Higher Education and Training in the Kingdom of Saudi Arabia Vision 2020 Khaled Saleh Al-Sultan Rector, King Fahd University of Petroleum & Minerals Vision

Higher Education and Trainingin the Kingdom of Saudi Arabia

Vision 2020

Khaled Saleh Al-SultanRector, King Fahd University of Petroleum & Minerals

Vision of Education and Training of Royal Commission For Jubail and Yanbu

October 29, 2007

ContentsContents

• Structure & Current Status

• Growth & Achievements



• Local and Global Challenges & Opportunities


• Global trends shaping the future of HE&T


• How do we envision the Future of HE?


Current Status &Facts

Challenges &Opportunities

1 2

TrendsThe2020

Vision

3 4

HE&T: Higher Education and Training

Higher Education and TrainingVision 2020

IntroductionIntroduction

• Education in the Kingdom has gone through major developments and several reforms and receives the highest attention & support from the government.

• Recently, The Custodian of the Two Holy Mosques has provided a SR 9 billion for the Public Education Development Project (TATWEER).

• Another ambitious project to develop a future strategy for University Education (AAFAQ) is in the final stages was also directed by the King

• A strategic plan is recently developed by the General Organization for Technical & Vocational Training which also receives great support from the government

Role of EducationRole of Education

1. Develop human capital as engine of economic growth and driver of market productivity

2. Improve learning and teaching from pre-school through graduate school

3. Provide lifelong learning opportunities

4. Respond to the needs of business and industry

5. Play a leading role in national initiatives

6. Disseminate R&D and promoting technology transfer

7. Enhance the technology infrastructure

Role of EducationRole of Education

“To succeed in today’s workplace; young people

need more than basic reading and math skills.

They need substantial content knowledge and

information technology skills, advanced thinking

skills, flexibility to adapt to change, and

interpersonal skills to succeed in multi-cultural,

cross-functional teams.”

J. Willard Marriott, Jr.

Training CategoriesTraining Categories

Work-Integrated Learning (WIL)

• Required or optional for college or university education requirements• Lasts for few months• Forms: Coop & Summer Training, Internship, Professional Skills Program, Industry Projects, Entrepreneurial Initiatives, Virtual Business Policy Game & Firms, etc.• Provided by business & industry partners

Technical, Vocational and Health Training

• Leads to a formal degree• Lasts for 1-3 years of technical and hands-on experience• Range of programs needed by workplace• Provided by formal Universities or colleges (GOTVT, RCJY, Ministry of Health, etc.)

Other Formal Institutions

• Institute of Public Administration, Military colleges, etc

lifelo

ng

Tra

inin

g General Training

• Fulfills needs of personal and professional development• Not necessarily leads to a degree• Varies in duration days to weeks• Many private providers with variations in quality• workplaces provide on-the-job training for employees

Part o

f Hig

her E

du

catio

n

Role of TrainingRole of Training

“ The most expensive training

you can purchase is training that

doesn't result in any positive change.”

Larry McGehe

The Higher Education SystemThe Higher Education SystemCouncil of Higher Education (CHE)

National Center for Measurement & Assessment

Ministry of Higher Education (MoHE)

Other HE Entities:• Tech. & Voc. Training (GOTVT)• Royal Com. for Jubail &Yanbu• Health Institutes, Min. of Health• Others specialized institutions

National Commission for Assessment & Academic Accreditation (NCAAA)

Min

istry of F

inan

ce

Budget

Universities directly negotiate their

budgets with the Ministry of Finance

Private Institutions

Universities (22)

• Men & Women (19)• Men Only (2)• Women Only (1)

• (18) Teachers Colleges• (102) Girls Colleges• Recently associated to

Universities10%

% of Total enrollment in HE institutions

42% 48%

H.E. Growth and InitiativesH.E. Growth and Initiatives

• The access to higher education has been growing in the recent years to generally respond to the demand

