurated which represent Taif Education College as the oldest college in Taif Governorate as founded in 1400-H. Also science college that was founded in 1419-H, medicine college, and medicine science college founded in 1423-H. upon the university inauguration, colleges foundation preceded to inaugurate continuous education and community services college in 1425-H, then pharmacy college, engineering college, computer and information systems college, administration and finance sciences colleges and arts college in 1426-H.

Other colleges establishment which were under the supervision of Ministry of Education of which Taif Teacher college and five girls colleges (Raniah, Turbah, Khurma, and Taif) paralleled such colleges which were under the supervision of Umm Al-Qura university. The colleges programmes were restructures after enjoinment in the university and its capacity increased in specialties carefully designed to serve the country and region. The university encompasses (20) colleges and five support deanships. The total students of the university were (24138) male and female students.

12. Jouf University:Jouf region witnessed the establishment of two colleges, one for teachers and one for girls in 1401-H in Skaka City. Many other colleges were inaugurated under the supervision of King Saud University in Riyadh such as Faculty of sciences which founded in 1423-H, community college in Quriat in 1425-H. In 1426-H, the Royal decree issued to establish Jouf University to encompass besides the above the following colleges: applicatory medical sciences college, faculty of engineering, and faculty of medicine. The University encompasses (18) academic college and three

58

support deanships. The total students of the university were (14011) male and female students.

13. Hail University:Hail University is the cornerstone of Higher education in Hail region and it was established in 1403-H. Thereafter, Girls education college was established in 1411-H ad in 1418-H community college was established in Hail. In 1426-H, Hail university was established to encompass besides the above the following new colleges: sciences college, faculty of engineering, and faculty of medicine and medical sciences and computer engineering and sciences college.

King Fahad Petroleum and Minerals University oversee Hail Community college and Ministry of Education oversees Girls and Teachers colleges. The Royal decree Nr 7/b/22042 dated 28/8/1426-H was issued to approve Hail university establishment. The Royal decree approving the resolution of higher education council stipulating enjoinment of teachers and girls colleges in the region represented a new platform to found unique regional university in the heart of the north. Hail University include (10) colleges and five support deanships in which 13288 male and female students.

14. Jazan University Jazan University represents integration between many higher education current and new organizations. Teachers college was inaugurated in 1401-H followed by Jazan Girls Education college in 1412-H. In 1418-H, community college was inaugurated under the supervision of King Saudi University and then transferred to the supervision of King Khalid University. Thereafter, faculty of medicine was established in 1421-H under the supervision of King Abdulaziz University. In 1425-H, faculty of engineering was inaugurated. Thereafter in 1426-H, a royal decree was issued approving establishment of Jazan University to encompass beside the above the applicatory medical sciences, faculty of sciences, faculty of engineering, faculty of computer and information systems.

After the Royal approval Nr (7/b/22042) dated (28/08/1426-H) on establish Jazan university, a unique matrix of current colleges which include community college, teachers college, girls colleges besides the new colleges which were established before announcement of University establishment. Work is processing to subject the girls and teacher colleges to the higher

59

education regulation and restructure its programmes as previously made to other universities to maintain the public trend in the different universities in term of specialty variance, compatibility and harmony with marketplace requirements, development needs of human resources. The university encompasses (12) academic colleges, three support deanships in which (15003) male and female students.

15. Baha University Baha Teachers’ College is the first college in term of establishment in the Baha University. This college was inaugurated in (1409-H) followed by Girls education college in Baha region established. In (1412-H) and in (1423-H) community college was inaugurated and followed by three colleges, faculty of sciences, faculty of engineering and faculty of applicatory sciences in (1426-H). In (1427-H), the Royal approval issued to establish Bah University which include beside the above Female teachers College in Buljushir and Teachers College in Al-Mekhwat Governorate and Girls Community colleges in Mandak.

Baha Community college management and establishment were under the supervision of Umm Al-Qura. This college provided its programmes pursuant to development plan created by the Ministry to expand its higher education programmes. Thereafter, this college enjoined the other girl’s colleges under the supervision of new university. The custodian of the two holy mosques laid the coroner stone of its university dormitory during his visit to Baha. The ministry of Higher Education ensured the uniqueness of the scientific programmes and departments in this university to include various medical, administrative, humanitarian and applicatory specialties and other sectors, needed on the national and regional level. The university encompasses (10) academic colleges, many support deanships in which (11914) male and female students.

16. Tabouk University:Girls’ Education College in Tabouk represent the first university college in the region and it was established in 1402-H. In 1407-H, teachers College was inaugurated in Tabouk followed by community college in 1418-H.

The Ministry of Higher Education continues its policy embodied in providing higher education to all the regions of the Kingdom of Saudi Arabia and established Applicatory Medical Sciences College, Sciences

60

Colleges and Medicine College in 1426-H. Thereafter, in 1427-H the royal decree was issued approving establishment of Tabouk University thereafter, four girls and teachers colleges were enjoined in Tabouk to be under the supervision of Tabouk University.

The university was established to develop university education in the region in its capacity as the sole government university in the region, which provides different specialties e.g. applicatory, humanitarian, scientific, medicine, engineer, basic sciences, humanitarian sciences and other biological specialties. The Girls College and teachers college programmes are under restructuring and organization to join the vital and unique programmes. The University with its various programmes is able now to serve wider sector of male and female students in this precious region. The university encompasses (9) academic colleges, many support deanships in which (10024) male and female students.

17. Najran University:The higher education firstly appears in Najran represented in Girls Education College in Najran that was inaugurated in 1413-H. In 1424-H, the community college in Najran was inaugurated under the supervision of King Khalid University. Thereafter the Royal approval was issued to inaugurate more university colleges e.g. sciences college, applicatory medical sciences colleges and computer and information technology college which s under the supervision of King Khalid University in Abha.

During the blessed visit of the custodian of the two holy mosques to Najran Region, the royal directives were issued to transfer the college complex in Najran into independent university in the end of 1427-H stipulating establishment of Najran university in Najran region. The University establishment was a step to embody essential side of the horizontal expansion national plans in term of providing unique higher education to all regions. The university encompasses (12) academic colleges, many support deanships in which (6024) male and female students.

18. Northern Boarders UniversityNorthern Boarders University represents the last completing university education blocks in term of covering all the regions. In 1428-H the Royal approval was issued to establish this university. The first college under this university was established in Arar in 1402-H Girls Education College

61

followed by Teachers Education College in Arar in 1428-H. The university enjoined girls education college in Arar, girls education college in Rafha in addition to sciences college which was founded in 1427-H under the supervision of King Abdulaziz University. The university encompasses (11) academic colleges, many support deanships in which (7735) male and female students.

19. Riyadh Girls University Riyadh Girls University includes 34 colleges of which 14 colleges in Riyadh City and other colleges in governorates belong to Riyadh region. Girls’ Education College in Riyadh was the core of girls colleges in Kingdom of Saudi Arabia and it was established 1390H. Girls Riyadh Girls University female students since establishment were (73781) bachelor female student and (2911) diploma female students. Female students in the university level in Riyadh Girls University for the year 1427/1428H was 42097 female students regulatory and 10211 female student affiliate.

20- King Saudi Bin Abdulaziz Health Sciences UniversityThe custodian of the two holy mosques King Abdullah Bin Abdulaziz, declared in the 16/03/1426 (2005) the establishment of King Saudi Bin Abdulaziz Health Sciences University to join the government university group under the supervision of the general presidency of National Guard and subject to the controls and regulation of Higher Education council and the education supreme council. The University initial steps was the health services provided by the National Guard then gradually transferred from an authority provides qualitative health services into state of art academic organization under the name of King Abdulaziz. The initial steps of the university was health sciences college, which included nursing college in 1422-H then faculty of medicine in Riyadh which was founded in 1424-H. the University include 6 colleges and three support deanships.

