The Current Status of Higher Education
in The Kingdom of Saudi Arabia
MINISTRY OF HIGHER EDUCATION
‫وﻛﺎﻟﺔ اﻟﻮزارة ﻟﻠﺘﺨﻄﻴﻂ واﻟﻤﻌﻠﻮﻣﺎت‬
MINISTRY DEPUTYSHIP FOR PLANNING AND INFORMATION
Kingdom of Saudi Arabia
Ministry of Higher Education
Ministry Deputyship for Planning and Information
General Department for Planning and Statistics
2013
©Ministry of Higher Education, General Department for Planning & Statistics, 2013
King Fahd National Library Cataloging –in- Publication Data
Saudi Arabia . Ministry of Higher Education.
Deputyship for Planning and Information
The Current Status of Higher Education in the Kingdom of
Saudi Arabia 2013 . / Saudi Arabia. Ministry of
Higher Education. Deputyship for Planning and
Information - 3. – Riyadh , 2013
146p ; 24 × 21cm
ISBN: 9787-0073-17-6031- Saudi Arabia - Higher Education 2 –Saudi Arabia
- Universities and Colleges
I-Title
378.531 dc
1431 / 4354
L.D. no. 14314354/
ISBN: 9787-0073-17-603-
In The Name Of Allah,
The Beneficent, The Merciful
The Custodian of the Two Holy Mosques
King Abullah Ibn Abdulaziz Al Saud
His Royal Highness
Prince Salman Ibn Abdulaziz Al Saud
The Crown Prince and Minister of Defense
Dr. Khaled Ibn Muhammad Al-Angari
Minister of Higher Education
Introduction
The Ministry of Higher Education has been receiving in recent years unlimited support from the
wise leadership of the Kingdom led by the Custodian of the Two Holy Mosques, King Abdullah
Ibn Abdulaziz Al Saud and the Crown Prince His Royal Highness Prince Salman Ibn Abdulaziz
Al Saud.
This support has taken the form of a decree to expand existing universities, colleges and
departments, and found new universities in the Kingdom’s provinces. Today, the number of
public and private universities has gone up to 34, and the number of colleges is now over
543. There are more than 2,393 departments in these institutions offering applied programs in
medicine, engineering, information technology, and others, catering for the needs of the public
and private sectors.
Also included in that support are the enormous budgets allocated to the Ministry of Higher
Education and all universities, which are currently about SAR 77.2 billion representing 9% of
the total state’s budget. In addition, the Ministry is now oriented towards focusing on research
and long-term planning, in order for the Kingdom to rise to the rank of advanced countries in
the field of higher education.
The Ministry and higher education institutions have responded to that support by being intent
on raising the standard of the various higher education programs and types, such as evening
programs and distance education programs, with the aim of accommodating the large numbers
of male and female students. In addition, the Ministry endeavors to be a world leader, compete
at the international level, and construct a knowledge society and knowledge economy.
This report gives the current status of higer education in Saudi Arabia and covers:
•
a historical and geographical profile of higher education;
•
the methods of offering higher education;
•
quality;
•
equity and equal opportunities;
•
efficiency;
•
governance and management;
•
internationalization;
•
projects and achievements;
•
research and innovation;
•
study abroad programs;
•
funding;
•
university third mission;
•
indicators and international comparisons;
•
international evaluation of Saudi higher education; and
•
women in higher education.
In conclusion, it gives me pleasure to express my thanks and gratitude to the Custodian of the
Two Holy Mosques, the Crown Prince, and the Second Deputy Premier for what they have
been doing to support and develop higher education sector.
Contents
9 - Projects and Achievements in Higher Education.................................................................................... 76
9-1 Campus Expansion .................................................................................................................. 76
9-2 The Construction of Universities and College Campuses......................................................... 77
1 - A Historical and Geographic Profile..........................................................................................................18
1-1 The Stage of Foundation (1949- 1960)......................................................................................18
1-2 The Stage of Expansion (1961- 1980).......................................................................................19
1-3 The Stage of Comprehensiveness (1981- 2012)...................................................................... 20
2 -Types of Higher Education, Students and Faculty Members................................................................... 26
2.1 Undergraduate Studies............................................................................................................. 26
2.2 Graduate Studies...................................................................................................................... 28
2.3 Students and Faculty Members................................................................................................. 30
3 - Methods of Providing Higher Education................................................................................................. 38
3-1 Full-Time Education.................................................................................................................. 38
3-2 Distance Education................................................................................................................... 40
4 - Quality in Higher Education..................................................................................................................... 44
10 - Research & Development...................................................................................................................... 84
10-1 Research Excellence Centers................................................................................................. 84
10-2 Research Chairs..................................................................................................................... 85
10-3 Scientific Research and Creativity ......................................................................................... 89
10-4 Nanotechnology Research Centers....................................................................................... 90
10-5 University Research Incubators and Valleys.......................................................................... 91
10-6 Scientific Societies Support Projects...................................................................................... 91
10-7 Twinning Programs................................................................................................................. 91
10-8 Scientific Publishing & Translation.......................................................................................... 91
11 - Scholarships Abroad................................................................................................................................ 94
11-1 Geographical Distribution of Scholarship Students ................................................................ 94
11-2 Total Number of Students Abroad.............................................................................................95
11-3 King Abdullah Scholarship Program (KASP)......................................................................... 106
4-1 International Ranking of Saudi Universities...............................................................................44
4-2 The National Center for Assessment in Higher Education........................................................ 45
4-3 The National Commission for Academic Accreditation and Assessment (NCAAA)................. 47
4-4 General Department of Certificate Equivalency........................................................................ 48
4-5 E-Services................................................................................................................................. 48
4-6 Center for Research and Studies ............................................................................................. 49
4-7 Higher Education Statistics Center........................................................................................... 49
4-8 National Center for E-learning and Distance Learning ............................................................. 50
12 - Funding Higher Education.................................................................................................................... 110
5-1 Competitiveness for Admission for both Genders......................................................................52
5-2 Geographical Diffusion.............................................................................................................. 53
5-3 Students with Special Needs ................................................................................................... 53
5-4 Gifted Students........................................................................................................................ 53
14-1 Data Sources........................................................................................................................ 129
14-2 Measuring Indicators ............................................................................................................ 129
14-3 Enrollment Ratio and Gender Parity Index............................................................................ 129
14-4 Enrolled students and GPI.................................................................................................... 130
14-5 Percentage of the Distribution of Students Enrolled in Terms of Field of Study.................... 132
14-6 Graduates............................................................................................................................. 134
14-7 Comparisons with Selected Countries.................................................................................. 135
14-8 Funding Higher Education..................................................................................................... 137
14-9 Faculty Member and Student-Teacher Ratio........................................................................ 137
5 - Equity and Equal Opportunities............................................................................................................... 52
6 - Efficiency..................................................................................................................................................... 56
6-1 Efficiency in Higher Education.................................................................................................. 56
6 -2 Internal and External Efficiency.................................................................................................57
7 - Governance................................................................................................................................................ 60
7-1 Organizational Bylaws............................................................................................................... 60
7-2 Governance in Higher Education ............................................................................................. 61
7-3 Strategic Planning..................................................................................................................... 61
7-4 E-Transactions......................................................................................................................... 64
8 - Internationalization................................................................................................................................... 68
8-1 Student Mobility......................................................................................................................... 68
8-2 Faculty Member Mobility............................................................................................................73
8-3 Other Forms of Internationalization........................................................................................... 73
12-1 Government Funding.............................................................................................................110
12-2 Self-Funding...........................................................................................................................113
13 - University Third Mission.........................................................................................................................116
13-1 Technology Transfer and Innovation (TTI)............................................................................ 117
13-2 Continuing Education (CE)................................................................................................... 120
13-3 Social Engagement .............................................................................................................. 122
14- AAlI TV................................................................................................................................... 125
14 - International Comparisons and Indicators.......................................................................................... 128
15 - International Ranking of Saudi Higher Education............................................................................ 140
15-1 Saudi Universities on the World Map.................................................................................. 140
15-2 QS World University Ranking................................................................................................ 140
15-3 Times Higher Education (THE)............................................................................................ 141
15-4 US News & World Report..................................................................................................... 142
15-5 Webometrics Ranking System............................................................................................. 143
15-6 Shanghai Academic Ranking of World Universities.............................................................. 144
15-7 SCImago Journal Rank ....................................................................................................... 146
16. Saud Woman in Higher Education........................................................................................................ 148
The Current Status of Higher Education
Chapter
1
Executive Summary
Executive Summary
The conditions of higher education is up to the year (2012), through a number of
themes, without neglecting to offer some statistics, indicators, and comparisons,
particularly when the discussion concerns students and faculty members. The
report also introduces, in particular, the applications of quality, efficiency,
internationalization, equity, and equal opportunities, highlighting the role played by
the Ministry in these areas.
