Education Development

1

Historical project

EDUCATION DEVELOPMENT

IN

SAUDI ARABIA

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By:Dr. Saleh AL-Abdulkareem

EDUCATION DEVELPOMENT IN SAUDI ARABIA

Saudi Arabia: Overview

Saudi Arabia is a young country, till 1950s this country was without resources, people

are living in mud houses without any kind of new technologies, and life is simple as it in the

past centuries. After discovering oil this life changed suddenly within few years only. A

massive improvement any were in this country, social, health, education, transpiration and

other fields. This sudden movement toward the feature affects people’s life in different ways,

mainly those that are willing to the feature and those who have nostalgia to the past. The

situation also creates new gap between parents and new generation.

King AbdulAziz Ibn Saud united 80% of the Arabian Peninsula during the 1920s and

1930s, and in 1932 he issued a royal proclamation for the Kingdom of Saudi Arabia. Saudi

Arabia is approximately 2,240,000 square kilometers in area and the capital city is Riyadh,

most of the land deserts. Saudi Arabia is the country where Islam originated and all Saudi

citizens are Muslims. Islam means submission to the will of God. The language of the country

is Arabic, English is spoken in major cities and it is the main language in medical circles.

Saudi Arabia is bounded by eight countries: in the north with Iraq, Jordan, and Kuwait; in the

east Bahrain, Qatar, United Arab Emirates, and Sultanate of Oman; in the west the Red Sea,

and to the south Yemen.

Saudi society structure:

The majority of Saudi’s live in villages, towns and big cities Nearly 10 percent still

live as nomadic tribes. All citizens are ethnic Arabs, who share a common religion, which is

Islam. “The typical Saudi Arab is a proud individual, confidant of his own values and culture.

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In addition, he is reasonable and relatively unemotional in thought and act.” (Abdul-Al, 1994,

p23)

In Saudi “some cities and oases have population densities of more than 2,600 people

per square mile” (Alghanem, 1998, 28). According to the 1992 census, the population of

Saudi Arabia was estimated to be about 16.9 million, including about 4.6 million resident

foreigners. “Until the 1960s, most of the population was nomadic or semi-nomadic; due to

rapid economic and urban growth; more than 95 percent of the population now is settled”

(Alghanem, 1998, 28).

The people of Saudi Arabia has changed a lot, for the following reasons:

1. The founder of the new State , the late King Ibn Suad, has formed permanent settlements

at developed water holes, in an attempt to add stability to the tribesmen by changing their

nomadic method of life to agricultural pursuits.

2. The progress and advancement of the petroleum industry, which attracted large numbers

of the tribesmen to urban life in the cities which has been established by the oil industry. In

addition, the economy of the petroleum industry has brought several large urban centers into

being in the eastern province.

3. The process of social change has continued at a rapid race despite the thought that there

was much opposition by the traditionalists of Saudi Arabian society.

According to 1965 population estimates, the division of the Saudi citizens was as

follows:

I. 66 % nomadic people. II. 12 % settled cultivators. III. 22 % urban dwellers.

This percentage has changed, and improved a lot, recently. In the past, the bedouins

accustomed to move from one place to another in a planned and deliberate pattern to take

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advantage of the rain-filled wells, and pastures for their herds of camels, sheep and goats.

Nowadays, due to many factors especially, the modern methods of water supplies, bedouin

families are settling on the outskirts of towns and cities, and becoming more integrated into

the urban society. Besides that, they are making a substantial contribution to Saudi Arabia

economy, by supporting themselves, and producing a surplus of animal products for the

settled individuals. Regarding this change, the percentage of bedouins has decreased from

66% to 10% while the other two types increased. So, the thought of Saudi Arabia as a land of

nomads has changed too. (Abdul-Al, 1994)

The Saudi family:

The Saudi family does not differ much from the neighboring Arab States. The social

relations in Saudi Arabia are indirectly tied to family considerations, and the family is the

fundamental and essential repository of every individual's personal identity. Although there

are some variations in the family structure as it exists among the nomadic Arabs and cities,

but the basic pattern is the same, and the differences are largely of degree. The Saudi family is

of an extended type. Usually, three generations are represented in a household; a husband and

his wife, their unmarried sons and daughters, and any married sons with their wives and

children

Abdul-Al states that:

“it is clear that, the dominant relationship in the Saudi society are unique and personal. Allegiance to Islam, loyalty to family and loyalty to the tribe are the most and strongest bonds felt by the majority of Saudi citizens The tribal structure is still intact among the nomads, and in several of tile settled communities” (1994, p26).