62%67%

94%88%

80%

89%

0%

20%

40%

60%

80%

100%

2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006

350

404

525

574603

432 445

0

100

200

300

400

500

600

700

1999/2000 2001/2002 2003/2004 2005/2006

70% growth from 1999 to 2006

High School Graduates Entering Higher Ed. Higher Education Enrolment

Expansion in access to accommodate high school graduates through:

–Establishing universities (22), Community Colleges (28)

Emphasis on medicine, engineering, IT, and sciences

Regionally distributed over the Kingdom

– King Abdullah Scholarship Program

– Support to Private Education

Major Initiatives in Higher EducationGrowth in HE Institutions (2002 – 2007)

8

7

3

3

3

0

6

7

3

4

3

0

5

28

12

17

3

18

23

21

4

14

9

7

18

20Government Univ.

Medicine Colleges

Dentistary Colleges

Pharmacy

Applied Medicine

Nursing Colleges

Engineering Colleges

Science Colleges

Computer Colleges

Community Colleges

Univ. Hospitals

Private Univ.

Private Colleges

2007

2002


Major Initiatives in HE (Cont.)

•Establishment of the following entities: National Center for Measurement & Assessment National Commission for Academic Accreditation & Assessment (NCAAA) National Center for e-learning and distance education Higher Education Fund Center for Higher Education Statistics

• Initiating major projects, such as Developing future plan for university education for the next 25 years Research excellence centers at universities (Totally funded by the Ministry) Establishment of King Abdullah Univ. for science & Technology (KAUST) Faculty development & training Professional societies Translation Program of Academic Leadership & Education Textbooks


Training InstitutesTraining Institutes

InstitutionNumber of colleges

Total Enrolment

Technical Colleges (GOTVT) 34 39165

Royal Commission for Jubail & Yanbu (RCJY) 3 4541

Health Colleges

(M. of Health)46 14319

Institute of Public Admin. (IPA) 2 2742

Total 85 60767

Note: Numbers are for the academic year 1426/1427HSource: MoHE Statistical Book 1426/1427H

Training InstitutesTraining Institutes

General Organization for Technical Education and Training (GOTVT) has:• Developed an ambitious Strategic Plan• More emphasis on training and hands-on experience• Efforts to respond to market needs • Expansion projects for Technical colleges are underway• More training venues and institutes for females

Royal Commission For Jubail and Yanbu (RCJY): • Maintained quality of graduates for job market needs • Focused on specific disciplines • Has two industrial Colleges in Jubail & Yanbu and opened recently:

• University College in Jubail (a BS Degree) and • Jubail Technical Institute (diploma degree)

ContentsContents













1 2

TrendsThe2020

Vision

3 4



Pursuing ExcellencePursuing ExcellenceDiagnosis-Analysis and DevelopmentDiagnosis-Analysis and Development

Trends

Challenges Opportunities

Higher Education ReformHigher Education Reform

21st Century Features21st Century Features

TechnologyAdvancement

New Materials

Natural Resources

Environment

Globalization

Interdisciplinary Nature &

Multidisciplinary

Information

Features

Population growth and Society Demands

Growing needs of HE&T

for Development

Access Expansion of HE&T

Impacts of Communication and IT Evolution

New Directions in HE&T

Compliance with Market Needs

Development of Faculty, Staff,

Student &Trainees

Globalization Impact

Efficiency and Effectiveness

ChallengesChallenges

Funding of HE&T QualitySocial

Responsibilities

Major ChallengesMajor Challenges

• Can be summarized into four major INTE-RELATED challenges

MajorChallenges

QualityJob-

Market

AccessFunding

New Accreditation Criteria

Creativity and Innovation

Agreement on need Reform

New Delivery Methods

Political SupportAvailability of

Financial Support

Importance of HE&T for the Welfare of Nations

OpportunitiesOpportunities

ContentsContents













1 2

TrendsThe2020

Vision

3 4



The Changing World:The Changing World:

• Large pyramids

• Producer-centered

• Departments

• Hierarchy

• Tight structure

• Design at the top

• Assigned procedures

• Rules & regulations

NOW

• Small companies

• Client-oriented

• Project teams

• Flat organisations

• Loose & fluid systems

• Design at front-lines

• Improvised actions

• Fit-for-purpose acts

THEN

WORKPLACE

The Changing WorldThe Changing World

• Lifelong career• Long-term loyalty• Occupational identity• Work-study consistency• Org. membership• Stable employment• Escalating salaries• Upward mobility• Foreseeable retirement • Constant networks• Stable relations • Security, certainty

NOW

• Multiple careers• Multiple jobs• Blurred identity• Work-study mismatch• Possible free-lancing • Frequent off-jobs• Precarious incomes• Fluctuating status• Unpredictable future• Varying networks• Changing partners • Insecurity, uncertainty

THEN

INDIVIDUAL LIFE


• Paper work• Circulars• Minutes• Documents • Instructions• Written reports • ……

NOW• Communications• Brainstorming• E-mailing• SMS• Blogs• Seminars• Debates • Conferencing• Negotiation• Presentation• Confrontation• Lobbying• Retreats

THEN

WORKPLACE ACTIVITIES


• Special skills

• Planning &

implementation

• Navigating the

bureaucracy

• Following the heritage

NOW

• Communications

• Team-working

• Human relations

• Problem-solving

• Design & innovations

• Personal responsibility

• Self-management

• Ethics, values, principles

THEN

SKILLS & ATTITUDES


• Analytic, regulated, structured, clear-cut, uniform,

convergent, normative, neat,

assertive and reducible to parameters

NOW

• Holistic, flexible, loose, fuzzy,

plural, divergent,

liberal, complex, speculative and

tolerant of multiplex concepts

THEN

The BOTTOM LINE …

Major TrendsMajor Trends

• New vs. Traditional Learning• Lecturing vs. Problem-Based Learning• Curriculum Reform• Trends in University Model

New vs. Traditional LearningNew vs. Traditional Learning

Traditional learning New learning•The teacher is the center of the education process

•Student is the centre of the education process

•Transferring knowledge from teacher to students

•Students form knowledge through gathering and integrating information within general skills as part of investigating facts, critical thinking and problem solving

•Students receive information in a negative form

•Students participate effectively and actively

•Focus on gaining knowledge out the context that it will be used in.

•Focus on using knowledge and transferring it in an effective way for solving existing and emergency problems within the real life

•The teacher is the sole source of information and assessment

•The teacher is the facilitator and there is a role for the teacher and the students in learning evaluation process

•Evaluation and teaching are separate processes

•Evaluation and teaching are interlinked processes

New vs. Traditional LearningNew vs. Traditional Learning

Traditional learning New learning•Evaluation is used to monitor the learning process and focus is on right answers only

•Evaluation is used to encourage learning process and diagnose it and focus is on coming with better questions and learning from mistakes

•Indirect evaluation through exams where grades are made objectively

•Direct evaluation through research papers, projects, performance, achievement portfolio and others

•Focus is on one branch of knowledge •Expansion and being familiar of a number of knowledge branches

•The dominating culture is a competitive one based on individual spirit

•The dominating culture is a cooperative one based on partnership and support

•Students alone are the ones concerned with the learning process

•Students and teachers learn together

• Lecturing • Problem-based Learning

Lecturing vs. Problem-Based LearningLecturing vs. Problem-Based Learning


• Learning-centered

• Knowledge Construction

• Application and Practice

• Learning through

Integration

• Collaborative Learning

• Multiple Solutions

• Knowledge Product

• Social context

• …..



• Moral and ethical concerns

• Self-reflection

• Group Leadership

• Handling disagreements

• Conceptualization skills


Curriculum ReformCurriculum Reform

ClassroomsBeyond Classrooms

Beyond Campus

Cyber-Space

•Key-Learning Areas (KLAs)•Broadened learning experiences

•From Classrooms … to Cyberspaces …

Campus or Education Business?Campus or Education Business?