the report is based on literature and sources, both traditional or electronic, that are
relevant to its topics, particularly the themes that discuss historical and geographical
aspects or introduce the types and methods of providing higher education in the
Kingdom.
Statistical books are also used for reference when discussing indicators and
international comparisons, as well as the international evaluation of Saudi higher
education, which covers Saudi universities on the world map, the Saudi knowledge
society, and women in higher education.
Reference is made in this report to international treaties at the Ministry level and
at the level of higher education institutions, and international partnerships, such as
the creativity and excellence projects and the cooperation with outstanding foreign
scientists and scholars.
The report, in addition, gives a good definition of university third mission, with
emphasis on the partnership between the industrial sector and universities, and the
forms and manifestations of university participation in offering social services and
contribution to the solution of social problems.
Moreover, the report focuses on the aspect of government funds, which are
represented by the large budgets allocated by the government to the Ministry of
Higher Education and its various institutions in all provinces and districts of the
14
Ministry of Higher Education
country. A detailed account is given of the most
important projects and achievements of the Ministry,
whether they are expansion of existing campuses or
new university projects.
The report also discusses self-financing and its
forms, whether they are university endowments,
financially support research chairs, investments
by the universities, consulting services by the
universities, and paid programs.
As for research, the report discusses the centers
of research excellence; academic chairs; research
institutes; consulting services; nanotechnology
programs; research incubations (valleys) in
universities; projects of support for scientific and
scholarly societies; twinning projects; information
technology development; scholarly publications
and support for translation, and, in addition, the
measuring, evaluation, and funding of research.
The report also focuses on scholarships abroad. It
introduces to the reader the scholarship program of
the Custodian of the Two Holy Mosques, in terms
of its inception and the number of scholarship it
covers. The geographic distribution of scholarship
students is described in accordance with the world
continents, and the specializations and quantitative
growth of these students are discussed.
Ministry of Higher Education
15
Chapter
1
Historical and Geographic Profile
The Current Status of Higher Education
1. A Historical and Geographic Profile
The nucleus of higher education goes back to the approval of King Abdulaziz to send 14
students of various fields of specialization, to Egypt in 1927, due to the urgent need for efficient
specialists. The actual beginning of higher education in the Kingdom of Saudi Arabia, however,
goes back to over sixty years ago with opening the College of Islamic Law (Shari’a) in Makkah,
which was founded in 1949.
Since then, other colleges and universities continued to be founded, until our prosperous
time, in which we are witnessing the great higher education renaissance, manifested in the
establishment of higher education institutions in all provinces and districts of the Kingdom, and
the admission of great numbers of students.
The history of higher education in the Kingdom can be divided into three stages.
1.1 The Stage of Foundation (1949- 1960)
This is the stage in which the first blocks in the higher education edifice were laid down. The
College of Islamic Law (Shari’a) in Makkah was established in 1949, followed by the Teachers
College, the second college in the country, in 1952. In 1953 and 1954 respectively, a College
of Islamic Law (Shari’a) and a College of Arabic were set up in Riyadh. The climax of this stage
was the establishment of King Saud University in 1957. It consisted of the Colleges of Arts,
Science, Administrative Sciences, and Pharmacy. The geographical distribution in this stage
is illustrated in Figure (1)
Figure (1): The Stage of Foundations in Higher Education (1960)
18
Ministry of Higher Education
Chapter
1
A Historical and Geographic Profile
1.2. The Stage of Expansion (1961- 1980)
This stage witnessed an expansion in the establishment of universities, covering the various
provinces of the Kingdom. After King Saud University, other universities
followed: the Islamic University in Medina in 1961; King Abdulaziz University in Jeddah in
1967; Imam Muhammad Ibn Saud Islamic University in Riyadh in 1974; King Fahd University
of Petroleum and Minerals in Dhahran and King Faisal University in Al-Hassa in 1975; and
finally Umm Al-Qura University in Makkah in 1980. These universities together consisted of 58
colleges of various disciplines.
In addition, some universities had campuses in other provinces, in addition to their main
campuses. These included the Abha and Qassim campuses of King Saud University; branches
in Medina, Abha, Qassim, and Al-Hassa of Imam Muhammad Ibn Saud Islamic University;
and a branch in Medina of King Abdulaziz University. This stage was also characterized by
higher education diversity; teachers colleges, under the umbrella of the Ministry of Education,
were established in Riyadh, Medina, Abha, Dammam, Al-Rass, and Taif. The geographical
distribution of higher education during this period is illustrated in Figure (2).
Figure (2): The Stage of Expansion in Higher Education (1980)
Ministry of Higher Education
19
The Current Status of Higher Education
Chapter
1
A Historical and Geographic Profile
1.3. The Stage of Comprehensiveness (1981- 2012)
This stage is one in which the government of Saudi Arabia was evidently intent on spreading
the institutions of higher education in the various provinces and districts of the Kingdom, the
latter being over 80 in number giving the opportunities to people in small cities, towns, and
villages to pursue their higher education without having to move to major cities.
The first step was the opening of King Khalid University in 1998, and the last was in August
2011 royal decree that approved the establishment the Saudi Electronic University in Riyadh.
The Ministry of Higher Education also took the position of supporting and encouraging private
higher education in launching new universities and colleges, with an eye on the job market and
in compliance with the country’s development plans. The geographical distribution of higher
education during this period is illustrated in Figure (3).
Figure (4) illustrates the number of universities and colleges of all types in the three stages
listed above. By the end of 2012, these universities and colleges numbered 33 public and
private universities, with 543 public and private colleges. As for academic departments, they
exceeded 2393 including those of technical colleges for men and women and those of private
colleges.
Figure (4): The Three Stages of Higher Education
The growth in the number of higher education universities, colleges, and departments in the
last two decades is illustrated in Table (1) and figures (4-a, 4-b, 4-c, and 4-d).