Although the basic loyalties of the great majority of the nation remained remarkably

stable, because of the family and tribe are still the centers of the Saudi's life.

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Chapter one:

Educational Situation in the Arabian Peninsula

I. Educational places in early era:

In Islamic history there were number of learning places in Arabian Peninsula, only

few of them was known before Islam. The main learning places in early era of Arabian

Peninsula are:

I.1 Halqah (Study circle):

According to Britannica Encyclopedia each mosque usually contained several study

circles (halqah), so named because the teacher was, as a rule, seated on a dais or cushion with

the pupils gathered in a semicircle before him. The more advanced a student, the closer he

was seated to the teacher. The mosque circles varied in approach, course content, size, and

quality of teaching, but the method of instruction usually emphasized lectures and

memorization. Teachers were as a rule looked upon as masters of scholarship, and their

lectures were meticulously recorded in notebooks. Students often made long journeys to join

the circle of a great teacher. Some circles, especially those in which the Hadith (profit

Mohammed sayings) was studied, were so large that it was necessary for assistants to repeat

the lecture so that every student could hear and record it (Brittanica.com).

I.2 Kuttab:

Open for all people from different levels in the society in equity. Aged people usually

have separate kuttabs. In general it is free, but some parents may give something for the

teacher (money or food), but teacher will not ask for any thing. Before Islam there were only

few kuttabs in few cities. In kuttab kids memorize Qur’an and learn basic reading, writing,

arithmetic and morals.

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I.3 Palaces schools:

Special classes for some wealthy families who wants special education for their kids,

and usually they chose good teachers to teach kids advance reading, writing and morals.

I.4 Bookstores:

It wasn’t places to sell and buy books, but it was also places for discussions and

meetings between scholars and educators.

I.5 Scholars’ houses:

Open for scholar’s students who want to continue with this scholar for long time. It is

special classes held for gifted students besides the public classes in halqah.

I.6 Badiah (Rural or Bedouins places and life):

This might be strange, but this places where people can learn Arabic language on

strong bases. “In cities people meet other people from different cultures and languages, so

their language weakened. This is the first place to learn for scholars and educators.” (Shalaby,

1987, 55)

I.7 Mosques (Masjed in Arabic):

Besides prayers, mosques was the court, conferences, meetings and early kuttabs and

halqahs, till now there are number of halqahs in Saudi’s mosques.

In general we can say about these places that it was helpful in the past and can satisfy

peoples’ needs in specific era, even though there are limitation in its educational ways.

Britannica Encyclopedia stated that:

“Their curricula were limited; they could not always attract well-trained teachers; physical facilities were not always conducive to a congenial educational environment … Most importantly, these schools could not meet the growing need for trained personnel or provide sufficient educational opportunities for those who wished to continue their studies”. (Brittanica.com)

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II. Before the establishment of Saudi Arabia

II.1 Ottoman Empire: end 1916

Ottoman Empire was a great country taking care of each part of it, including Arabian

Peninsula, but later this empire became harm for the area. They took care of the western

region because the importance of Mecca and Maddinah in Islamic world, and ignore the rest

of the peninsula except parts of east region which have oases and ports. They established

schools in the wheaten regain but these schools became places to build supporters for them.

And to make this dream they change schools’ languages from Arabic to be Turkish, even

teaching Arabic language was in Turkish. “People didn’t accept these schools and didn’t

engage in it, except few who have good relations with Turk leaders”. (Sebai, 1979, 580). At

that time there were three schools in Hejas, some of which equal with high schools or above.

II.2 Hashemy era: 1916 – 1924

Shareef Hussein Bin Ali led Arab revolution against Turk and Ottoman Empire, then

he stopped any kind of Turk influences especially in education. He ordered to close all the

schools and asked scholars to set new educational system. Within one year “there was a great

system starting from preparing school, then advance elementary school and finally high

secondary school”. (Alfozan, 1981, 292). People were willing to be educating, so they

engaged in schools from different ages, then they look froward to continue their education

abroad.

Shareef Hussein discovered that education will lead people to be more knowledgeable

in life, and they will not stop at specific point. First they will find their identity, then they

would engage in discussions about politics and other issues. He decides to kill his plan by

himself to protect his position. “First Hussein stopped any kinds of scholarship or studying

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abroad, then he start delaying and decreasing teachers monthly payments till they lose their

ardor”. (Shalaby, 1987, 67).