62

National Colleges and Universities

Many National Colleges and Universities were established driven forward by the Kingdom encourage and private sector incentive. The universities are:

Prince Sultan National University (Riyadh) founded in 1419-H in 1. which teaching board members for boys colleges 72 members and for girls colleges 99 members and male and female students 1967. The university includes three colleges: Computer College, Business Administration College and Girls College.

Open Arabian University (Riyadh) founded in 1424-H in which male 2. and female students are 5699. The university provides computer and information technology programme, Business Administration programme, English Language and Arts Programme and Higher Diploma in Education.

Prince Mohammed Bin Fahad National University (Al-Khubar) 3. founded in 1425-H in which teaching board members (PhD degree 29 members) (master degree 55 members) (bachelor degree 16 members), (590) male student and (545) female student. The university includes three colleges: faculty of Engineering, Information Technology College and administrative sciences college.

Al-Faisal University (Riyadh) founded in 1423-H and include (18-4. PhD member) and (27 lecturer) and 98 student. The university includes engineering programme, sciences program and technology management programme.

National Colleges are as shown in table (2)

63

Table (2) National Colleges

CollegeEstablishment

YearCity Students

Teaching Board

members

Dr. Suleiman Faqih for nursing and medical sciences

1424/2003 Jeddah 124 20

Prince Fahad Bin Sultan national College

1424/2003 Tabouk 281 24

Yamamah National 1423/2002 Riyadh 1037 83

Prince Sultan Tourism and Management

1419/1988 Abha 151 14

Al-Qassim National Colleges

1422/2001 Buridah 15 8

National Business Administration

1423/2001 Jeddah 1423 83

Riyadh for dentistry and pharmacology national college

1423/2001 Riyadh 546 62

Dar Al-Hekmah National 1419/1998 Jeddah 626 76

Ibn Sinai national medical sciences

1422/2001 Jeddah 850 65

Al-Baha sciences national college

1419/1998 Al-Baha 144 14

Prince Sultan Tourism and Management

1422/2001 Jeddah 143 6

EFAT National 1419/1998 Jeddah 292 57

Al-Batargi Medical Sciences and technology

1422/2001 Jeddah 268 52

Saad National 1426/2005 Al-Khubar 199 35

Al-Riyadh National 1428/2007 Jeddah 80 25

64

New Universities CharacteristicsThe newly established universities featured many characteristics, which satisfy many objectives of which:

Those• universities, as integrated academic and management educational matrix, within the new university management, were not the output of establishment date rather the history of some of the belonging colleges root back to more than 25 years when it was under the supervision of other universities or educational institutes belongs to other authorities such as ministry of education. Announcing the university establishment is just containment of the current college in a region under central supervision body.The• objective of these universities is to complete the geographical span of University Education organization (colleges and universities) all of the Kingdom of Saudi Arabia.This• wide matrix of universities all over the Kingdom of Saudi Arabia had remarkable moral effect on citizens and regions, which was mirrored in the higher education progress. The state exerted gigantic efforts in term of establishing new colleges in each state budget and in turn such entities participated in notifying the citizens in general and enlightened and writers in particular with such efforts and its role in developing the regions.Each• university namely the new, emphasized on specialties, departments and colleges which the marketplace requires and harmony with the development demand in the Kingdom of Saudi Arabia.The• nature of majority of such specialties provided by new universities (such as engineering, medicine, applicatory medical sciences and basic sciences) requires more capabilities than modern teaching classes, labs, and training places. Universities endeavor to provide such requirements and expand its state of art programmes. The• new universities benefited from the previous universities experience in term of gradually construction of colleges, administrative structure of the college and continuous supervision since inception.The• new matrix provides qualitative leap in term of management and coordination between the higher education organization and best investment to the state resources. Moreover it will provide more spectrums to deal with the higher education variables, consideration of financial, administration, infrastructure and human resources requirements.

65

Presence• of one or more university in the regions gives the concept that such regions receives higher education services equal to other regions and assist in limiting the population migration to major regions and limit all the migration negative impacts such as services failure, and presence of many social, economical and population problems. Verify• the integrity between the university and variance of programmes with the commitment to the higher education council and the university including all the related regulations. Teachers• colleges and Girls colleges’ correlation to the regions requirements enables better environment and local management enable more development of programmes in consideration of the region requirements.Enable• the new universities to benefit from the developmental programmes of the ministry such as creative and excellence which emphasis on the management skills, educational and research process in the Government University and development of practical universities. Correlate• specific programmes with the beneficiaries provide mobilization of qualified manpower in the concerned specialties throughout cooperative education programmes, excellence, and rehabilitation training before employment.

Potential Vision Universities• will emphasis on the development of educational processes, development academic works and creative in education, teaching, training and performing specific researches.New• universities will improve the educational processes at the bachelor, diploma and master level in the educational specialties and some practical and applicatory specialties. Potential• study for the university growth in 1432/1433H indicated that the total number of enrolled students in such universities will be 237.000 male and female students (40% increase) approximately which equal to 8% approximately annual increase. It• is a must that such universities will grow due to inauguration of new colleges and expansion of current specialties to accommodate the increase which in turn requires more new facilities enabled and provided by the new under construction university cities.

66

Establishing• cooperation and integration work technique throughout the higher education official meetings with the universities officials. More• capability in term of scientific programmes coordination, avoid concurrence and interference and increase of integration between universities. Moreover, enrollment coordination in terms of acceptance and accommodation of high school males and females graduates will be more smooth and comprehensive.The• Educational colleges (teachers and girls colleges) will require wide and expanded restructure in its specialties, programmes, education quality, human capabilities, and infrastructure to enable it to abreast with the marketplace of education and learning and also in terms of providing specialties required by other work sectors in the Kingdom of Saudi Arabia.The• lack in teaching board members in Girls College is widely observed namely specialized PhD holders or renowned universities graduates. The ministry gradually processing to solve this apparent lack.The• great attention of the wise leadership is prominent in term of providing provisions within the university budgets amounted to 11 billion Saudi Riyals to complete the infrastructure, dormitories of such universities. But the current situation is insufficiency and unsuitability leased or rented facilities and such universities will cooperate with the ministry of Higher Education until such university cities are completed.It• is expected that the new university will encounter lack of academic leaderships e.g. deans, department heads due to the migration from this regions or availability of more incentives in the major cities such as Riyadh, Jeddah, Mecca and Dammam. However, the ministry is cooperating with the universities to recruit the personnel of previous universities to support the new ones under the developmental academic programmes.

Higher Education Challenges: Higher Education in the Kingdom of Saudi Arabia and other many countries is challenged by many obstacles of which:A. International competition on the graduates’ quality

The demand on graduates is not limited to the national requirements and is not any more controlled by the qualification framework in any

67

specific country. Each university became concerned with the high skills and graduate university requirements. Moreover, the priority in many educational systems became achieving the multinational companies or what is called transnational enterprises requirements.

B. Educational Movement: Previously, movement between boarders calling for education was limited to Scholarships (mostly in developing countries) to learn in developed countries and in cases, settlement of Scholarship beneficiaries in such counters as called minds immigration which is one direction immigration. But, the educational movement types and methods had changed in the past years such as remote learning which do not require movement of the student of teaching board member from one place to another or even gathering on one place or even synchronization in learning and teaching. This issue is evident in the foreign universities branches or the foreign universities itself. It is widely known that the affiliation of such branches or universities to different educational system than the environment in which it provide the services affect the local regulation. On the other hand, language or skills or graduate qualification requirement also witness sever competition.