Table (1): Higher Education Growth (1990 -2012)
Year
Universities
Colleges
Departments
Public
Private
Total
Public
Private
Total
Public
Private
Total
1990
7
0
7
83
0
83
410
0
410
1999 - 2000
8
2
10
203
6
209
644
9
653
2011
25
8
33
498
45
543
2277
116
2393
Firgure (4-a): Higher Education Growth (1990 -2012)
Figure (3): The Stage of Higher Education Comprehensiveness (2012 )
3000
2500
2000
1500
1000
500
0
1989
1999
Growth in Academic Department
20
Ministry of Higher Education
2012
Growth in colleges
Ministry of Higher Education
21
Chapter
The Current Status of Higher Education
1
A Historical and Geographic Profile
Firgure (4-b): Growth in Numbers of Universities in Saudi Arabia (1990 -2012)
35
30
25
20
Firgure (4-d): Growth in Higher Education in the Kingdom (1990 -2012)
15
10
5
3000
0
public
Private
Total
2500
Growth in universities
1989
1999
2000
2012
1500
1000
Firgure (4-c) Growth in Numbers of Colleges in Saudi Arabia (1990 -2012)
500
0
600
public
Private
Total
Growth in Academic Department
500
1989
400
1999
2012
300
200
100
0
public
Private
Total
Growth in colleges
1989
22
Ministry of Higher Education
1999
2012
Ministry of Higher Education
23
Chapter
2
Types of Higher Education, Students and
Faculty Members
The Current Status of Higher Education
2.Types of Higher Education, Students
and Faculty Members
After secondary schools, the fields of study vary in types and lead to different kinds of degrees,
according to the program of study and the number of years it requires to complete. The
following is a description of all types of higher education, from associate diploma to the
doctorate degree.
2.1. Undergraduate Studies
This is divided into two types:
• 2.1.1. The Associate Diploma
This is a stage that follows secondary school and consists of two- or three-year programs in
specialized fields. The programs are typically comprehensive and flexible in order to cater for
the needs of individuals and society, as well as the needs of development plans for human
resources. There are more than 400 such programs offered by community and technical
colleges.
In fact, technical colleges were founded to meet a pressing need for technicians with highlevel, multiple skills to keep up with the progress of the kingdom in all areas and to meet the
requirements of development plans.
The goals of these colleges include expanding of the base of qualified Saudi workforce and
providing the various public and private sectors with Saudi national technical workers who are
academically and practically qualified in the vocations and professions which are essential
in the process of building the national economy and implementing development projects.
Moreover, these colleges open a new channel of higher education, thus meeting the needs
of the country on the one hand, and serving, on the other hand, as a new sphere to admit a
number of graduates of secondary and technical schools.
Chapter
2
Types of Higher Education, Students and Faculty Members
Technical colleges are 40 in number, and they exist in most provinces and districts of the
Kingdom. The most important fields of specialization they offer include Electronics and
Communication, Electricity; Refrigeration and Air Conditioning; Vehicles; Heavy Equipment;
Bank Management; and Food Industries.
In addition, there are 26 higher technical institutes for women offering a post-secondary
diploma. The most important fields of specialization are: Accounting; Computers; Technical
Support; Cosmetology; Clothes Production and Design.
There are also two industrial colleges and two university colleges in Jubail and Yanbu supervised
by the Royal Commission for Jubail and Yanbu. They offer associate diplomas in a number of
fields that include Industrial Laboratory Engineering Technology; Manufacturing Engineering
Technology; Air Conditioning and Refrigeration Engineering Technology; Mechanical
Maintenance Engineering Technology; Electronic Engineering Technology; and Accounting.
The two colleges also offer a number of special programs and community service programs.
• 2.1.2. The Bachelor Degree
This is a high, post-secondary level at which students pursue their studies in a specialized
areas that qualify them to work in a particular field, after receiving a university degree in their
area of specialization. In most cases, the degree is awarded after at least four years of study,
which comprise 8 semesters. Sometimes it takes 5 years to receive the degree.
There are two university colleges in Jubail and Yanbu award bachelor degrees, for men and
women students, mainly in technological specialization.
The total number of bachelor programs in Saudi Arabia is about (2029).
The period of study in colleges of technical colleges ranges from 2 - 3 years of applied learning.
Graduates of these colleges are technicians ready to work in the public or private sector. the
total of 50% of the study program is devoted to practical training in workshops, factories, and
fields.
26
Ministry of Higher Education
Ministry of Higher Education
27
The Current Status of Higher Education
Chapter
2
2.2. Graduate Studies
This is an advanced stage of study in both scientific fields and humanities. Graduate studies
include the programs awarding high diplomas, master, and doctorate degrees, as well as
fellowship programs. A bachelor degree is a prerequisite for admission into graduate studies.
• 2.2.1. The Postgraduate Certificate
The period of study for this diploma ranges from 1-2 years. Postgraduate Diploma programs
and offer courses similar to those of undergraduate, but students are also required to submit a
simple research work, a graduation project, which a requirement to earn the degree.
• 2.2.2. The Master Degree
As Saudi regulations explain, this degree has two tracks: 1) thesis program track of study, and
2) Non-thesis track. The first combines courses with a thesis. The total number of academic
credit hours of this track must be no less than24 . The non-thesis track requires students to
take only courses in addition to a graduate project. The total number of academic credit hours
in non-thesis track must be no less than 42 including a research project.
Types of Higher Education, Students and Faculty Members
Table (2) Number of Higher Education Programs in Saudi Arabia
Number
Public
Private
Total
Junior College Diploma
298
7
305
Bachelor
1.765
264
2.029
Postgraduate Certificate
70
3
73
Master
602
29
631
Doctorate
479
-
479
Fellowship
73
-
73
Total
3.287
303
3,600
Figure (5) Number of Higher Education Programs in both Public
and Private Universities 2012
• 2.2.3 The Doctorate Degree
73
Programs of this degree also have two tracks. The first combines courses and a dissertation
provided that the academic credit hours must be no less than 30. The second tracks does
require a dissertation with only few courses. The academic credit hours must be no less than
12.
479
305
Associate Diploma
Bachelor
• 2.2.4. The Fellowship
A fellowship is a professional degree that is awarded to holders of bachelor degrees in
medicine. After studying for about four to six years – in which he receives theoretical instruction,
practical training, and constant evaluation – the student receives the degree of consultant. His
studies cover a specific medical specialization, such as Family and Community Medicine,
Ophthalmology, and Neurology. Foremost among the universities that offer fellowship programs
are King Saud University and King Faisal University.
Postgraduate Certificate
631
Master
2029
Doctorate
Fellowship
73
Table (2) and figure (5) show the number of various higher education programs in the Kingdom.
28
Ministry of Higher Education
Ministry of Higher Education
29
Chapter
The Current Status of Higher Education
2.3. Students and Faculty Members
2
Types of Higher Education, Students and Faculty Members
Figure (6-a) Newly-admitted Students in Public and Private Universities (1999 - 2012)
Due to the increasing demand for higher education, the Ministry of Higher Education has been
endeavoring to provide admission for and accommodate both men and women students. The
Ministry’s efforts led to an increase in the number of universities and their being located in
various cities and provinces, thus giving students the opportunity to enroll in higher education
programs at all levels. Information concerning newly-admitted and enrolled students and
graduates will follow.
180,000
160,000
140,000
120,000
100,000
Male
80,000
Female
60,000
• 2.3.1. Students
40,000
A. Newly-admitted Students (1999-2012)
20,000
Table (3): Newly-Admitted Students in the Past Decade
0
1999
2004
95,216
105,317
200,533
2009
142,444
130,410
272,854
2010
164,787
132,845
297,632
2011
150,745
139,180
289,925
2012
167,821
161,875
329,696
Figure (6-b) Distribution of Admitted Students according to Gender (1999 - 2012)
350,000
300,000
250,000
200,000
100,000
62,307
150,000
As seen in table (3) and figures (6-a and 6-b), the numbers of newly-admitted students has
tripled from 1999- 2012.