II.3 Early Saudi:

Until 1926 the Arabian Peninsula was divided into several parts. In 1926, King

Abdulaziz Ibn Saud became the king of the Hejaz and Sultan Nejd and Dependencies. On

September 18, 1932, Ibn Saud was proclaimed king of Saudi Arabia. This date marks the final

unification of the country.

Formal and organized education in Saudi Arabia did not exist until 1948. Before that

time there was a traditional educational system called "kuttab" in the Arabian Peninsula. As I

mentioned early, kuttab is a place where students can go and learn how to read and memorize

the Muslim holy book, the Qura`n. Some refer to this type of education as Kuttab schooling.

During the earlier period of educational development, these schools were opened to boys

only. Kuttabs have been open to girls at the lower levels, in general ladies teach girls in heir

houses, and seldom to teach by man, if so, he might be blind or old. Characteristically, Kuttab

schools were located either in the mosque or in the teacher's house and most often the teacher

was the Imam (the mosque leaders).

In eastern region of Arabian Peninsula people call the teacher “Mulla”, in central

region they call him “Mutawa`”, and in south they call him “Fageeh”, but in general Kuttab is

the place where kids learn in all the country.

Prior to the establishment of the kingdom of Saudi Arabia, public education in the

Arabian Peninsula was limited to elementary schools, which hardly warranted the name of

school. The traditional curriculum of the kuttab is mainly devoted to the memorization of the

Qur'an and reading and writing Arabic.

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Kuttab schools were located on most of the Arabian Peninsula with the exception of

the western and eastern parts, which were still ruled by the Ottoman Empire during the 19-

century. “Curriculum in Kuttab schools located in these two provinces included, along with

the Qur'an, foreign language, simple mathematics, and Arabic reading” (Al Salloom, 1991,

10). However, in 1925 formal school operated by the government replaced Kuttab schools. At

that time, however, illiteracy was widespread in most of the Arabian Peninsula. “It was not

until after 1956 that greater than 5% of the population began to attain basic literacy”(Alromi,

2000, p2).

II.4 The Educational System in the Kingdom of Saudi Arabia

On the opposite of Hashemy era, King Abdulaziz, with full understanding of the

importance of education, he established the first formally organized educational center in

1925, a place called "the Directorate of Education." The Directorate of Education was at that

time under the Ministry of the Interior because there were not enough qualified and educated

people to establish a special department. Due to the size of the country lack of financial

resources, Egyptian assistance was requested, not only as supplemental aid for teaching but

also to help subsidize curriculum and organize the Saudi educational system. Keeping in mind

that “the Egyptian educational model was following in the footsteps of the English

educational model at that time; therefore, the Saudi Educational model was indirectly

adopting the English educational system” (Alromi, 2000, p4).

The increasing number of students in the schools forced the General Directorate of

Education to announce new regulations, which eventually led the Directorate to control all of

the educational affairs in Saudi Arabia (Alromi, 2000, p5).

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According to Alromi, The first government school in Saudi Arabia was established in

1925. This modest school, facing many obstacles, stood alone as an advanced bastion of

education for a decade. In 1936, several more public schools were begun, but it was not until

1939 that those schools became what could now be considered as full-fledged elementary

schools. At that time in the entire kingdom of Saudi Arabia only 2,319 pupils were enrolled in

schools. The demand for education increased as the wealth of the nation grew. The number of

elementary schools reached 182 in 1949, with a total enrollment of 21,409 pupils.

Even though the school and student enrollment increased from the year 1930 until the

beginning of 1950, the percentage of illiteracy in Saudi Arabia at that time remained high.

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Chapter two:

Educational Influences on Saudi Arabian System

I. Lack of competence:

As it in any new grown country, Saudi adapts educational systems from other

countries; at that time there were a good educational situation in Syria, Egypt and Lebanon.

The Syrian and Egyptian education influence on Saudi education started with the

establishment of the Directorate of Education in 1925. “After the resignation of Saleh Shatta

(1925-1926), the Saudi government called Mohammad AI-Gussab from Syria to be the

General Manager of Saudi education (Alromi, 2000, p7). Moreover, because of the shortage

of Saudi teachers, Egyptian assistance was requested through three pathways:

(1) through the Ministry of Education in Egypt;

(2) through the General Directorate of the Al-Azhar Institution, which is

an Islamic institution in Egypt; and

(3) through personal contracts.