C. Knowledge oriented economy Many countries lean toward Knowledge oriented economy and the impacts of natural fortunes became minor in comparison to the Knowledge oriented economy size in many countries. This type of economu depends basically on Knowledge production and marking such as software, techniques, patents etc. Universities became a rich field for the company works and interests. Moreover, some universities established partnerships with products and services sectors in its countries as noticed achievements in the previous years in India, South Korea, Singapore and Malaysia in this domain which exceeded developed countries.

D. Private higher education Government used to be the prime sponsor of basic education in general and higher education in particular. However, changes in the higher education and its finance allowed before two years opportunities to the private sector to participate in non-profit universities establishments. This concept developed, until recently profitable

68

colleges then universities were established by the beginning of the century. Nevertheless such entity did not gain high reputation except in the mid of last century. Profit oriented private university education is under inception and many of its universities seek after evaluation and accreditation to abreast the increment changes in the national and international economy.

E. Universities International ClassificationDuring the past few years, many classification firms or university international grading firms become manifested. Although, we know that there is no scale approved by most or all the higher education organization for classification, but most universities if not all are greatly interested in the classification results of which Saudi universities which endeavor to enhance its position within and under many classification systems.

F. Internal Challenges: These challenges are various and different of which finance, compatibility with marketplace in quality and quantity, increment demand on the higher education, educational skills, and students qualification skills, teaching board trainings, teaching language, performance indicators, quality control, educational management, correlation of scientific research with the national development, successive development plans, planning, long term strategy compilation name to many.

G. Private sector limited contribution in providing services: Most of the Arab countries still talking about a minor percentage of the students enrolled in the private higher education institution either colleges or universities. This sector contribution is not exceeding 1% which indicates the low level of private sector participation in the profit oriented higher education. Moreover the private higher education beginnings paralleled with profit oriented higher education beginnings and thus type of education in the world is still novice and still suffering from doubting its capability on meeting the academic requirements and quality of education even in the developed countries. Moreover, this type of education is challenged by wide competition from reputed, deep rooted public sector colleges and universities in term of organization and management. We believe that this issue will resume for many coming years. However, the government should provide redundant support to the private higher education in response

69

to the advantages owned by private sector in term of rapid response with the work place and management resilience and tending to required specialized and reduce costs on community.

H. Technology Exploitation Technology exploitation indicators in the Arabian community are still low mostly to costs, qualified manpower and technology quality. Remote learning have specialized higher education studies software and to accept types of remote learning it is required to have specific environment requirements such as teaching, evaluation and programme grading techniques. Such elements are still limit the spread of e-learning and remote learning in an accepted manner. Moreover, we can not miss the technology expenses costs which are progressive technologies and required continuous compatibility and costs. Similarly, the cost of smart classes and video conferencing require qualification of teaching boards and students and development of educational management.

Methods to confront Higher Education challenges Officials in Higher Education in the Kingdom of Saudi Arabia recognized the increment changes challenged by higher education e.g. specialty, finance, foreign competition and change or marketplace demands and acknowledged the significance of will mobilization for this throughout future planning and handling such variables with thoughtful plans for expansion, self-assessment and adoption of programmes and generation of firms all its efforts tends to confront the national and international challenges. The following is a presentation of the more prominent efforts:

Establishment• of the national center for classification and assessment: this center cater to provide examinations of which the most commonly is the measurement exams for the high school students and graduate which is approved (by all the universities in the Kingdom of Saudi Arabia, higher education colleges including military colleges and technical education colleges) as a measure to the high school results on both disciplines literature and scientific to define the capability of the student to continue its higher education in specific specialties and colleges. The center exams met wide acceptance by the Higher education organizations in the Gulf region and other foreign countries such as UK and United States of America. Moreover, the ministry

70

adopted the measure as a good indicator to candidate the students for Scholarships under the programme of the custodian of the two holy mosques for external Scholarships.Academic• accreditation and evolution national organization: The organization aims to evaluate and accredit all post secondary school (high school) programmes and institutions. The organization required self assessment of institutions, adoption of qualification national frame, commitment with quality requirements in the pogroms, students, management, teaching bodies name to many. The organization within the past three years sought to recruit experts from Europe, USA and Australia and reviewed evaluation and accreditation and quality control forms in many other courtiers. The organizational commenced its initial works and then initial evaluation of its mechanism and resorted to many experts. The organization will be a source of quality references in the national and government higher education institutes. Higher• education statistics: Due to the significance of scientific decisions taking based on sound data that diagnostic the actual situation, the ministry established a specialized unit in higher education statistics. This unit cater to provide historical data and future speculations for all higher education variable e.g. enrollment, quality, specialty, consequences, educational process evolution and teaching board variables e.g. specialty, preparation, qualification level and training. Moreover, this unit is studding the trends of the students inside the university and study failure, abundance, and graduate volumes. This unit will continue in the future monitoring the marketplace requirements and distribution of higher education distribution.

Geographical• Information System projectThis project cater to link the geographical information of the higher education organization with the other spatial and population information and commercial, industrial and agriculture activities and link all those with the roads and airports network and distribution on the cities of the Kingdom of Saudi Arabia as well as population statistics. The ultimate goal of this unit is an integrated information database for decision makers.

71

Research• Excellence center: Ministry of Higher Education adopted a project to support Research

capabilities in the government universities and generated many unique research centers in terms of management, finance and evaluation. This concept led each university namely the previous universities to emphasis on one or more research domain which is funded by the ministry.

This project caters to distinguish the universities in limited domains within the scientific research domain. Table (3) presents the research excellent positions in the universities.

Table (3) Saudi universities research excellent positions

Item Center University

1 Environment studies research excellence center King Abdulaziz

2 Medical genome sciences research excellence center

King Abdulaziz

3 Petrol refining and petrochemical research excellence center

King Fahad

4 Renewable power research excellence center King Fahad

5 Engineering material research excellence center King Saud

6 Biotechnology research excellence center King Saud

7 Dates and palm trees research excellence center King Faisal

Teaching board • members excellence and innovation development project:

This project is a sustainable two lanes project. The first lane upon which universities provided competitive projects that aimed to develop the capabilities of teaching boards and personnel in the university management, the second lane is an agreement to develop leadership skills in the universities in high rank positions in countries such as New Zealand, Canada and United Kingdom. It is planned that these two lanes will resume for many coming years to include most of the teaching board members and educational and academic leadership in the universities.

72

University scientific association development project: The ministry •cooperates with the universities on supporting such association throughout financing the construction of head offices enabling it to be independent in its activities and to develop it professional business. The association aims to gather specialists to study their problems and coordinate internally to serve their professions. Saudi universities incubate almost 70 scientific associations.

Remote learning and e-learning national center project: This is a •center for preparation, mobilization and support of universities efforts and coordination to develop optimal methods and current application of e-learning and remote learning. The work is progressing to provide some introductory joint curriculums in the universities under the umbrella of e-learning. This effort is an incentive to leverage the higher education organization to enable best exploitation of modern technology to expand higher education, establish technical and human resources experience to manage the advanced learning programmes in which skills requirement, accreditation and evolution requirements are available.

Studies and researches centers: Higher education studies and •researches specialized center was established many years ago and its first product was the compilation the university education future plan mainframe. The center preformed many studies mostly for higher education projects e.g. regions universities, types of higher education organization including but not limited to community colleges construction studies, socially affecting topics studies such as enrollment and containment and also remote and electronic learning types. The center is a depot of ideas, visions and expectations of ministry of Higher education.