30
Ministry of Higher Education
46,742
50,000
0
161,875
109,049
Female
1999
2004
Male
167,821
62,307
132,845
46,742
2012
164,787
1999
130,410
Total
2010
142,444
Women
2009
105,317
Men
95,216
Year
2004
2009
2010
2012
Ministry of Higher Education
31
Chapter
The Current Status of Higher Education
B. Enrolled Students (2000 – 2012)
2
Types of Higher Education, Students and Faculty Members
Figure (7-b): Distribution of Saudi Students based on Gender (2000 – 2012)
The followign table (Table 4) and figures (7-a and 7-b) show that the number of total enrollment
in Saudi higher education institution has doubled since 1999.
1,200,000
Table (4): Enrolled Students (2000 – 2012)
2005
253,551
350,216
603,767
2009
343,337
414,433
757,770
2010
429,842
473,725
903,567
2011
429,796
513,479
943,275
2012
527,080
589,150
1,116,230
600,000
400,000
200,000
0
Figure (7-a): Growth in Number of Enrolled Students in Saudi Universities (2000 – 2012)
700,000
1999
2004
2009
Female
Male
527,080
404,094
473,725
225,995
429,842
178,099
414,433
2000
800,000
343,337
Total
350,216
Women
253,551
Men
178,099 225,995
Year
589,150
1,000,000
2010
2012
C. Graduates in 2012
Table (5) shows the total number of graduated students of both gender in 2012. This indicates
the interest of Saudi society in higher education. Figures (8-a and 8-b) show the distribution of
students of both genders on the different study levels.
Table (5): Total Number of Graduates in 2012
600,000
Saudi Students
500,000
Female
300,000
200,000
100,000
0
1999
2004
2009
2010
2012
Percentage
to Total
Men
Women
Total
Men
Women
Community Colleges
1828
1865
3693
33
7
40
1861
1872
3733
3.3
Other Associate Diplomas
1790
2382
4172
111
99
210
1901
2481
4382
3.9
Total Associate Diplomas
3618
4247
7865
144
106
250
3762
4353
8115
7.3
Bachelor
27974 54475
82449
1512
650
2162
29486
55125
84611
75.6
Part-Time
6946
4434
11383
90
259
349
7039
4693
11732
10.5
Graduate
4277
2642
6919
428
47
475
4705
2689
7394
6.6
2174
1062
3236
44992
66860 111852 100.00
1.9
.9
2.9
40.2
Percentage to total
Ministry of Higher Education
Total
Total
Total for All Degrees
32
Subtotal
Men Women
400,000
Male
Non-Saudi Students
42818 65798 108616
38.3
58.8
97.1
59.8
100.00
Ministry of Higher Education
33
Chapter
The Current Status of Higher Education
Table (8-a): Distribution of Graduate according to Study Level in 2012
3733 4382
7394
11732
Community Colleges
Associate Diploma
Bachelor
2
Types of Higher Education, Students and Faculty Members
The three tables illustrate that unprecedented growth has taken place in the university student
statistics. With a 166% increase in newly-admitted students and 133% in the number of enrolled
students, it was possible to offer society a 142% increase in the number of new graduates.
These indicators show that the highest increase is in the number of newly admitted students,
which points to the expansion in the number of universities and colleges in the Kingdom.
This suggests that the internal efficiency is constantly improving. constantly improving. The
indicators show that number of newly-admitted student number surpasses other numbers
which means the expansion in opening new colleges and universities to host high school
graduates.
Part-Time
Graduate Studies
• 2.3.2. Faculty Members over the Last Decade
84611
Table (6) shows that the number of faculty members has increased 155% from 1999 to 2012
meeting the needs of expansion of universities and colleges in Saudi Arabia.
Table (6): Faculty Members over the Last Decade
Table (8-b): Distribution of Graduate according to Study Level in 2012
90000
80000
70000
60000
50000
Female
40000
Male
30000
20000
10000
Year
Men
Women
Total
2000
12,483
6,442
18,925
2005
17,813
8,753
26,566
2009
27,488
14,101
41,589
2010
31,439
18,089
49,528
2011
28.526
19.832
48.358
2012
29,128
19,660
48,788
0
Community
Colleges
34
Ministry of Higher Education
Associate
Diploma
Bachelor
Part-Time
Graduate Studies
Ministry of Higher Education
35
The Current Status of Higher Education
With the increasing demand for higher education, the availability of universities and colleges
in different parts of the Kingdom, and the need for additional faculty members to meet the
needs of colleges and departments – the Ministry of Higher Education sought to keep up with
these developments by creating new faculty member positions at universities and, in particular,
positions for instructors and graduate assistants. Figure (9) shows that the number of faculty
members in Saudi Arabia has been rapidly increasing since 2000.
Figure (9): The Growth of Faculty Members of both Genders (2000 - 2012)
35,000
30,000
25,000
20,000
Male
15,000
Female
10,000
5,000
-
1999
2005
2009
2010
2011
2012
Chapter
3
Methods of Providing Higher Education
36
Ministry of Higher Education
The Current Status of Higher Education
3 - Methods of Providing Higher Education
The types of higher education studies vary in order to meet the needs of all society segments.
The following is a description of the types provided by higher education institutions.
3-1 Full-Time Education
These are full-time students who attend lectures with a record of attendance of no less than
75% of all lectures in every course.
Regular students are encouraged with a monthly stipend paid by the university in return for
their full-time devotion to their study. The percentage of regular students is 85%.
This type of education is offered in two ways:
• 3-1-1 Traditional Education
I.t is one of the main two types of full-time education in Saudi Arabia in which students study in
an Integrated educational system that includes all main elements of the educational process:
direct contact between students and teacher or among students themselves in the university
campuses.
• 3-1-2 Parallel Education
Chapter
3
Methods of Providing Higher Education
This type of learning is related to the information revolution, which is largely represented by
the Internet as the most important technological achievements that have contributed to the
elimination of distance and reduction of time. The world has been turned into a small electronic
village, in which the centers of knowledge, learning, and libraries are readily accessible.
E-learning and distance learning rely on optimal utilization of the Internet, to develop the
education process and change the style of both teachers and leaners and enhance their
interaction in an environment with no paper and universities without walls through using of
different systems and tools among them are smart classes, learning management system
(LMS), and digital contents.
I.n response to a directive from the Custodian of the Two Holy Mosques, King Abdulla Ibn
Abdulaziz – which called for a national information technology plan and urged the adoption of
e-learning and distance learning and their applications in higher education, and also called for
a national center to be founded to provide the technical support, instruments, and aids needed
to develop the content of digital education – an integrated educational system that relies on
the technologies of e-learning and distance learning was established. This system is in the
form of a national center that supports the educational process in higher education institutions
at all levels and in all its categories and segments, without time or place restrictions. The
establishment of this center aims at fulfilling the Kingdom’s mission of spreading learning and
knowledge that are based on the magnanimous principles and values of Islam. It is also hoped
that the center will unify the efforts of universities and build an e-learning and distance learning
culture.
Parallel education is a new academic style which creates an opportunity for students to join a
desired college to which he has not been admitted, in return for tuition fees that they have to
pay and that differ in amount from one field of specialization to another.
The implementation of this new educational system in the Kingdom of Saudi Arabia began in
2002. This type of full-time education offers bachelor, master, and doctorate degrees. Today,
ten Saudi universities offers parallel education in bachelor degree whereas only two universities
offers graduate studies.
E-learning is adopted in many Saudi universities in both their traditional and parallel education.
E-learning is a new teaching and learning tool that employees various kinds of electronic
media and information and communication technologies (ICT) including multimedia; images;
search engines; e-libraries; and web portals in education. Hence, it is the use of all kinds of
technologies to deliver information to learners in a short time with less efforts, to make them
achieve the ultimate benefits.