At the beginning of the educational system and because of teacher demands, most of

the teachers were not qualified. An unqualified teacher mean that, (because of the education

situation at that time) they might did not have any certificates but could read and write or had

just completed their elementary school. At this time, the highest degree that could be attained

was a high school diploma from some Arab countries. A report from the Saudi Ministry of

Education asserted that "most of the Arab teachers [who teach in Saudi] hold a secondary

school graduate certification" (Cultural Mission, 1995, 77). Therefore, in 1928 the Saudi

Directorate of Education established the first Saudi Teacher Institution to meet the increasing

need for teachers in schools. “The first scholarship to study abroad was in 1929, it was a

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group of 14 students sent to Egypt” (Shalaby, 1987, 220). In 1935 King Adbulaziz decided to

send Saudi students to study in Egypt. In 1951 there were 169 students studying in Egypt to

become Saudi teachers” (Shalaby, 1987, 220). Then in different years number of students sent

to Egypt, Lebanon, Germany, Switzerland and according to Shalaby (1987, 223) in 1951 a

group of 19 students sent to the U.S.

Furthermore, “there was no national curriculum at the beginning of the King

Abdulaziz era. Then "the first curriculum implemented in the Saudi era was in 1925, and was

created by Mohammed Al-Gussab who was Syrian” (Alromi, 2000, p8). The curriculum

planning has since been changed twice in 1932 and 1935-and the main change was the focus

especially on the religious and Arabic language curriculum and by adding health and moral

curriculum.

It is clear that at the beginning of the Saudi educational system there were influences

from both the Syrians and Egyptians, but the Egyptian influence was more visible and

obvious for several reasons. First, most of the teachers before and after establishing the

Ministry of Education in Saudi Arabia were from Egypt, along with those who worked in the

Ministry of Education as educational planners, curriculum planners and creators, and

administrators. Second, students with scholarships from the government were sent to Egypt.

For instance, Dr. Abdulaziz Al-Guaitir is the first Saudi citizen who got a Ph.D. in 1960 from

Egypt. Al-Guaitir was the fourth Minister of the Ministry of Education and was not replaced

until 1995 when the new minister, Dr. Mohammed Alrasheed, who graduated from the United

States was installed.

It is noteworthy that the Egyptian educational system has been influenced by the

British educational system because the British colonized Egypt. "Britain controlled in varying

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degree Egypt's political, economic, and educational development for nearly three quarters of a

century" (Alromi, 2000, p9). Therefore, we can say that the Saudi education system was

influenced indirectly by the British system through the use of Egyptian education ideas and

people. Implementing vocational education to improve the Saudis human capital, for example,

and use it as a means for school to work transition is considered to be a British influence

through Egyptian education.

II. The Establishment of the Ministry of Education

According to the UNESCO estimation in 1950, more than 90% of the Saudi Arabian

population was illiterate. In addition this high number of illiterate or any other major factors

caused the Saudi government to awaken and make education one of its most important goals.

Some of these factors included the recognized need for building and developing the country's

human resources, modernizing the country and modernizing the economy-all of which

required skilled persons in order to accomplish. Therefore, a new era in the educational

system started in 1953. When the General Directorate became the Ministry of Education, it

become fully responsible for the primary, intermediate, and secondary male educational

system.

Because of the importance of education, King Abdulaziz appointed one of his sons to

be the first Minister of Education, Prince Fahad (later King Fahad) (Al Sunbol et all, 1998,

65). King Fahad guided the educational revolution in Saudi Arabia. From the time that he was

appointed to be the Minister, and with his support, the Saudi government started giving more

attention to the educational system.

In order to encourage students all over the country to enroll and attend the schools, the

government made education free, and also gave monthly allowances to students who came

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from needy families. In addition, transportation and textbooks were provided to all of the

students for free. At the level of higher education living accommodations for all of the

students was free and the government granted monthly allowances-around $250 per month-for

all of the university students. Consequently, the education attainment in Saudi Arabia has

been expanding at a rapid rate.

The Ministry of Education is presently considered the largest centralized educational

agency in Saudi Arabia, and is divided into educational provinces all over the country. Girls'

education is separate from boys' in all levels of education in Saudi Arabia. For those who are

not familiar with the Saudi educational system, this kind of information would raise the

question of "why?" To answer this question Al Salloom (1991) stated, it must be understood

that girls' education in separate institutions is mainly an issue related to the separate social

status given to women by Islam". (Alromi, 2000, p10)

Until 1960, the education of girls was almost unheard of except within the family. At

this time, the government established the presidency of Girls' Education as a separate and

independent organization to control and supervise the education of girls at all three levels of

education, this organization also controls female colleges of education and the number of

junior-teacher training colleges.

Public education in Saudi Arabia, both for boys and girls, is divided into three levels:

elementary, intermediate, and secondary. Also, there is optional kindergarten level.