National Education participation incentive: This issue may be •briefed in specific procedures e.g. issuance of higher education regulation that define licensing procedures, phases and general structure of those colleges as well as the bylaw of national colleges which define financial and human resources capability of the college operations. The state provide nominal leased lands, facilitated loans up to sixty five millions Saudi Riyals each year for each higher

73

education college. Moreover, the state represented by the ministry of higher education, provide grants to cover the fees of almost third each college or university students if met initial quality prerequisites defined by the ministry.

Scholarship: The Kingdom of Saudi Arabia allocated under the •programme of the Custodian of the two holy mosques for external Scholarship more than seven billion Saudi Riyals for Scholarship in renowned universities in many countries such as United States of America, United Kingdom, Germany, Italy, Spain, Holland, Canada, Australia, New Zealand, France, Japan, Malaysia, India, Singapore, South Korean. To date, more than 18.000 students were expatriated during the past three years 1425/1426 – 1427/1428H and more than 7.500 male and female student Scholarships is under processing.

The Custodian of the two holy mosques Scholarship programme aims to achieve unique quality in the international higher education outputs in specialties needed by the Kingdom of Saudi Arabia in the bachelor, master, and PhD holders and medical fellowships. Scholarships under the Custodian of the two holy mosques Scholarship programme are:

Scholarship of excellent students to study medicine, dentistry and o health sciences.Scholarship of excellent students to engineering and information o technology for higher educations.Scholarship of excellent students to study lay, regulation and o arbitration for higher education. Scholarship of excellent students to study engineering for bachelors o in Germany in cooperation with DAADSpecial circumstances Scholarship (orphans) in cooperation with o Ministry of Social AffairsScholarship for studying civil aviation specialty in liaison with Civil o aviation general organizationsScholarship to study special education specialties in liaison with o Prince Sultan Humanitarian Foundation. Scholarship to study humanitarian specialties in Oxford University o in liaison with prince Sultan national universityScholarship to study financial and political sciences in French o Sciences BO, university

74

Scholarship to study public management, public policy for higher o education in liaison with Lee Kuwan Yu institution in Singapore.Scholarship to study tourism specialties in liaison with tourism o supreme authority (soon)Scholarship to study disability specialties in liaison with Prince o Salman Center for disability researches.The program caters for noble purposes and superiors goals fronted o by:Development of human resources, bridge the gap in qualified national 1. expertise namely in medical, engineering and advanced technology domains which leverage the national effort general performance and its productivity and reduces the negative impacts of foreign expertise recruitment.Acquire modern knowledge and sciences, develop Saudi students’ 2. capabilities and skills, leverage their scientific levels and increase their practical expertise. Participate in introducing the Kingdom of Saudi Arabia, Islam 3. cultural message and correct negative view of some communities on Islam and Muslim.World Receptiveness: close recognition of communities and other 4. cultures and benefit of its positives and avoid its negatives.Increase higher education capability of public and private high 5. schools graduates in the specialties needed by the future marketplace in the Kingdom of Saudi Arabia.Social and cultural receptiveness with other countries namely the 6. developed and increase of interactive with other societies. Variance of higher education outputs throughout acquiring various 7. expertise in learning methods and skills.Maintain the academic level of the Saudi and government universities 8. throughout reducing the students’ loads that exceed its capabilities in specialties require skills and trainings such as engineering and medical specialties.

Scholarship project is a project to leverage the capacity and reduce loads on the universities and in the mean time, qualitative project to achieve compatibility with the marketplace. Scholarship is limited to applicatory and scientific specialties correlated with the development requirements. In addition, it is a finance source to the universities and supplies such universities with its requirements of human resources. Besides, this project

75

is quality project that participate in providing qualified competencies nominated for such Scholarships due to its excellent and was graduated from renowned universities. The latest statistics indicate that the enrolled in such Scholarships exceeds 41.000 male and female students.

University Education Future Plan: One of the significant steps to •overcome the higher education in the Kingdom of Saudi Arabia challenges is to long term create university education future plan which cover almost twenty five years ahead. Nevertheless, such plans will emphasis on ready to implement qualitative and quantitative projects on successive five years. It is understood that the good implementations more sensitive to good planning to achieve the strategic objectives. Thoughtful implementation considers all updates, provide online and periodic evaluation and modify the plan implementation route in such manner harmonizes with the virtual reality during implementation. The plan will be launched after preparation and approval via many programmes and successive projects. The ministry will seek to commission specialized and various work teams for this projects, follow its implementation and provide its feedback and update in each phase. The ministry desires to implement the concept projects which aids in overcoming the eminent issues and overcome the expected challenges.

D. Higher education quantitative growth and geographical span characteristics:Table (4) presents quantitative growth characteristics in terms of universities and University Colleges or community college number. It is evident that the universities increased by 150%. Moreover, the ministry and universities emphasized on the expansion in colleges required by the marketplace such as faculty of medicine (171%), dentistry (267%) applicatory medical sciences and nursing (700%), engineering (271%), sciences colleges (257%) and computer college (500%). Moreover, the number of community colleges were increased and spread on wide span to many cities and governorates. Furthermore the national education government subsides throughout loans and grants led to remarkable increase in the numbers of national universities and colleges.

Table (5) presents the geographical span of government higher education

76

organizations which caters to provide opportunity to the biggest possible category of the community to participate in the higher education regardless its domicile. It is observed from this table that each administration region include a university or more and University College is presented in each governorate. The geographical span caters to increase participation in the higher education by community categories at this age and provide the higher education to females which in general do not prefer to move from one city to another or governorate to another. It is noticed also that the variance in specialties parallel with the geographic span to enable participation of community categories in all the professions, business and jobs qualified by higher education.

Table (6) presents the increase of new enrolled male and female students in the levels granted by universities at different levels such as diploma, bachelors and higher education (master, PhD and medical fellowships). Moreover, the table also articulates the increase ratio in the teaching board members and administrators taking into account that teaching in the universities and colleges require assistant categories which are exclusive. It is essential to indicate that the content of this table is variable due to the segregation of universities in the regions which were part of other universities when it incepted its activities. In turn, this shortage is not mirrored on the total number of such variables on the Kingdom of Saudi Arabia level namely if we added the quantities in the regions’ universities which did not complete four years and in turn it was provided in separate tables. The ministry of higher education encouraged by the government seek to harmonize the quantitative increase of teaching board members and alike with the increase of students to enable excellence of education and research.

77

Table (4) Ministry of Higher Education universities and college growth indicators

No ELEMENT

1423 / 1424 1425/1429*

Gro

wth

per

cent

age

with

in th

e co

mpa

rison

per

iods

Girls and teachers colleges before

being under the ministry

Col

lege

s in

un

iver

sity

Tota

l

colleges of Higher

education after enjoining girls and teachers and health colleges

1 Government universities 0 8 8 20 150٪

2 University Colleges 120 79 199 421 112٪

3

Medicine college 0 7 7 19 171٪

Dentistry college 0 3 3 11 267٪

Pharmacy college 0 3 3 13 333٪

Applicatory medical sciences college

0 3 3 24 700٪

Public health and health information college

0 0 0 1 0

Nursing college 0 0 0 5 _

Health institutes and colleges 0 0 0 50 0

Engineering college 0 7 7 26 271٪

Sciences college 1 6 7 25 257٪

Computer college 0 3 3 18 500٪

Community college 16 4 20 51 155٪

4 Educational Hospital (approved in the university budget)

0 3 3 12 300٪

5 National University 0 1 1 4 300٪

6 National college 0 4 4 17 325٪

7Enrolled in the national and government colleges and universities

0 67855 67.855 **171.583 153٪

8 Enrolled in higher education organizations

68.868 136.723 205.591 ** 214.796 4٪

(*) Ministry Girls and Teachers Colleges enrollment data, 5/6/1428 and also health colleges (**) enrolled for studding year 1428/1429).