38
Ministry of Higher Education
Ministry of Higher Education
39
The Current Status of Higher Education
Chapter
3
Methods of Providing Higher Education
3-2 Distance Education
• 3-2-1 Part-time Education
.Distance learning is another learning type that uses different electronic tools and technologies
in education process to manage the interaction in this process. This type of education is
characterized with separation between learners and instructors and learners; among learners
themselves; or between learners and learning resources. This separation is either in geography,
out of campuses, or in time of learning.
This type of distance aims to spread higher education and offers opportunities for people who
cannot study in campus people, but still want to pursue their study in certain fields. As the
numbers of secondary education graduates increases, applications for this type of education
do so.
In distance education, the delivery of higher education goes from campuses to different
geographic locations. It aims to attract those interested in higher education, but the cannot
study traditional education due to their circumstance.
The use of distance education started in some European and American universities back in
late 1970s in which these universities send some learning materials to students through mail.
These learning materials include books, cassettes, and videos. Students, in return, sent their
homework in the same way. These universities, however, required the students to take their
final examinations on campus in person, and those who passed their finals awarded the degree.
Later on, distance education witnessed some new development, when it began to use several
channels. The British Broadcasting Corporation (BBC) was a leader in this. Then, in the early
1990s, the Internet came as a fast and easy communication tool, through which the email
replaced traditional mail in exchanging learning materials and homework.
The late 1990s and early 2000s witnessed the emergence of websites which offered integrated
education services via the Internet. This service included the self-learning content, as well
as the ability to communicate and participate with classmates through the website or through
email.
Recently, interactive classes are used to allow instructor to directly sent their lessons to tens of
students wherever. These classes were developed to give learners opportunities to participate.
This type of learning has been introduced by many Saudi universities and colleges, such as
Imam Muhammad Ibn Saud Islamic University and King Abdulaziz University.
Among the first Saudi universities that first introduced part-time education were the College of
Islamic Law (Shari’a) at Imam Muhammad Ibn Saud Islamic University in 1955; the Faculty of
Arts at King Saud University in 1960. In 1972 Colleges of Economics and Business, and Arts
and Humanities at King Abdulaziz University started offering this type of education. In order to
boost the academic achievement of students, guarantee the seriousness of applicants for this
type of study, and improve the educational services provided to them, some universities choose
to offer intensive courses covering the subjects offered in every semester. The percentage
of part-time students out of the total number of higher education students in Saudi Arabia is
about 15%.
• 3-2-2 Developed Part-time Education
This type is similar to that of traditional part-time education, but it relies on the Internet through
an integrated electronic education system that
contains many assistant tools. This system
allows students to download lectures into
computers. It also offers communications
tools for students to communicate with their
instructors and advisers as well as some
supporting services in which students can do
all procedures related to their study including
admission and registration of courses without
coming to campus.
Distance Education in Saudi Arabia is provided in two types: Part-time and Developed Parttime Education.
40
Ministry of Higher Education
Ministry of Higher Education
41
Chapter
4
Quality in Higher Education
The Current Status of Higher Education
4 Quality in Higher Education
The Ministry of Higher Education has been endeavoring to guarantee high standards of quality
in higher education through programs and channels that emphasize the human factor and
research, which together constitute the major artery of higher education. These programs and
channels will be discussed under several themes, as follows:
4-1 International Ranking of Saudi Universities.
• 4-1-1 QS World University Rankings 2012
. he QS World report ranked King Saud University 197th, King Fahd University for Petroleum
T
and Minerals 208th, and King Abdulaziz University 334th among top 400 world universities in
2012. Imam Muhammad Bin Saud Islamic University came in the 451st place.
• 4-1-2 Times Higher Education Ranking (THE)
One Saudi University, King Abdulaziz University, ranked among the top 350 universities
worldwide in the 2012.
• 4-1-3 US News & World Report
. S News & World Report is based on QS World University Ranking. This American Ranking
U
System ranked King Saud University 197th , King Fahd University of Petroleum & Minerals
208th, and King Abdulaziz University 334th. All these three Saudi universities came among top
400 universities worldwide.
• 4-1-4 The Spanish Webometrics Ranking of World Universities
I. n 2012, the Spanish ranking system webometrics ranked 1200 universities worldwide, including
Saudi universities. King Saud University came 236th; King Fahd University of Petroleum &
Minerals ranked 544th; King Abdulaziz 701st; and Umm Al-Qura University came in the 1165th
place in this report.
• 4-1-5 The Chinese Shanghai Jiao Tong University’s Academic Ranking of
World Universities
Chapter
4
Quality in Higher Education
universities in the world. At the same time, King Saud Universities and King Fahd University of
Petroleum & Minerals were ranked among top 150 university worldwide in science, engineering
and information technology majors. King Saud University also ranked among 200 top university
in life sciences and agriculture.
• 4-1-6 The SCImago Journal & Country Rank
Seven Saudi research institutions appeard in the report of SCImago published in 2012. King
Saud university came 1st among all Saudi universities, ranked 22nd in the Middle East, and
came in the 724th place worldwide. King Fahd University of petroleum & Minerals followed
King Saud University, came 2nd at national level and 45th among Middle Eastern research
institutions. King Abdulaziz ranked 78th in at Middle East level and 3rd in Saudi Arabia.
4-2 The National Center for Assessment in Higher Education
. stablished in 2001, the National Center for Measurement & Evaluation in Higher Education
E
was founded as an essential contributory body to develop higher education in Saudi Arabia in
matter of quality control and measurement of inputs to higher education in order to reach high
efficiency of education systems and manage performance and link it to international indicators.
The vision of the Center is to achieve global leadership in making tests and standards in
the educational and professional fields. The Center’s mission is to provide educational and
professional assessment that contributes in achieving equity and to elevate the efficiency of
the institutions of the society. It measures the inputs to higher education through standardized
tests which the score in these tests are, in addition to high school diploma, one of the university
admission standards. The Center, after a decade, has reached a competitive level worldwide.
Today, it offers different types of tests including educational, vocational, and language tests
that all help education and its output at national and regional levels.
The number of test takers has grown steadily which indicates the vital role the center plays
in developing education. The number of test takers in 2012 reached 1,184,344. The following
chart shows the increase of test takers since the foundation of the Center in 2001.
. his increase in number of test takers was not in one or two tests, but in all 13 educational,
T
vocational, and linguistic tests the Centers offers. Some of these tests are offered in Arabic and
English. The following are the types of tests the center offers.
King Saud University ranked among the top 300 universities worldwide whereas King Abdulaziz
University and King Fahd University of Petroleum & Minerals came among the best 400
44
Ministry of Higher Education
Ministry of Higher Education
45
Chapter
The Current Status of Higher Education
Figure (10). Number of Test Takers at the National Center for Measurement & Evaluation in Higher
Education in Ten Years (2002 - 2012)
1400000
1,184,344
1,127,000
1200000
940,000
1000000
800000
651,125
600000
501,207
343,694
400000
200000
127,187
166,985
201,725
253,762
35,780
0
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
4
Quality in Higher Education
These tests are offered in 185 centers in different 65 cities. In addition, the Center also issues
smart identification for women test takers in their schools all over Saudi Arabia. The Center has
also moved from paper-based tests to computer-based test. in the center also offes exams in
13 different countries.
4-3 The National Commission for Academic Accreditation and Assessment (NCAAA)
The Commission aims at raising the quality of private and public higher education, ensuring
clarity and transparency, and providing codified standards for academic performance. For
this, the Commission performs several tasks, which include setting rules, standards, and
requirements for evaluation and academic accreditation; and formulating the controls that
have to be observed in the various academic institutions. NCAAA also regularly reviews
and evaluates regularly the academic performance of existing university institutions, and
academically accredits their departments and study plans. It is expected that the commission
will make a contribution in controlling the quality of higher education to guarantee the efficiency
of its outputs in order to meet the job market requirements and national development plans.