“The biggest danger is that higher education may be the next railroad industry, which built bigger and better railroads decade after decade because that’s the business it thought it was in.

…The reality was that it was in the transportation industry, and it was nearly put out of business by airplanes …

…Colleges and universities are not in the campus business, but the education business.”

Arthur LevinePresident of Teacher’s College - Columbia University


Curriculum as Subjects


Curriculum as Key Learning Areas

Lives in EducationLives in Education

ClassesClassesStudyStudyStudent Activities/Halls

Executives of Organizations

Internship, Placement, Mentorship

Design, Humanities, Sports

Community Services/NGO

Visits to Rural, Deprived Communities International Exchange

Learning ExperiencesLearning Experiences

ClassesClassesAcademi

cKnowled

ge

Alternative Learning

Leadership Learning

Workplace Learning

Creativity Learning

Learning to ServeLearning to CareLearning across Cultures

ClassesClassesAcademic

Learning

Learning to live together

Leadership Learning

Workplace Learning

Creativity Learning

Learning to serveLearning to careLearning cross cultures

Residential Halls,

Associations & Clubs

Design, Humanities, Art,

Sports

Exchange, Youth

Conferences

Rural Visits, NGOs,

Community

Services, Voluntary

Work

Internship,

Practicum,

Placement,

Fieldwork

Mentorship

Learning at the UniversityLearning at the University

Lectures, Tutorials,

Laboratories

Trends in University ModelTrends in University ModelUniversities in

Advanced Nations

Cla

ssic

al P

arad

igm

En

trep

ren

eurs

hip

Par

adig

m

2020 years

Education Oriented U.4-year Undergrad CourseLiberal Arts Education

for the Upper Class

Integration of Education & Research

Introduction of Graduate School

Oriented Universities

Universitiesin KSA

Universitiesin KSA Growth in

Univ. Research Research-Oriented School

Began Ind.-U. Coop.

R&D

EntrepreneurAcademy

Academic Capitalism Ind.-Univ. Cooperation

R&D

Paradigm Shift in University Role

ContentsContents













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TrendsThe2020

Vision

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• From Quantitative Expansion to Qualitative Upgrade

• Differentiation and Specialization “From Department Store to Specialized Shop”

• Local manpower to Global human resources

• From limited knowledge to Life-long Learner

• Reinforcing Industrial & Societal Ties

“Higher Education Competitiveness is Nation’s Competitiveness.”

Basic Principles


MissionDifferentiation

LinkagesLi

nkag

es

Quality

HE&T ReformHE&T Reform

Achieving: • Specialization• Competitiveness

• Separate coordination, policy-making, and operational decisions

• Accreditation, ranking, and training

Linkages

Excellence

Responsibility & accountability

Build and develop research excellence

Provide associate degrees in general education

Provide capacity and excellence in research and teaching

Provide a focus on teaching & regional needs

Research Universities

Community Colleges

Comprehensive Universities

Teaching Universities

Public institutions outside the realm of authority of MOHE, such as GOTVT, RCJY, military colleges etc.

Other Public Institutions

Private institutes of higher educationPrivate Sector

HE&T ReformHE&T ReformMission Differentiation Achieving Specialization & Competitiveness

Virtual University Provide degrees to accommodate student needs

• Clear role definitions of HE&T bodies and institutions will promote accountability & responsibility

• The following issues shall be properly divided between governing bodies, Ministries, and institutions:

• National Policy Integration and alignment with national economic development agenda

• Policy Formation, implementation and Evaluation

• Alignment of national HE&T strategies with strategy of individual institution


Responsibility & Accountability Policy-making, and decisions

Quality Assurance Instruments include:

• Accreditation : The test of goal achievement and improvement

• Ranking and Ratings : The test of reputation• Outcomes : The test of results• Licensure : The test of professional standards• Program reviews : The test of Peer Review• Follow-up studies : The test of client satisfaction• Total quality management : The test of

continuous improvement


Quality Assurance Accreditation, Rating, Ranking

Pursuing Excellence Pursuing Excellence

Requires:

• Broadening public appreciation for the role of Higher Education

• Increasing the understanding of the needs of workplaces

• Contributing to a Knowledge-Based-Society and Knowledge-Based-Economy

• Devoting more attention and resources to leadership

• Promoting life-long learning

Curriculum Revision Curriculum Revision

Requires:

• Balance between Theory and Application• Learning Through Discovery or Problem Solving • Balance Between Breadth and Depth - Comb

Theory • Integration of Subjects within the Discipline and

Across Disciplines • Developing Skills within the Curricula• Appreciation and adherence to values & ethics. • Integration between Teaching, Research and

Community Service• Work-Integrated Learning (WIL)• Promoting life-long learning

Teaching for LearningTeaching for Learning

The most efficient ways in Learning are:

• Motivate the students

• Stimulate their curiosity

• Project-oriented learning

• Problem based learning

• Student-centered learning

… and the learning will follow by itself.

What is needed for being creative?• Curiosity, questions, questions, …

and searching for answers• Creative unrest• Broad horizon• Knowledge in several fields• Interdisciplinary thinking• Self-confidence & Self-critics• Stubbornness & Flexibility• Concentration & Relaxation

CreativityCreativity

Lifetime Learning

Critical Thinking

- - - - - - Current Graduates

Future Graduates

Practicalaptitude

Entrepreneurship

Communication

SolutionSynthesis

Ability

TechnicalCompetence

Skill DevelopmentSkill Development

Behavioral Skills

There is a gap in Skills that needs to be bridged in the future graduate

World-Leading University

Knowledge-Creative Global Leader

Leadership Education

Cross-disciplinaryEducation

Entrepreneurship Education


HE&T Major Thrust 2020HE&T Major Thrust 2020

Research & Innovation

Funding

QualityGlobalization

EffectivenessHR Development

Education for All

Efficiency

“Empowering people

with knowledge, striving

for excellence and innovation,

nurturing the leadership

of the future”

FromAmbitions

Local & G

lobal Trends

THE VISION

From Ambitions to visionFrom Ambitions to vision

Challenges & Opportunities

MajorChallenges

QualityJob-

Market

AccessFunding

Vision 2020Vision 2020

• Saudi Arabia projected as a knowledge-based economy

• HE&T need to be improved to compete globally and meet the country’s inspiration.

• An expanding, diversified and ‘massified’ Saudi higher education sector playing a key role in this transformation

• Quality in HE&T contribute to a society with the capacity to innovate, adapt and advance.

• An education system that is both creative and attractive to talents

• More flexible/more accountable higher education institutes responding to the needs of the productive sectors

• Saudi entrants into the job market possessing the combination of basic knowledge, applied skills and necessary values and ethics that are perceived to be critical for success in the 21st century

• Forged partnerships between private, government, national and international institutions

• The private sector has to take on greater responsibility for the training of Saudi manpower.

• Training for all – providing equal access to training - means greater employability for workers and enhanced workplace satisfaction

• Established lifelong learning practices

• Coordination among the different education and training institutions is crucial.

• Academic institutions alone can not solve major Global Problems. They need Empathy, Compassion, and Foresight from other partners.

Vision 2020 (cont.)Vision 2020 (cont.)

For more informationFor more information

• Khaled S. Al-Sultan, “The Future Policies for HE”, Symposium on Future Vision for The Saudi Economy 2020, Riyadh 1422H.

• Long Term Strategy 2025, Ministry of Economy & Planning, Saudi Arabia

• 2020 Vision of National Science Foundation, USA

• Kai-ming Cheng, “Training or Emancipation: Challenges to Higher Education in the post-industrial society”, First National Workshop for AAFAQ, Riyadh, 2006.

Thank you