78

Table No. (5) : Indicator of growth in the universities & the colleges of the Ministry of Higher Education:

No ELEMENT

1423 / 1424 1425/1429 *

Gro

wth

per

cent

age

with

in

the

com

paris

on p

erio

ds

Girls and teachers colleges before being

under the ministry

Col

lege

s in

un

iver

sity

Tota

l

colleges of Higher

education after enjoining girls and teachers and health colleges

1 Regions in which university education organization are present

13 9 22 13 0٪

2 Covered governorates by Higher education organization of MHE

65 43 108 73 12٪

3 University Colleges in the 120 79 199 421 112٪

4

Riyadh 25 21 46 105 128٪

Mecca 20 22 42 72 71٪

Medina 7 8 15 33 120٪

Qassim 10 5 15 28 87٪

Eastern province 12 14 26 49 88٪

Assir 12 6 18 38 111٪

Hail 4 1 5 12 140٪

Tabouk 4 1 5 12 140٪

Baha 6 0 6 12 100٪

Northern boarder 4 0 4 12 200٪

Jouf 7 0 7 21 200٪

Jazan 6 1 7 14 100٪

Najran 3 0 3 13 333٪

Data after annexing teachers & girls colleges were annexed to MOE on 5/6/1428, and health colleges & faculties in Safar 1429 (2008) .

79

Enrolled StudentsTeaching

StaffAdmin & Tech StaffYearUniversity Associate

diplomaBachelorGradute

164220065137214146431424/1425

Umm Al-Qura University

139323662150413056701425/1426

175026310157511586361426/1427

225526901146811346161427/1428

37%34%7%-20%-4% Growth rate63145674944795301424/1425

Islamic University48454205694714601425/1426

054475444765041426/1427058835624735091427/1428

-100%29%14%-1%-4% Growth rate

1297226601527121313221424/1425

Imam Mohammed Bin Saudi Islamic

University

997263451059133315511425/1426

1117329991900132815761426/1427

817343402244128915591427/1428

-37%52%47%6%18% Growth rate5140441793884295728541424/1425

King Saudi University

7813487204335309329371425/14268429493364570328528781426/1427

10769504204985324627481427/1428110%14%28%10%-4% Growth rate2200495051478224214621424/1425

King Abdulaziz University

1729539602210228413281425/14261718602482028249712001426/14271955655892375251711151427/1428-11%32%61%12%-24% Growth rate16737837617100210001424/1425King Fahad

University for Petroleum and

Mineral

117478597319339581425/142695873755948699381426/142772073636108418611427/1428

-57%-6%-1%-16%-14% Growth rate

Table (6) Summery statistics of students and teaching staff and teaching staff in universities for four year

80

2307122353369388591424/1425King Faisal University

2714125454009048541425/142628431297338511078971426/142730391350240412069011427/142832%10%20%29%5% Growth rate1442105732077873171424/1425

King Khalid University

155393662278113361425/1426171197112589294601426/142719929631108210415251427/142838%-9%423%32%66% Growth rate

01198215623281424/1425

Qassim University 014594565623281425/1426014433316325861426/14270159278776718161427/1428

0%33%87558%19%149% Growth rate9361482753941641424/1425

TaibahUniversity

54877082303621421425/1426104968292384592331426/1427104973062235022921427/1428

1028%19%-19%27%78%Growth rate 4384440161671424/1425

Taif University

8586010165641425/1426154271310220671426/1427154265880259671427/1428

3486%-22%0%61%0% Growth rate16468198195101911214995461424/1425

Universities total

18490218780113211222396281425/142621117232792121231296099751426/1427241382434491482913181100101427/142847%23%46%8%5% Growth rate3053229001830559811311424/1425

Girls colleges

62572469951144621320761425/142676142456311316664611441426/142777582527441766647413251427/1428

154%10%113%16%17% Growth rate195214271961102117747106771424/1425H247474657751246518436117041425/1426H287314784231343919606111191426/1427H318964961931659519655113351427/1428H63%16%51%11%6%Total Growth Rate

81

Table (7) presents new universities variables. It is noticed that such universities and other new universities witness rapid development phase and gigantic developmental projects which its effects will be clear in their regions were completed all or each infrastructure and opening the approved colleges.

Table (7) Summery statistics of students ,m teaching staff and administration in recently established universities

University

Yea

r Admin and tech

staff

Teaching staff

Enrolled Students

Graduate Bachelor Associate diploma

Hail University 26/27 36 46 0 624 132

Jazan University 26/27 46 97 0 302 842

Al-Jouf University 26/27 51 68 0 1498 1187

King Saudi Bin Abdulaziz University for health sciences

26/27 84 114 35 332 0

83

85

A. Administration and organizational structure:As an expansion of the government concern privileged to vocational and technological training, the approval on the Ministerial Council Resolution was granted in 14/08/1428H, to restructure Technical and Vocational Training Corporation.

The new regulatory decree included in its third article that, the organization caters to develop national human resources throughout training in such manner that satisfy the marketplace requirements of qualified manpower including but not limited to:

Prepare, review and develop training public plans and policies in 1. accordance with the national development plan requirements.Qualify and develop technology and professional instructors2. Design and implement training programmes.3. License private sector to train and oversee training and define its 4. technical criteria.Conclude strategic partnerships with training organization in private 5. and public sectors to mange and operate different training units.Participation of public and private sectors in training: provide 6. specialized professional and technological human resources.Provide technical and administration advises in term of training to 7. both public and private sectorsCreate technology incubators and training profession8. Carry out researches and studies in training domain.9.

Produce and develop training methods and technologies10. Held and participate in conferences, seminars and workshops inside 11.

and outside the Kingdom of Saudi Arabia after having completed the required regulatory procedures.

Subscribe in training concerned regional and international 12. organization, associations and foundations.

Provide expectations regarding training related resolutions and 13. regulations.

86

B. Organization Finance

Technical and Vocational Training Corporation Budget1424 – 1428 (million Saudi Riyals)

Fiscal year Budget

1424 – 1425 H 2.004.880.000

1425 – 1426 H 2.488.533.000

1426 – 1427 H 3.309.758.000

1427 – 1428 H 3.412.450.000

C. Key Programmes The Organization implements its strategic objectives and tasks throughout seven key programmes as follows:

Program (1)Government vocational and technological training implemented throughout six branch programmes.

1-1 Technology colleges (boys) 1-2 Higher technology institutes (girls) 1-3 Vocational training institutes (boys) 1-4 Vocational military training 1-5 Vocational training (prisons) 1-6 Trainee services

Program (2)Joint vocational and technological training between the government and private sector, includes 7 branch programmes:2-2-1 National centers and institutes (profit oriented)2-2-2 Strategic partnerships with work sectors2-2-3 Private sector joint training national organization 2-2-4 On Job training 2-2-5 Small and medium entities and professional incubators2-2-6 Community services and continuous training2-2-7 Vocational inspection

Program (3)Operation and maintenance

87

Program (4)Human resources, implemented throughout two branch programmes

3-1 Human Resources mobilization, implemented throughout bachelor program in the technology college in Riyadh in the vocational and technology specialty and throughout Scholarship

3-2 Development of Human Resources throughout training and Scholarship.