First: Educational Tests:
1. General Aptitude Test (in Arabic & English)
2. Educational Attainment Test (in Arabic & English)
3. Postgraduate Aptitude Test.
Second: Vocational Tests:
1. Teachers Test (24 different tests)
2. Provincial Tour Guide License Test
3. Employment Selection Test for The Bureau of Investigation and Public Prosecution
Third: Language Tests:
1. Standardized Test for English proficiency (STEP)
2. Arabic Language Test for Non-Native Speakers
46
Ministry of Higher Education
Ministry of Higher Education
47
Chapter
The Current Status of Higher Education
4-4 General Department of Certificate Equivalency
The General Department of Certificate Equivalency is a specialized academic body that
examines postsecondary degrees awarded in other countries and determine where they fit
on the Saudi qualification framework in terms of period of study, courses, conditions, and
requirements.
The Department has a degree equivalency committee that consists of more than twenty
university professors specialized in various disciplines including the humanities, social
sciences, and natural and applied sciences. In addition, the membership of the committee
includes representatives of the Ministries of Higher Education and the Ministry of Civil Service
and a legal consultant chosen by the Ministry of Higher Education.
Quality in Higher Education
Electronic System for King Abdullah Scholarship Program (KASP);
•
Study Affairs (SAFEER WORK);
•
Degree Equalization System;
•
Student Web Portal;
•
The Ministry Web Portal;
•
Societal Communication Program;
•
Recommended University System;
•
Higher Education Statistics System;
•
Conference & Symposium System; and
•
Scholarships and University Follow up
The committee holds usually four meetings a month to look into the degrees referred to it and
other items on its agenda. The degrees equalized by the committee are bachelor degrees;
postgraduate diplomas; master; and doctorate degrees. The committee also determines the
universities whose degrees are accredited.
The Informational Technology Department at the Deputyship works to continuously develop
these systems and seeks to meet all technological needs of the Ministry’s bodies to improve
the performance and guarantee the quality of the outputs.
4-5 E-Services
4-6 Center for Research and Studies
. he Ministry of Higher Education, represented by Deputyship for Planning & Information, has
T
worked to facilitate procedures within the Ministry’s different departments through activating
e-services. It has developed a group of systems and applications that offers many services
to users inside and outside the Kingdom. These e-services offered to universities, students,
cultural missions, and the Ministry staff.
The Center is an important intellectual unit for research projects and specialized studies
dealing with higher education and its various concerns, whether these studies are diagnostic
or prognostic. The Center also conducts comparative studies of Saudi higher education and
studies on future international trends. The Center has already published a number of studies
and research works on higher education.
E-services are offered to university through different integrated systems to facilitate and
organize procedures of universities, students, and teaching staff. In addition, universities
use these services to provide the Ministry with required reports and information needed for
development and improvement of the quality.
4-7 Higher Education Statistics Center
Study-abroad student benefit from these e-services through Study
Affairs System, “Workflow”, and SAFEER WORK system. Both systems
aim at facilitating students’ communication with cultural missions and
the Ministry. SAFERR financial and Administrative System offers staff
at financial departments several services.
The Ministry Deputyship for Planning & Information supports information
technology (IT) in all higher education system components, including
universities; cultural missions; students; and faculty members and this
is represented in these following systems:
48
4
Ministry of Higher Education
This center was established to collect , calssify, and analyze statistical data and information
related to higher education. At present, the Center is constructing an electronic system for
higher education statistics that will connect the Ministry with universities in order to get and
periodically update statistical information.
The most important of information collected by the Center includes
•
faculty and staff data; and
•
data of newly registered students, enrolled students, and graduates.
The center also conducts statistical studies and provides researchers and other concerned
parties with updated and accurate data.
Ministry of Higher Education
49
The Current Status of Higher Education
4-8 National Center for E-learning and Distance Learning
The Center of E-learning and Distance Learning supports the efforts of the higher education
institutions in the kingdom to develop and enrich the educational content of digital courses,
and to cope with the difficulties encountered by learners. The aim of this support is to raise the
level of the educational process in general. In order to facilitate the provision of these services,
a main electronic channel has been put up to promote communication, raise the level of these
services, and allow coordination among higher education institutions.
The most important objectives of the Center are:
•
spreading the application of e-learning and distance instruction in institutions of higher
education in accordance with quality standards;
•
contributing to the expansion of the capacity of the institutions of higher education
through the application of e-learning and distance instruction;
•
. romoting technological awareness and the culture of e-learning and distance instruction
p
as a contribution to the construction of an information society;
•
.contributing to the evaluation of e-learning and distance instruction projects;
•
. iving support to research and studies that deal with e-learning and distance instruction;
g
and
•
s. etting high-quality standards for design, production, and circulation of digital learning
materials.
The most important projects supervised by the Center are:
50
•
The Learning Portal;
•
Jusoor (Bridges): the Jusoor e-learning management
system;
•
Maknaz (Treasury): the National Warehouse of Educational
Units;
•
E-learning Excellence Award;
•
The Qualification and Training Project;
•
The Saudi Digital Library; and Saneed (Support): the Saudi
Center for Support and Guidance.
Ministry of Higher Education
Chapter
5
Equity and Equal Opportunities
The Current Status of Higher Education
5 Equity and Equal Opportunities
The 1978 education policy of the Kingdom defines higher education as “the stage of
specialization in all its types and levels, which nurture those with competence and intelligence,
develop their talents, and meet the various current and future needs of society, to maintain
useful development which realizes the nation’s goals and noble objective.” The definition
suggests that opportunities are open, with full equity, to men and women citizens who are
willing and capable to undertake undergraduate and graduate studies.
5-1 Competitiveness for Admission for both Genders
In order to guarantee equal opportunities and equity for all men and women students of the
Kingdom, the mechanism of university admissions is competitive. In addition to the secondary
school diploma, universities require, a certain score in the competence and achievement tests
conducted by the National Center for Measurement and Evaluation.
Although it is important to provide sufficient opportunities, there must be an appropriate and
equitable instrument that inspires the university, the students, and their families with some
confidence that a student is suitable for admission into the chosen field of specialization, and
able to go on with his/her study until he/she graduates. This is not a matter to be left to unguided
personal wishes, particularly with the strong competition that exists for admission into certain
specializations. Each student should be placed in the right place, and opportunities should
be guaranteed for the competent. Determining who is competent cannot be done by only
looking into high school diploma;
it is only one criterion; and not
the only one.
The important
thing is the extent to which tests
are reliable in achieving the goal
set for them. Nor should test be
used as obstacles for those who
are qualified for admission into a
certain field. They must contribute
to the provision of opportunities
for those who have not been very
fortunate in the secondary school
examinations.
52
Ministry of Higher Education
Chapter
5
Equity and Equal Opportunities
5-2 Geographical Diffusion
Universities in the Kingdom exist in all provinces and cover more than 85 provinces, providing
opportunities to the people in these districts, towns, and villages to join universities without
having to move to one of the metropolises. This shows the desire of the government to make
knowledge and learning available in all parts of the country.
Specializations in the colleges that exist in the provinces are diverse in order to meet the needs
of the job market, the national development plans, and the needs and aspiration of the society.
The fields of specialization include medicine; engineering; natural sciences; computer science;
and humanities, including Islamic Law (Shari’a), education, and social studies.
5-3 Students with Special Needs
In order to guarantee equity and equal opportunities,
the Ministry, in coordination with the universities,
offers opportunities to students with special needs,
both in local and study abroad programs, offering
them certain advantages that help them to realize
their learning ambitions.