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Chapter three:

Purpose of Education in Saudi Arabia

I. Society characters:

The purpose of education in general is to satisfy the needs of the society. On the other

hand, the educational purpose for any group of people or society most often reflects their

cultural norms and way of living. Therefore, the more developed a society, the more the needs

of that same society become changeable and the more complex are the country's educational

purposes. Additionally, the purposes and goals of education in any country represent the

cultural values, beliefs and ideology of its members.

In a like manner, the main educational purpose of the Saudi education system is a

continuation of its Islamic educational heritage. This is largely due to the fact that the

Kingdom of Saudi Arabia's political, social and economic rules are based on the fundamentals

of Islam. There is also another important educational purpose, one which arose at the

beginning of the rule of King Abdulaziz Ibn Saud-that of reducing the illiteracy of the Saudi

citizenry, an overwhelming excess of more than 90 percent at that time.

Saudi educational objectives represent a continuation of the Islamic principles. The

Islamic religion has affected the Saudi educational system and, in particular, has greatly

affected the curriculum on all educational levels for both boys and girls. Al Salloom (1991,

p9) stated, "Islam is not only integral to Saudi education but also serves as the very essence of

the curriculum"

II. Saudi Arabia Educational Policy

The Saudi educational policy (1980) stated that Saudi education should emphasize the

flowing:

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Part 1:

1. Strengthen faith in God and Islam, and in Mohammad (Peace be Upon Him) as

Prophet and Messenger of God.

2. Foster a holistic, Islamic concept of the universe, man and life, such that the entire

world is subjected to the laws of God in fulfilling its duty without any interruption or

confusion.

3. Emphasize that life is a stage of work and production during which the Muslim invests

his capacities with a full understanding of and faith in the eternal life in the other world.

Today is work without judgment and tomorrow is judgment without work.

4. Proclaim that the message of Mohammad (Peace be Upon Him) ensures happiness to

man and rescues humanity from all the corruption.

5. Instill the Islamic ideals of a humane, prudent and constructive civilization guided by

the message of Mohammad (Peace be Upon Him) to realize glory on earth and happiness

in the other world.

6. Engender faith in human dignity as decreed by the Holy Qur'an and that each Muslim

is entrusted with the task of fulfilling God's wishes on earth.

7. Reinforce that it is the duty of each Muslim to seek education and the duty of the state

to provide education in its various stages within the state's capacity and resources.

8. Incorporate religious education as a basic element in all the primary, intermediary, and

secondary stages of education and maintain Islamic culture as a basic right in all the years

of higher education.

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9. Integrate Islamic orientation in sciences and knowledge in all their forms, items,

curricula, writing and teaching so that they would fall in harmony with sound Islamic

thinking.

10. Stimulate the use of human knowledge in the light of Islam to raise the standard of

living of our country and nation and to fulfill our role in world cultural progress.

11. Foster absolute faith in the fundamentals of the Islamic nation and its unity regardless

of race, color and geographical distance.

12. Teach the importance of our national history, the preservation of the heritage of the

Islamic religion, and lean from the lives of our ancestors using their experience as a

guiding light for our present and future.

13. Promote Islamic solidarity and strengthen cooperation among Islamic peoples in order

to protect them against all dangers.

14. Teach respect for the general rights guaranteed by Islam in order to maintain law and

order and achieve stability for the Muslim community in its religion, soul, family, honor,

mind and property.

15. Advocate social solidarity among the members of the Muslim community through

cooperation, love, fraternity and through placing public interest over private interest.

16. Enlighten the world to the belief that God has bestowed a special responsibility on the

Kingdom of Saudi Arabia as:

a) guardian of Islam's Sacred Places;

b) defender of the land in which inspiration descended on Prophet Mohammad (Peace be

Upon Him);

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c) in her adoption of Islam as creed, worship, law, constitution and way of life; and d) in

its responsibility of spreading the word and wisdom of Islam throughout humanity.

17. Pronounce that the preaching of Islam throughout the world, with prudence and

persuasion, is the duty of the state and its citizens.

18. Inspire strength in its most sublime form-strength of faith, character, and body-

because a strong faith is closer to God's heart than a weak faith (p. 6).

Part 2:

The most distinct objectives of Islam in attaining the purpose of education, which are

stated in the Saudi educational policy are the following:

1. Promoting the spirit of loyalty to Islamic law by denouncing any system or theory that

conflicts with this law and by honest action and behavior in conformity with the general

provisions of this law.

2. Demonstrating the full harmony between science and religion in the Islamic law, as Islam

is a combination of religion and secularism, and Islamic thought meets all the human needs in

their highest forms and in all ages.

