Diverse Populations and Health Care
March 8, 2023Education in Saudi Arabia
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nCHAPTER ONE: LITERATURE REVIEW
n1.0 Education systems
nIn Saudi Arabia, the Ministry of Education was established in 1954. It provides all education levels in the country. The first university (King Saud University) was opened up in 1957 to provide degree level of education. Curriculum development and improvement undergo constant process of change. The ministry of education establishes committees to review the curricula and offer advice to the education development of the ministry. (Mission, 2006, p.11). The education system of Saudi have the following levels, pre-elementary, elementary, intermediate level, secondary level and higher education level. (Mission, 2006, p.14-6)
nThe Saudi government offer free elementary to secondary education for all Saudis and non-Saudi students. Student who managed to join higher education were paid stipend in Saudi Arabia. However, the literacy level in Saudi Arabia is very low. The estimated level of literacy was 70.8 per cent for females and 78.8 to 84.7 per cent for males. Higher education has experienced tremendous growth and development over the past decades. The numbers of colleges, universities and technical training institutes have increased. The numbers of private universities have also increased due to increase in demand of tertiary education (Alamri, 2011, p.88).
nIn 2005 the ministry of higher education established the King Abdullah scholarship programs. This has enabled over 70, 000 Saudi students to study all over the world in different disciplines (Alamri, 2011, p.89). In addition, Saudi is ranked at the first position worldwide for the high number of learners studying overseas in proportion of the population. Scholarship are awarded regardless of the gender but for female student, they must be accompanied by “mahrram”, a close family member (Alamri, M. 2011, p.89).
n1.2 Face-to-face education in Saudi Arabia
nFace-too-face education is a form giving instructions and receiving feedback from the teacher to the student. This requires physical attendance of learners in classrooms (Alkhatnai, 2011, p.16). It also involves active, engaged exploration of information guided with someone with adequate experience usually a teacher or a professor. Moreover, learning takes place in large or small classrooms, seminars or lab sessions. The instructor and the learner meet synchronously in the same room. This form is also referred to as ‘on campus or ‘on-ground education. (Alkhatnai, 2011, p.16)
nAccording to Alkhatnai, M. (2011, p.84) the traditional face-to-face instructions use the same course with the same materials for all the learners in Saudi Arabia. Face-to-face education uses class discussions, peer feedback, board, and materials to engage the students in the class activities. The learners in face-to-face education perceive the teacher as the leader of the class as compared to online system where the teacher assumes the role of a facilitator (Alkhatnai, 2011, p.84). It offers benefits to learners because the teacher is physically present who can modulate the class. It is associated with problems such as speaking up, speaking out, and asking questions. Learners also using face-to-face system are required to engage with peers as well as monitoring and reflecting on learning. More than two thirds of Saudi students prefer face to face education in Saudi Arabia.
nUse of modern technology can assist to support the face-to-face teaching and learning (Bingimlas, 2009, p.236). For instance, use of computers can assist in adding knowledge; reduce the amount of direct instruction given to them by their tutors as well as giving tutors a chance to help students with particular needs
n1.3 Online system in education
nOnline in Saudi Arabia, public access of internet was permitted in 1997. The rate of internet use is on the rise but it has remained as low as 2.6 per cent of the overall population. Because of the eLearning initiatives students have the power to learn on their own and at their pace (Ali, Sait, & Al-Tawil, 2003, p. 393). In addition, Saudi Arabia has over 50 per cent of the nations population under the age of 20 years hence the schools are overcrowded. Therefore, eLearning provides a cost-effective solution to rising problems in education sector. E-learning in Saudi Arabia is at the infancy stages. The government have emphasized the improvement of information technology in curriculum and resources in development of electronic communities. The government have established projects such as WATANI schools net project. (Ali, Sait, & Al-Tawil, 2003,p.394)
nMost learners in the country prefer taking their courses in class than in home using online services. This is because most learners are not aware of the importance of online medium in education. Learners who would take an online course would online do so because they love computers. Most of the online courses in Saudi Arabia are not accredited hence most students do not take them. (Ali, Sait, & Al-Tawil, 2003 p.395). In addition, according to Ali, et al, (2003), 40 per cent of learners use internet courses to upgrade their skills. 395. Therefore, education institutions have realized the need to blend the online instructions and face-to-face instructions when developing education processes. Major universities in Saudi Arabia such as King Saud have established e-learning within higher education and blended learning to improve the quality of learning and teaching (Alebaikan, 2010, p.7)
n1.4 Culture education
nAccording to the culture of the Saudi, women main role is nurturing children and attending to family chores. The culture marginalised the women education until in 1950s when government established schools for girls. The government realised that an educated woman could benefit the family, children and harmony of marriage ( Baki, 2004 p.6). Education in Saudi Arabia is used to preserve society and culture through segregation of the sexes. Males and females are directed towards different sexual expectations. Females are taught courses about nurturing roles as mothers and housewives based on warabi beliefs. Moreover, women and men study different curricula in universities based on the courses available for them to choose. (Baki, 2004 p.6)
nEducation for girls in Saudi Arabia is under Department of Religious Guidance while boys education is under Ministry of Education . (Hamdan, 2005, p.44). The aim is to ensure that education for women do not deviate from the social expectations of women. The expectations of womens education is to make them good wives and mothers and prepare them for suitable jobs such as nursing and teaching that suited their nature.
nThe Saudi culture also influences roles of male and female professors in education. For instance, the role of any female professor is not taken seriously as the role of their male counterparts. After marking the exams of their students, female professors are supposed to submit them for review by male professors (Baki, 2004 p.6). In addition, women access to education is limited by the mobility restrictions. They are restricted from driving hence when attending school, a female must be driven by a relative. According to Baki, (2004 p.4), the circumstances are further complicated because women are not supposed to utilise on-campus residential accommodations as men do.
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nReferences
nAlkhatnai, M. (2011). Learning styles of EFL Saudi college-level students in on-line and traditional educational environments (Doctoral dissertation, Indiana University of Pennsylvania).
nAlamri, M. (2011). Higher education in Saudi Arabia. Journal of Higher Education Theory and Practice, 11(4), 88-91.
nAli, S. H., Sait, S. M., & Al-Tawil, K. M. (2003). Perceptions about e-Learning in Saudi Arabia.
nAlebaikan, R. A. (2010). Perceptions of blended learning in Saudi universities (Doctoral dissertation, University of Exeter).
nMission, S. A. C. (2006). Educational system in Saudi Arabia. Retrieved May, 18, 2010.
nBingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
nBaki, R. (2004). Gender-Segregated Education in Saudi Arabia: Its Impact on Social Norms and the Saudi Labour Market. Education policy analysis archives, 12(28), n28.
nHamdan, A. (2005). Women and Education in Saudi Arabia: Challenges and Achievements. International Education Journal, 6(1), 42-64.