Program (5)Professional consultations, studies and researches

Program (6)Operation and maintenance

Program (7)Installations and fitting out

88

Board of directors approved organizational structure(session 67, dated 18/11/1424H)

Bo

ard

of

Dir

ecto

rs

Bo

ard

of

Tec

hn

ical

Ed

uca

tio

n

Dep

t o

f P

ub

lic

Rel

atio

n

Dep

t o

f C

on

sult

ant

Fin

ance

Co

ntr

oll

er

Go

ver

no

r’s

Off

ice

Dept

of

Adm

in

Deve

lopm

ent

&

Quality

Dir

ecto

rate

Gen

. F

or

Pla

nn

ing

& B

ud

get

Dep

t o

f F

oll

ow

Up

Dty

Gover

nor

for

Join

t T

rain

ing

Vocational Training in

Directorate Gen of

Small Project Development

Directorate Gen. of

Directorate Gen. of Joint

Directorate Gen. of Private

Dty

Gover

nor

for

Educa

tion &

Tra

inin

g

Dept of Vocational Relation

Center of Society Services

Directorate Gen. of

Directorate Gen. of

Directorate Gen. of

Directorate Gen. of

Directorate Gen. of

Computer Center

Directorate Gen. of Projects

Dty

Gover

nor

for

Dev

elopm

ent

Documents / Script Center

Directorate Gen. for

Directorate Gen. For

Development & Training

Directorate Gen. For

Dty

Go

ver

no

r’s

Off

ice

Dir

ecto

rate

Gen

.

Fo

r In

t’l

Co

op

erat

ion

Dty

Go

ver

no

r’s

Off

ice

Dty

Go

ver

no

r’s

Off

ice

Boar

d o

f T

echnic

al E

duca

tion &

Voca

tional

Tra

inin

g i

n t

he

Reg

ions

&

Gover

nora

tes

Tec

hnic

al C

oll

eges

, In

stit

ute

& C

ente

rs

89

B. Government vocational and technological training

Technology collegesThe development sectors in the Kingdom of Saudi Arabia witnessed developmental upraise made vocational and technological training strategic objective to meet its requirements on qualified national manpower. The need of technology colleges’ establishment was eminent to graduate assist engineer or assistants in financial and administrative business with the degree of diploma.The technology colleges adopt semester system in which training year is divided into two semesters each of fifteen weeks. The trainee should pass 64 – 75 training units to pass the diploma (depending on the specialty) in addition to cooperative training class. In applicatory bachelor phase, it is required to pass 75 training units in addition to 12 qualification training units in English during one training class at an average not less than 70%.Diploma programme in Technology College include the following specialties: electrical technology, mechanical technology, chemical technology, administration technology, computer technology, electronic technology, hotels and tourism technology, telecommunication technology, environment health technology and food manufacturing technology.

Vocational Institutes: The organization is sustaining its persevering efforts to develop vocational training plans, programmes and mechanisms in the vocational institutes in such manner consistent with the marketplace requirements and professional standards. The vocational institutes provides training programmes of periods suitable to training skills, training level and qualification in accordance with the Saudi professional qualification system. These specialties level were leveraged in technician foremen institutes to civil and architectural technology department and surrey technology in the technology colleges in the cities and governorates in which such institutes are present. Moreover, the commercial high school institutes level was developed and leveraged to administrative technology department in the technology colleges. Furthermore, many architecture and construction institutes were operated in other cities and governorates in which suitable facilities matches the nature of training are available and also provided architecture and construction department in other vocational institutes where practical.

90

Girls Technology Training:The Ministerial Council resolution was issued in 4/3/1426H to uniform the supervisory body on girls’ vocational training sector in the Vocational and Technological Training General Organization. Since inception the organization intensified its efforts to establish this sector and achieved many effective steps of which:

Review local and international experiments and previous studies in •girls’ education and training and benefit for it in planning to new girls’ training sector in the organization.Create and approve the girls’ management structure that mange this •sectors as fully female departments.Prepare objectives and tasks guide to all the administrative levels •in the girls technology training and the training and administration structure and complete guide for procedures and models of girls ‘technology higher institutes. Complete the design of girls’ technology higher institutes buildings•

Achievements: Completion of running six supervisory department •Completion of running four girls’ technology higher institutes •Riyadh, Al-Hasa, Buridah, and Tabouk)Operate two new institutes in Medina and Jeddah •Operate computer departments in the four institutes•Operate deaf library application diploma programme in Riyadh •institute.Preparation for operation of three new institutes in Hail, Najran •and Baha.Complete transfer of supervision tasks to the national institutes •(292 current institution and 252 under construction institute) to the organizationDevelop comprehensive exams system for national institutes •and transfer it into e-system which can be provided repeatedly during the training year.

91

Girls’ vocational training domains and specialties

Item Department Specialty DiplomaIntermediate

coursesShort

Courses

1 Technical support - - - - - -

2 Networks - - - - - -

3 Programming - - - - - -

4Computer Technology

Library applications

- - - - - -

5 Drawing design - - - - - -

6Internet web

design - - - - - -

7Library

management - - - - - -

8 Admin Technology Accountancy - - - - - -

9Small entities management

- - - - - -

10 Food TechnologyIndividual food

processing - - - - - -

11Electronic Technology

Office peripherals maintenance

- - - - - -

12 Imaging TechnologyPhotographic

imaging - - - - - -

13 Hair dressing - - - - - -

14 Hair pigment - - - - - -

15Female dressing Technology

Manicure - - - - - -

16 Skin care - - - - - -

17 Tailoring - - - - - -

18 Sewing - - - - - -

19 Swing Technology Embroidery - - - - - -

20 Trico - - - - - -

21 goldsmithery - - - - - -

22Gold and jeweler Technology

Jeweler manufacturing

- - - - - -

23 Jeweler design - - - - - -

92

Vocational Military Training Military training programme is to provide technological training to youth in military environment in which discipline, accuracy and commitment are its main pliers. The project is executed between the military sectors (National Guard presidency, ministry of defense and aviation and ministry of interior) and vocational and technological training general organization. In early 1425-H, the first regiment of vocational military training institution trainees was enrolled in Riyadh, Jeddah, Al-Kharj and Qassim to fulfill the objectives of the programme. The main objectives are:

Mobilize and prepare new training programmes, which participate - in accommodating the increment numbers of Saudi youth.Provide training environment in which practical, effective - applicatory training and behavioral education that respect values and work ethics are mixed. Provide program-enrolled trainee with work ethics that depend on - discipline, seriousness, responsibility, respect of regulation, work law and productivity.Establish advanced training base that participate in developing - training plans and techniques at the Kingdom level.Develop youth awareness emphasizing on vocational work, its - financial and moral benefits to the individual and community.

Training programme:Programme training period is eleven months or (45) training weeks commences with military and mobilization training for (15) weeks then the trainee capabilities are tested to define the suitable profession for each trainee. The vocational training on professions are (30) thirty weeks divided into two semesters each for (15) weeks besides the basic military training at (2) hours daily.

Programme Practical and Functional advantages:The vocational military training programmes graduates obtain many advantages and options after graduation. The most significant advantages and options are:

Certification of completion technical course in the specialty •

93

(diploma) approved from the vocational and technological training general organization. Potentials for employment (in accordance with the vacant posts) •after graduation in the military employments as needed by military sectors.Potentials for enrollment in civil services employments (in •accordance with the vacant posts). The ministry of civil services classified the programme technology specialties graduates as rank five, grade second, and administration specialties as rank four grade three. Potential to obtain finical and moral support for small projects •which graduates desires to establish in liaison with the small and medium entities center in the vocational and technological training general organization.