3. Encouraging and promoting the spirit of scientific thinking and research, strengthening the

faculties of observation and meditation, and enlightening the student about God's miracles in

the world and God's wisdom in His creatures; thus enabling the individual to fulfill an active

role in building a social life and in steering it toward the right direction.

4. Understanding the environment in all forms, broadening the horizons of students by

introducing them to the different parts of the world and the natural resources and products that

characterize each country, emphasizing the wealth and raw resources of our country, their

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geographical location, and economic position. Accepting a leadership role in safeguarding

Islam, calling people to accept it, and working for the solidarity of the Islamic world.

5. Furnishing the students with at least one of the living languages, in addition to their

original language, to enable them to acquire knowledge, arts and useful inventions, transmit

our knowledge and sciences to other communities, and participate in the spreading of Islam

and serving humanity.

6. Keeping pace with the characteristics of each phase of the psychological growth of young

people, helping the individual to grow spiritually, mentally, emotionally, and socially in a

well-rounded way, and emphasizing Islamic spirituality so that it will be the main guideline of

private and public behavior for the individual and the society.

7. Studying individual differences among students so as to properly orient them and assist

them to grow in-line with their abilities, capabilities and inclinations.

8. Caring for academically retarded students and eliminating as many of their handicaps as

possible and setting up special permanent and provisional programs to fit their needs.

9. Training the necessary manpower and diversifying education with special attention to

vocational training.

10. Planting the zeal of work in the hearts of students, commending it in all its forms, urging

individuals to excel in their work and to emphasize its role in the construction of the nation.

This is done by:

a. Forming scientific skills and attending to applied sciences in school to give the student

the chance to practice handicraft activities, participate in production, and acquire

experience in laboratories, construction work and farms.

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b. Studying the scientific principles of various activities so that the level of mechanical

production will attain progress and invention.

11. Awakening the spirit of Islamic struggle to fight ignorance and poverty, resume its glory

and fulfill the mission of Islam.

12. Establishing the strong relations that exist among Muslims and protect the unity of the

Muslim Nation (p. 10).

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Chapter four:

The Structure and Curriculum of Public Education

Public education consists of three levels: elementary, intermediate, and secondary. The

school year at all three levels consists of two semesters, which are fifteen weeks long. Classes

per week vary from 28 to 33 students per class; the length of each class is 45 minutes. Passing

the exam at the end of the school year is essential for moving either from grade to grade or

from level to level. However, students who fail need to take another test in the subject that

was failed. Before the new school year starts, if the student fails again, he needs to repeat the

grade.

I. Elementary education:

Elementary education consists of six grades; students start at the age of six.

Elementary education focuses mainly on Islamic religion and the Arabic language;

mathematics, history, geography, and science is of secondary concern.

I.1 Elementary School Curriculum:

SubjectsHours Per Week

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Sixth Grade

Islamic Studies 9 9 9 9 9 9Arabic Studies 12 9 9 9 8 8Social Studies 0 0 0 2 2 2Science 1 2 2 2 3 3Mathematics 2 4 4 5 5 5Art Education 2 2 2 1 1 1Physical Education 2 2 2 2 2 2Total Hours 28 28 28 31 31 31

For girls, instead of Physical Education they have Feminine Education.

(Al Sunbul et al., 1998, 152)

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II. Intermediate education:

Passing the sixth grade examinations is important to enter the intermediate level. The

age of the intermediate student is between 12 and 15 years old. Students in the intermediate

level study, besides Islamic and Arabic language courses, more general education courses.

Finally, with completion of the third year of the intermediate level and passing the

examination, students can select one of three options: (1) regular secondary school, (2)

vocational education, (3) Qur'anic schools.

II.1 Intermediate School Curriculum

SubjectsHours Per Week

First Grade Second Grade Third GradeIslamic Studies 8 8 8Arabic Studies 6 6 6English 4 4 4Science 4 4 4Mathematics 4 4 4Art Education 2 2 2Physical Education 1 1 1History 2 2 2Geography 2 2 2Total Hours (Boys) 33 33 33For girls, instead of Physical Education they have Feminine Education.

(Al Sunbul et al., 1998, 198)

III. Secondary Education

Prior to 1937, there was no secondary-level education in Saudi Arabia. The first high

school was the Saudi Institution opened in 1926, but most Saudi education scholars assert that

the real beginning of secondary education coincides with the development of the Foreign

Mission preparatory school in 1937.