For example, study abroad program has assigned
many scholarships to special need students., waiving
the fees of standard tests for them, and granting
them some material and moral advantages.
5-4 Gifted Students
Saudi universities offer annual financial awards to gifted students. Moreover, a special talent
and creativity unit has been established at King Faisal University. Taibah University has also
founded a center for gifted students. King Saud University, on the other hand, has approved
a program of tutorship for its gifted students, which has been launched by Preparatory Year
Deanship.
Ministry of Higher Education
53
Chapter
6
Efficiency
The Current Status of Higher Education
6 Efficiency
In its concern for to improve the quality of the inputs and outputs of all institutions in all their
levels, whether undergraduate or graduate, the Ministry of Higher Education have been making
great efforts, which focus on both internal and external efficiency.
6-1 Efficiency in Higher Education
All organizations, whatever their roles in society are, aspire for efficiency in their performance
of their various activities and the outputs they produce. Efficiency acquires special importance
in organizations that have an active influence on society. Higher education institutions is no
difference, particularly universities.
The UNESCO defines efficiency as “an ability to perform well or to achieve a result without
wasted resources, effort, time, or money.” This means “using the minimum possible resources”
to accomplish what is required at the required level. The Ministry, in dealing with the question
of efficiency, takes into consideration two dimensions. The first is to upgrade the internal
efficiency of universities by ensuring the high quality of university education inputs, for which
purpose the National Center for assessment in Higher Education was established in 1999. The
second is upgrading the external efficiency of universities by controlling their outputs, checking
their quality, and having them got academic and institutional accreditation. For this purpose
the National Commission for Academic Accreditation and Assessment was established in 2003
to serve as the authority in charge of academic accreditation affairs and of quality in postsecondary institutions.
Chapter
6
Efficiency
6 -2 Internal and External Efficiency
Efficiency has two major types:
• 6-2-1 Internal Efficiency
This type is either quantitative or qualitative. Quantitative efficiency is the ability of
the educational institution to graduate the students admitted into a program within the
period specified for it. This means that an institution enjoys high internal quantitative
efficiency when the number of failing students and dropouts is minimal. Qualitative
efficiency, on the other hand, it means the ability of the system to produce graduates
of a high caliber in terms of their knowledge; skills; conduct; orientation; and values.
Saudi universities have made efforts to increase their efficiency through developing the
education process to reduce financial waste; a common phonomena in all universities
in the world.
Some researched studies indicate that dropout students reaches 30% and that the
years spent by students in completing the programs of four-year colleges are 5.5
years in average, which exceeds the specified period by 37%. Some studies of women
colleges in the Kingdom assert that that the average period spent by a student in a fouryear college is six. In order to increase their internal efficiency, universities follow up
student performance through providing academic counseling; monitoring the annual
results of students; studying the cases of sluggishness; helping students to overcome
their difficulties; endeavoring to provide an attractive and favorable academic and
social environment at the university that leads to a reduction of the rates of failure and
dropouts; and improving the rates of the internal quantitative efficiency.
In regards to qualitative internal efficiency, universities have accomplished good
standards of training for their students, and they constantly develop and improve their
study plans and programs, keeping up with the information revolution and scientific
progress.
Many standards of qualitative efficiency are focused upon by the universities. These
standards include syllabus comprehensiveness and building the personality of a
student in order to become employable in several sectors. Qualitative studies of certain
universities indicate that undergraduate and graduate programs with high qualitative
efficiency are those that cater for the needs of society, the job market, and the students
themselves, and that are characterized with efficiency in teaching methods; evaluation
methods; research aids and tools; review and evaluate study plans; the utilize of
electronic technologies in teaching; and share knowledge .
56
Ministry of Higher Education
Ministry of Higher Education
57
The Current Status of Higher Education
• 6-2-2 External Efficiency
This term refers to the ability of an educational institution to fulfill the requirements of
the tasks set for them. In other words, higher education external efficiency is usually
high when the competence of graduates meets expectations of what they master and
what they know. Therefore, some universities make a point of offering programs and
specializations that meet the job market needs. There are still, however, great efforts to
be made in order to meet the needs for human resources with high qualifications and
specific specializations.
The interest of the Ministry of Higher Education and the universities in external efficiency
is confirmed by their guiding the increasing numbers of students enrolled in higher
education institutions to the majors needed by the public and private sectors, in order
to match the outputs of university programs with these needs. In recent years, the
Ministry has effected a structural change through the following:
58
•
the focus in opening new colleges and departments is on their suitability for the job
market. The number of public and private universities has increased up to 34, with
most of their colleges offering almost exclusively applied scientific studies that meet the
requirements of the job market, such as colleges of medicine, dentistry, applied medical
sciences, pharmacy, nursing, engineering, computer
science, administration, and physical science.
•
merging some specializations have been merged
into other departments and their syllabi have been
modified to suit the job market;
•
starting new specializations in existing universities;
•
transforming community service and continuing
education centers into colleges of applied studies
and community service, offering programs of two or
more years to serve the job market;
•
supporting community and technical colleges that
qualify their graduates for the job market; and
•
guiding study-abroad students in fields such as
medicine, engineering, and computer science that
are suitable for the national development plans,.
Ministry of Higher Education
Chapter
7
Governance
The Current Status of Higher Education
7 Governance
Governance in general is defined as a set of laws, regulations, and resolutions that aim at
achieving quality and excellence in performance through the choice of proper and effective
ways to implement plans and achieve goals. In other words, governance means the system,
i.e. the existence of systems that govern the relations among the major parties that influence
performance. It also includes the components that give long-term strength to an institution and
determine who is responsible and what the responsibility is, in order to allow the expansion
of projects; development of their administrative system; boosting control mechanisms; the
provision of a leadership to set strategic instructions for the institution; the management of
important aspects of its work; control the institution’s performance and reporting performance
information to stake holders; ensuring that instructions are well observed; and preparation of
the institution to face any risks or difficulties that may arise in its field of activity.
7-1 Organizational Bylaws
The system of the Higher Education and University
Council and its various bylaws is regarded as
the rules that regulate the progress of academic
research processes at universities. The Council
has the task of supervising higher education affairs
and coordinating of the work of higher education
institutions, as well as the tasks of supervising,
guiding, and coordinating university education.
The council of each university manages its
academic, administrative, and financial affairs,
approves academic plans, and proposes the
establishment of colleges, departments, deanships,
and research centers. The councils of colleges and
departments are assigned the tasks of studying the
development of programs and plans, employment,
and recommendation to the university council of any
proposals approved my the council.
60
Ministry of Higher Education
Chapter
7
Governance
7-2 Governance in Higher Education
The rules and controls of governance aim at achieving transparency and equity, granting the
right of holding the administration of an institution accountable, and, consequently, providing
protection for workers and clients, considering their interests, and limiting the exploitation of
authority in ways that do not serve the public interest. The observance of these rules and
controls lead to the growth of investment, encouragement of its flow, the cultivation of savings,
and the provision of new job opportunities. They also emphasize the importance of observing
the stipulations of laws and of ensuring that reviews of financial performance are conducted and
that administrative structures exist to make the administration accountable to the government.
A review committee is to be formed with multiple tasks, specializations, and powers to effect
an independent supervision of implementation.
In the past, the process of governance and accountability was limited to a university’s board
of directors and president, some members of the top leadership of a university, and deans
of colleges. Now in the age of knowledge, the groups of stakeholders who are connected
by relations and interests with the universities and who wish to have a say on the trends
and decisions of a university and to review its performance are increasing. These groups
include, within a university, faculty members, students, administrative and technical staff
members. Outside the university, there are the administration of the province or district where
the university is located and the concerned institutions of the private sector. This calls upon
universities to design additional mechanisms and instruments – such as consultative councils,
participation in the processes of reviewing and evaluation, and others – to allow these groups
to have a voice, participate, and review.