94

C. Joint vocational and technological training:The organization pays a great deal of attention to partnership with private sector because of the benefits of this partnership in terms of supporting its basic role via new programmes, which fulfill the private sector requirements, and offering opportunities to youth. The organization in this regard provides in kind, moral and financial support e.g. curriculums, supervision, examination, advises to motivate the investment in vocational and technological training and preparing the human resources.

National Centers and Institutes:These institutes are established by the national sector that invests in the vocational and technological training, are supported by the Organization via financial, and in kind subside. The output of such institution is evaluated via tests made as an introduction for accreditation of its certificates. The services are provided throughout three lanes of training:

Technological training institute: provide diploma programme (one •and two years) oriented to the high school graduates and include different administration and technology specialty.Vocational institutes; provide training programmes on commerce, •industry and architectural domains.Training center: provides development and qualification training •courses oriented to many categories of professional specialists, which are required by the marketplace.

The Organization seek to develop and update the regulations and procedures what support this programmes and established training process control mechanism to leverage it to the required level. Furthermore, the organization concluded cooperation agreement with the Saudi professional associations and organization to enable its engagement in the supervision and evaluation process of these institutes. Moreover, the organization developed trainee evaluation and examination test.

Strategic partnerships in Built and Operate non-profit institutes:The organization exerted gigantic efforts to launch the private sector entities role in establishing a strategic partnership to execute specialized vocational and technological training programmes upon which higher institutes and non-profit programmes are launched in which private sector entities will provide financial support for construction and operation. The

95

organization participate with its capabilities e.g. provision of advices and studies to design and form such institutes starting from construction up to the operation and also provide training programmes and plans, create regulatory framework for operation, operation regulations and mechanisms and evaluation techniques. The output was (11) training specialized technical institute:

Saudi Japanese Vehicles higher institute: This institution was founded 1. in 1422-H and it is a symbol of long term and fruitful cooperation between the Kingdom of Saudi Arabia and Japan. Moreover, the institution is supported of Vocational and technological Training General Organization and Japanese Agency for International Cooperation (JICA) and Vehicles Manufacturer Union (JAMA) in Japan and Japanese vehicles dealers in the Kingdom of Saudi Arabia engaged in JADIK Institute. The institution provides advanced technology training for Saudi youth having graduated from high school in the Japanese vehicles maintenance and technology domain. The Institution graduates 200 youth annually. During the lifetime of this project, more than 18 experts were expatriated and 20 specified of the Institution personnel were trained in Japan. The total costs provided by the stakeholders are almost 220 million Saudi Riyals.

Plastic Industries Higher Institution: This institution is a prominent 2. support for the local industry in plastic domain as it provides trained and qualified national work force. The institution capacity is 600 trainees, and it enrolls 300 trainees annually. Training is for one year divided into four classes. The graduates obtain diploma certificate in plastic manufacturing. The Eastern Petrochemical Company and its Japanese affiliate SPDC participated in the costs of construction, plant and operational costs for five years besides to the training related equipment and instruments during the first five years. The total costs are 370 million Saudi Riyals, paid by the Japanese.

Saudi Oger Training Institution: It was agreed with Saudi Oger on 3. construction and operation of three training institution for architecture, construction, maintenance and housekeeping training domains. The capacity of institution is 200 trainees. The first institution was completed in Riyadh city and training commenced in 1428/1429. The Company

96

participated by the cost of construction and mobilization beside the operational cost and training related equipment and instruments. 250 million Saudi Riyals including operation costs for first year for each institution are the estimates of the total costs.

General Motors Programme: It was agreed with general motors 4. company to operate this programme in three Organization related institutes which provide tainting on vehicles maintenance and sales in Riyadh, Jeddah and Dammam of a capacity determined by the company requirements (130 – 100 trainees annually). The organization provides training, instructors, operation, management and supervision, and General Motors provides installations, raw material, nomination of trainee, conclude agreements with trainee and referral to institution for training, which is employment prerequisite.

Building Technology National Institution It was agreed with Bin Laden 5. Group on construction and operation of three training institutions for architecture, construction and buildings maintenance. The capacity of institution is 200 trainees. The first institution was completed in Jeddah city and training commenced in 1429/1930. Bin Laden Group participated by the cost of construction and mobilization beside the operational cost and training related equipment and instruments. 250 million Saudi Riyals including operation costs are the estimates of the total costs.

Hotels and tourism College: Memorandum of Understanding was 6. concluded with French ACOR Group to execute Citizens training programme in hotels and hospitality domain via construction three specialized training institutes in hotels and hospitality in Riyadh, Taiff and Al-Hassa. The French company provides all the institution technological requirements, trainee Saudi instructors and provides training equipment, training content and instruments. Moreover, the company provides experts to provide advises and oversee the trainees pursuant to the agreed upon technological and scientific standards. The company contribution in the institution operation is estimated by 240 million Saudi Riyals. Such institution will commence soon.

97

Training National Organization: One of the flexible training types which cater employment-training option on specific profession to achieve the maximum compatibility with the marketplace, reduce training costs via the potentials available in the marketplace and increase the capacity of vocational and technological training, activate the private sector in national cadre investment. The programme is participated by:

Ministry of labor represented by Labor office•Vocational and technological training general organization•Human resources development fund•Chamber of commerce and industry•National Sector Entities •

The organization coordinates and works with the partners to achieve the objectives. The organization programmes are oriented to high school graduates and higher education students in addition to university graduates whose their specialty is not suitable for the marketplace requirement. Branches were 19 which is suitable for the qualification new responsibility for more than 89 professions and training is made for 12 – 52 weeks.

Small and Medium Entities CenterThe organization role embodied in training, vocational competency leverage, concern with male and female Saudi youth qualification and encourage on establishing small entities, was supplemented by establishment of small end medium entities centers in 18/11/1425H.

The center’s business strategy depends on six key foundations:Analyze traits and stockholders interviews•Sufficient training on small entity management•Support in preparing feasibility studies •Support in obtaining required licenses to inaugurate the project•Support in provision of finance to inaugurate the project•Provide technical and administrative support within the first six •months of the project life.

This strategy implementation was commenced after having created the mechanisms, guidance manuals for implementation in addition to designing suitable training portfolio consistent with free business marketplace in liaison with many international and local stakeholders.

98

In 1427/1428H, the following were achieved:Prepare 256 feasibility studies for new projects for citizens desiring •to practice free business.Approval of financing 128 projects in liaison with Saudi saving •and loans bankHeld fifteen free business rehabilitation courses attended by 327 •traineesHeld thirteen rehabilitation courses for the business leaders in •liaison with national commercial bankSponsor ten new projects established by youth supported by the •centerOrganize and held employment opportunity creation conference•Held four training conferences and workshops for the center •personnel and branch managerHeld small entity development course in Malaysia for the center •personnelCrate interactive internet e-site which include the following •servicesProvide business leaders information registry services via o Internet.Provide support applications request (initial finance) for new and o current projectsInitial acceptance (meeting general provisions) and feed back the o applicant electronicallyProvide general and detailed project information entry services o via Internet Determine interview date and feed back applicant electronically.o

Community Services and Continues Training:The organization exerts continues efforts to motivate its relations with the community categories and enable its individuals to benefit from its capabilities in term of spreading vocation technological awareness and acquiring technical and professional skills by programme beneficiaries, which include:

General• programmes for all the community categories. Special• programmes executed by private and public sector. Qualification• programmes to enroll in technology colleges (parallel training)

99

Free• programmes for special needsDevelopment• programme for establishment personnel Students• summer training programmesConsultation• services

In addition to other programmes tailored to suit the beneficiary. 1399 training courses were executed for 1427/1428H of which 34.468 trainees benefited.