The initial purpose of this school was to prepare Saudi students for higher education in

Egyptian universities. Consequently, the curricula were similar to the Egyptian curricula and

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most of the teachers were from Egypt. The Foreign Mission school program began as a three-

year commitment; but, in 1944 educational planners changed it, as a consequence of

integrating intermediate and secondary school system, to a five-year program (Al Sunbul et

al., 1998, 17; Al Zaid, 1990, 19). In 1958, secondary education resumed being a three-year

program.

Because of economic development in the oil sector in 1950s and 1960s-which led to

dramatic industrial and commercial growth in Saudi Arabia-the need for an immediate reform

of the secondary education system and more secondary schools became clear.

With the increasing criticism of the old education system, call for immediate reform

was necessary. Other Arab countries, especially Egypt, primarily advocated this reform. Thus,

the Saudi Supreme Committee of Education embarked on a large-scale expansion of the Saudi

education system, which was also influenced by the American education system.

The initial goals of the Ministry's education system were to provide fundamental

education for the largest number of Saudi students, and emphasize religious learning. These

goals and the structure of the education system in general-and secondary education in

particular-have since changed as Saudi Arabia's economic growth has continued. The

curriculum has also been expanded several times, largely because of rapid changes in the

nation's socioeconomic circumstances.

In its infancy, the Saudi education system according to AI-Zaid (1990) was charged

with three general purposes:

1- To provide basic education for all Saudis,

2- To teach students basic Islamic principles, and

3- To prepare students for work in different fields.

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To respond to these goals, the Ministry of Education developed five-year progress

plans to enhance the Saudi education system by building new schools as well as improving

the existing schools.

Accordingly, there are now three types of secondary education available in Saudi

Arabia: (1) Qur'anic school, (2) general (academic) school, and (3) vocational (professional)

school. Although all educational levels in Saudi concentrate on teaching Islamic principles,

Qur'anic School offers specific concentration on Islamic studies to prepare students for a

specialty in Islamic law.

The first Qur'anic high school opened in 1977. Al Salloom (1991) describes this kind

of school.

Secondary religious institutions, run by Imam Mohammed bin Saud Islamic University and the Islamic University, offer an alternative to male students who wish to emphasize Islamic and Arabic studies. These Qur'anic secondary schools replace the science requirements found in the regular secondary curriculum with religious subjects (p.43).

Alternatively, students in general high school follow a general curriculum in the first

year. Then, each student specializes in either liberal arts or science for the next two years. The

general high school curriculum has been changed several times, as educational policymakers

and curriculum planners have determined that the curriculum did not meet individuals' and

national needs.

As a result, the Ministry of Education established the first comprehensive secondary

school in 1975, as an experimental modern high school in the city of Riyadh.

Then, in 1977 and 1978, they opened three more schools in other cities round the

Kingdom of Saudi Arabia. According to Al Sunbul et al. (1998, 186) the intent in establishing

these schools was:

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1. To prepare students for real life by affording them with the knowledge and skills they

need for employment,

2. To meet the needs of both individuals and groups in society,

3. To allow students to select the courses and activities that they need, and

4. To offer students access to an academic adviser to guide and help them during their

studies.

Because of the need to expand secondary education and include additional academic

programs and areas of study, the initial comprehensive secondary education program was

eventually replaced by "developed" secondary education in 1983. Al Salloom (1991)

describes this program:

The modern secondary program offered broad choices of subjects and courses that permitted students to tailor programs to suit their future goals. The system encouraged students to take more responsibility and play an active role in shaping their education. After the first semester, students had a choice to pursue science curricula (chemistry, physics and mathematics) or literary curricula (general studies, commercial and religious studies). A total of 168 semester hours was required to graduate; 67 hours of general program core courses, 78 hours of division and department major courses, and 23 hours of electives (p.41).

Saudi educational policymakers phased the "developed" high school plan out in 1993

because of the negative social consequences for both students and the society (Al Sunbul et

al., 1998). In contrast with Al Sunbul and his colleagues, some educators assert the need to

reopen these schools Al Salloom (1991), for example, believes that this kind of school will

better meet the students' needs by allowing them to choose the courses that correspond to their

interests, as well as developing a high school structure which allows students to experience

different activities.

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However, over the last 10 years, educators have begun to criticize general secondary

education. They felt that the educational curriculum, especially at the general high school

level, was not well-define! Their main concerned was that the high schools did not adequately

prepare students for either college or the labor market. Some researchers (Al Salloom, 1991)

have asserted that the existing high school curricula does not provide students with the

knowledge and job skills needed for their future employment. So the focus of this study is on

secondary education in Saudi Arabia.

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Chapter five:

The Structure of Educational Administration in Saudi Arabia

I. Education authorities:

The educational administration in Saudi Arabia consists of four agencies that have the

authority to operate and run the educational system, which is planned by the Higher

Committee for Education Policy. There are, however, other authorities which provide their

affiliates and children with kindergarten, elementary, intermediate, secondary and adult

education. Such authorities are the Ministry of Defense and Aviation, the Presidency of

National Guard and the Ministry of Interior. For both boys and girls these authorities abide by

the educational ladder, study plans and curricula enforced in the Ministry of Education and

the Presidency General for Girls Education respectively. The main four agencies are:

I.1 Ministry of Education:

The Ministry of Education was established in 1953. It is considered the largest

centralized educational agency in Saudi Arabia. The Ministry of Education's main objective is

to provide general education for all male students. Therefore, the Ministry runs elementary,

intermediate, and secondary male schools. Furthermore, the Ministry of Education is

responsible for policy making and planning, curriculum, teacher and superintendent training,

and special education. It is also responsible for the library system, the museums, and

archeological research.

I.2 General Presidency of Girls' Education:

The General Presidency of Girls' Education was founded in 1960. It is responsible for

providing general education for female students from kindergarten to the college level. In

addition, it is also responsible for female teacher training and adult education and literacy.

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I.3 The General Organization for Technical Education and Vocational Training:

With the advent of the oil revolution, an occurrence which caused dynamic changes in

both the industrial sector and the labor market, the Saudi Arabian government started thinking

seriously about establishing vocational education to meet the demand of industrialization and

increase the availability trained manpower. Therefore, in 1949, the government established

the first vocational school. According to Al Salloom (1991) two divisions of vocational and

technical education were founded: one in the General Administration for Technical education,

a division of the Ministry of Education; the second in the General Administration of

Vocational Training, a division of the Ministry of Labor and Social Affairs. In 1980 these two

administrations were integrated into (GOTEVT). The General Organization for Technical

Education and Vocational Training. “The GOTEVT is now responsible for pre-vocational

training centers, vocational and commercial secondary schools, and higher technical

institutes” (Alromi, 2000, p14)

I.4 The Ministry of Higher Education:

Due to the consequences of increasing numbers of schools and student enrollment, the

establishment of the Ministry of Higher Education was necessary. Before that time higher

education was under the Ministry of Education. The Ministry of Higher Education is

responsible for the kingdom's eight universities and more than seventy-eight colleges, and

also coordinates post-secondary programs. It also supervises scholarships of Saudi students

studying abroad.

II. Financing of Education:

Article 233,Chapter (9), general provision of the Educational Policy in the Kingdom

of Saudi Arabia provides that “education of all types and at all levels shall be free and that the

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state shall not charge tuition fees". Every year more and more funds are made available to

education and this reflects the prominent rating of education on the priority list of overall

development. The Ministry of Education (1996) stated that:

The budgetary expenditure on education during the years of the five-year national development plans commenced in the year 1970/71. Education budgets started with 666 million SR, which was at that time 9.8% of the total state budget. It continued its annual increase till it reached 3760 by the end of the first five-year plan. In 1978/79 education budget jumped to 16269 million SR. It reached 29957 million SR in 1983/84. However a little decrease was sustained during the fourth plan due to the completion of the large infrastructure projects and facilities. The budget regained its upward trend during the fifth year development plan where it reached 2817 million SR by the end of the plan representing 18% of the Total State budget. It worth mentioning that the education budgets are augmented from time to time in the light of the actual performance, changing circumstances and the needs of the various educational establishments (p.56).

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Conclusion:

The educational system in Saudi Arabia was prepared for the application of the

Islamic philosophy on which the country was originally founded. Saudi educational

philosophy, therefore, tends to create a faithful generation, which will be able to preserve

Islamic thoughts and culture, and at the same time be able to provide technical and

educational expertise to the nation. The Royal embassy portfolio summaries the story of

education in Saudi in these words:

At the time the Kingdom of Saudi Arabia was founded in 1932, education was not accessible to everyone and limited to individualized instruction at religious schools in mosques in urban areas. These schools taught Islamic law and basic literacy skills. Some 70 years later, Saudi Arabia now has a nationwide educational system that provides free training from preschool through university to all citizens. While the study of Islam remains at its core, the modern Saudi educational system provides quality instruction in diverse fields of modern and traditional arts and sciences. This diversity helps meet the Kingdom's growing need for highly educated citizens to build on its rapid progress of the past few decades.

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