Professional standards and curriculum design and development The Organization pays attention to develop its training programmes and plan in such manner that enables compatibility with the training units’ outputs with marketplace requirements. The organization via technical cooperation agreement with many developed countries and private sector employers’ questionnaire defined skills and specialties types needed by the marketplace.The Organization and with an effective participation of B.I.I Siemens company during the past years prepared the national professional standards for all the professions included within its missions. More than 270-professional standards were completed in terms of compilation, modification, revision, and 1400 training portfolio for various training programmes in the organization.Moreover, the organization also prepared the training plans for the technology colleges, girls’ technology higher institutions, vocational military professional training institutions and vocational training institutions. Moreover, such training portfolios were completed for plans based on National Professional Standards.In 1427/1428-H, training plans were reviewed and configured pursuant to national professional standards and all training plans were modified and evaluated for the technology colleges programme in which vocational institutions plans were transferred to shift system. Currently training portfolios are under review and modification to suit the new plans and such modified plan will be implemented starting from the coming training year 1429/1430H.Evidencing the excellence of the efforts of the organization in the national professional standards, many requests from Arabian countries were received stating they opted its training portfolios and desired the organization approval to commence its implementation.

100

International Telecommunication and Information technology Academy:

In response to the organization strategy which stipulate in its policies to adopt approved training programmes from international destination for training and qualification and to spread the professional certificate culture and to leverage training quality level, the organization agreed with specialized international companies to establish strategic partnerships and establish academies in the training organizations units. The significant training partners of the organization are Cisco, Microsoft, and their specialized academies in networks and information technology.The partnership with Cisco led to inauguration of local and regional academies in Organization Training Units, in which its curriculum in network technology, software and organization technical support were approved. The Network National Cisco Academies Center was established as well as 16 other academy spread in the boys’ technology colleges and girls’ technology higher institution. 93-females and males instructors were qualified to obtain professional certificates from the academy to provide training in academy programmes. 2196-male and female trainees were enrolled in the academy web site which uses the e-training and digital content environment to train and quality them to obtain international professional certificates in the business sector.The partnership with Microsoft led to inaugurate of one academy in the Organization and new academies will be inaugurated in other units in the near future. A training course was held for 30-instructors of the Organization on Microsoft system in Malaysia.

International Cooperation:The organization seeks to benefit from the unique international expertise and experiments in the related organization, which have similar concern in the vocational, and technology side. During the past few years, the cooperation extent was expanded with many countries. The most significant partners are:

1. Cooperation with British side:In English language and Electrical Technology domain and participation in workshops titled technology training in UK.

101

2. Cooperation with Canadian side:In vehicle and mechanical technologies

3. Cooperation with New ZealandIn computer, technology institutions management and balanced performance cards.

4. Cooperation with Taiwan Cooperation with Taiwan side continued in instructors’ level leveraging in the following specialties: vehicles, general mechanics, electronics, computers, electricity and architectural construction.

5. Cooperation with GermanyCooperating continued in technology training, vocational training in terms of technology strategy implementation, balanced scorecards and simulation training principles for the following specialties (accountancy, office management and marketing)

5. Cooperation with Malaysia Cooperation continued in many specialties e-learning responsibility, public relations, non-class activities, trainee affairs representatives, training and development units heads, training experts, on job training, technology offices management, operation and maintenance supervisors, verification and follow up, technical financial experts, and small entities.

7. Cooperation with PhilippinesAn agreement was concluded with technical education and development of skills association in Philippines TESAD to provide executive program for two years in the following domains: cooling and air conditioning, maintenance, computer networks, digital video production, digital imaging, professional inspection

8. Cooperation with Japan As an extension to the current cooperation with the International cooperation Japanese Agency (JITRO), a training programme was held in KAZEN Department.

102

9. Cooperation with Jordan Instructors were sent to train in Jordanian vocational training organization in the following specialties: architectural constructions, electrical installations and metal structures.

10. Cooperation with Ireland Training in the following domains: construction, production, computers and electronics

11. Cooperation with FranceTraining on Technical and vocational French training system and on French professional and technological curriculums programmes.

12. Cooperation with India Training in electric learning

13. Cooperation with Tunisia Training in survey and printing

14. Cooperation with regional and international organizationsThe organization cooperated with the general secretary of the Gulf Cooperation Countries Council to participate in developing joint Gulf works in training. The organization participate in many international organization which cater for technical and vocational training such as Asian and Regional Union for Training Organizations, International organization for technical learning and vocational training (AVITA) and international organization for vocational training. Moreover, the organization participated in the vents, conferences, seminars organized by UNISCO and International Labor Organization.

103

105

Brief statistics pursuant to the government training type in the Organization 1424 – 1425H

Destination Trainees Instructors

Technology colleges 39539 2429

Technical Institutions 22880 2261

Vocational training centers 13441 1526

Total 75860 6216

Trainees and graduates within the joint training national organization programme 1424 – 1425H

Trainees 2339 Graduates 1181

Trainees and graduates within prisons training programme 1424 – 1425H

Trainees 912 Graduates 575

Trainees and graduates within the continuous training and community services programme 1424 – 1425H

Trainees 25276 Graduates 25276

106

Brief statistics pursuant to the government training type in the Organization 1425 – 1426H

Destination Trainees Instructors

Technology colleges 40586 2842

Technical Institutions 21054 2059

Vocational training centers 12877 1474

Total 74517 6375

Trainees and graduates within the joint training national organization programme 1425 – 1426H

Trainees 4394 Graduates 2342

Trainees and graduates within prisons training programme 1425 – 1426H

Trainees 2150 Graduates 1938

Trainees and graduates within the continuous training and community services programme 1425 – 1426H

Trainees 35765 Graduates 25276

Trainees and graduates within the vocational military training programme 1425 – 1426H

Trainees 2284 Graduates 1808

107

Brief statistics pursuant to the government training type in the Organization 1426 – 1427H

Destination Trainees Instructors

Technology colleges 40360 4489

Technical Institutions 2802 996

Vocational training centers 11107 1886

Total 54269 7371

Trainee in Organization supervised joint training national training programme 1426-1427H

NO Programme Trainees

1 Joint Organization programme 6767

2 Prison Training programme 3288

3 Continuous training and community service programme 35138

4 Vocational military training programme 5199

5 Small entities services centers 39

6 National Training programme 45076

Total 95507

Brief statistics pursuant to the government training type in the Organization 1427 – 1428H

Destination Trainees Instructors

Technology colleges 53752 3913

Technical Institutions 920 41

Vocational training centers 15403 3091

Total 70075 7045

108

Trainees and graduates within the joint training national organization programme 1427 – 1428H

Trainees 7043 Graduates 1928

Trainees and graduates within prisons training programme 1427 – 1428H

Trainees 3300 Graduates 3000

Trainees and graduates within the continuous training and community services programme 1427 – 1428H

Trainees 39931 Graduates 35052

Trainees and graduates within the vocational military training programme 1427 – 1428H

Trainees 2589 Graduates 1558

Trainees within small entities 1427-1428-H

Trainee 327

Trainee within the national training programme 1427-1428H

Programme Trainees GraduatesDiploma 13029 3314

Secondary 10234 3121

Training courses 37235 12909

Total 60498 19344