In addition, a great number of indicators are designed for comparison and to determining
the extent of performance efficiency of all university units. This is one of the responsibilities
taken on by advanced universities. Such indicators and criteria help to determine the extent
of a university’s internal and external efficiency in all its dimensions, thus allowing revision,
reforming, and development to take place in a manner that allows a balanced continuity of the
university’s performance in an ever-changing environment.
7-3 Strategic Planning
Active trends of developments cannot be based on arbitrary personal orientation or on fractional
thought that have no scientific foundations of study, research, and analysis. Such foundations
are imperative for development to realize its targeted returns and bring a real change that
sets the Ministry and its institutions on the right track to eliminate existing negative factors and
difficulties and to utilize available potentials and capabilities constructively.
Ministry of Higher Education
61
The Current Status of Higher Education
Such a thing requires unanimity and conviction of the necessity of benefiting from modern
scientific methods, such as total quality management (TQM), business process reengineering
(BPR), and strategic management and planning. All these have to be based on the accuracy
and appropriateness of the data used and on analyzing them, within a framework of objective
study and research.
Undoubtedly, the application of these and other scientific methods can be accomplished within
a framework of strategic thought and planning which lead to drawing a road map containing
specific and flexible tracks to suit changing circumstances. The application of strategic thought
allows an identification of current conditions, followed by a look at the future and the building
of a vision and the mission, followed, in turn, by determining the objectives and strategies in
order to set executive plans and programs. This is to be done within a framework that identifies
internal strengths and weaknesses and also the framework of negative and positive points in
the surrounding environment where the university is located, with the multiple dimensions and
levels of these points.
62
Chapter
7
Governance
Some strategic planning scholars, particularly those specialized in higher education, have said
that after many several studies in strategic planning, it was found that strategic planning works
as motivational tool for change more than what the strategic plan seeks to achieve. Some
studies also say that strategic planning encourages creativity and innovation in the education
environment through participation in formulating the plan, in which many ideas form different
parties are mentioned.
The Ministry seeks to emphasize the role of strategic planning in the higher education industry
through founding permanent committees and departments in newly-established universities
and support them with qualified cadres who are offered continuous training on latest trends in
higher education and planning.
• 7-3-2 Integration of National Strategic Plans
Following strategic plans accomplishes a number of advantages which include the provision
of a framework to rationalize the decision-making of the management, the augmentation
of the administration’s control of available resources, the allocation of these resources in a
rational manner, the attainment of maximal returns from their utilization, the accomplishment of
coordination of various activities, and the existence of ongoing dialogue on the organization’s
future between all stakeholders.
. he Ministry of Higher Education participates in many other national strategic plans, among
T
them are National Plan for Science and Technology; National Plan for Higher Education;
National Plan for Telecommunication and Informational Technology; National Industry Strategy;
and other national plans. The Ministry seeks to integrate all these plans and to coordinate
among them regarding higher education as well as to make sure that they are all in harmony
with the National Five-Year Plan. The Ministry also works to plan for higher education sector
in all the Kingdom regions to make sure that the outcomes of this sector is consistent with the
development needs of these regions.
• 7-3-1 The Importance of Strategic Management
• 7-3-3 Applications of Strategic Management in Higher Education
The Ministry of Higher Education disseminate the planning culture and strength the belief of
the importance of it as well as the need for develop learning; education; research; and society
with the latest trends. It also works to enhance the participation of all administrative levels in
all higher education institutions and other related parties in order to support the development
programs and pave the way for implementation as well as eliminate change resistance, which
is one of the main obstacles in implementation strategic plans. Strategic planning depends
on data and accurate statistics and celebrates their roles in decision making support system
and in predicting future challenges, in addition to suggesting practical solutions to decision
makers. The Ministry’s bodies also have a pivotal role in enhancing the Ministry’s role in
building knowledge society that is represented in planning to increase the participation level of
all higher education institution in moving to knowledge economy.
The concept of strategic management can be applied in Saudi higher education institutions,
to improve the quality of the educational process, by having these institutions identify their
future vision of that process, determine their long-term purposes, and define the dimensions of
their expected relationship with their environment. All these help to identify the opportunities,
surrounding risks, weaknesses, and strength, in order to make, review, and modify long-term
strategic decisions.
Ministry of Higher Education
Applying the concept of strategic management in Saudi higher education institutions
necessates developing a control system that is currently in use and focuses on financial and
bylaw implementation control, making sure that financial activities are sound and in line with
the Kingdom’s financial laws, bylaws, and instructions. The control that is sought is one which
improves the quality of the educational process and contributes to the rationalization of general
expenditure through a system that helps to highlight aspects extravagance and educational
process inefficiency and to improve the aspects of economy, efficiency, and effectiveness
related to the performance of Saudi higher education institutions.
Ministry of Higher Education
63
The Current Status of Higher Education
In coordination with universities, the Ministry is making strategic plans for higher education and
the universities. One of the important projects initiated by the Ministery of Higher Education
is The Future Plan for University Education in the Kingdom “AAFAQ”, a strategic plan for the
next twenty-five years. Some universities, such as King Fahd University of Petroleum and
Minerals and King Saud University, have made their own strategic plans.
• 7-3-4 Strategy Management Office
The Ministry of Higher Education founded a new office for strategy management (SMO) to
follow up the implementation of the National Development Plan in regard to higher education
and the Ministry’s strategic plan: The Future Plan for University Education in the Kingdom
“AAFAQ”. The office will adopts the latest approaches in implementing strategic plans among
them: smart goals, key performance indicators, and balanced scorecard.
7.4 E-Transactions
E-transactions lead to greater productive efficiency and effectiveness and provides support in
preparing and rooting information technology and its applications.
Electronic governance guarantees the introduction and success of e-services in the Kingdom.
The experience of developed countries indicate that electronic governance , which takes care
of the frameworks and legislations that govern the launching of e-services, guarantees their
introduction to meet the needs of citizens and society and improve government performance.
Moreover, e-transactions make the relationship between public sector and society closer.
In addition, the partnership and positive cooperation with international organizations, such
as the UN Development Program (UNDP), contributes in offering visualizations, support, and
backing in the building and training of human abilities, and in clarifying the successful steps and
practical experiments in the world in implementing e-government and electronic governance
projects, which gives transparency to the work of government and creates an effective tool
to elevate society. Citizens, as partners in the process of improving the information and
communication situation, and Civil Society Organizations, that are specialized in information
technology, play a role in making this process successful.
Chapter
7
Governance
The Ministry of Higher Education has laid a gradual strategy to transform to e-transaction
and to start developing the application of e-transaction that are intended to be introduced at
this stage. The Ministry is doing so out of its awareness of the strengths of information and
communication technology that enable it to induce the development of work and management
styles at the Ministry, which in turn improves the delivery of services; saves time, money,
and effort; and involves educational institutions and their faculty members, students, and
administrators in applying e-services in a personal, interactive, and immediate manner.
The trend towards e-transaction is represented by the ever-increasing high reliance on
information and communication technology in performing tasks, particularly with the inclination
to apply e-government in the various activities of the Ministry. After all, application of the concept
of information technology governance, according to established international standards, is now
an absolute necessity, in order to make proper information and communication technology
services available to meet the daily needs of work.
Moreover, it is the nature of information and communication technology to constantly renew
itself. Thus, benefiting from it depends on an excellent management of its various components:
equipment, systems, the human factor, and accumulative experience. Also needed is the
definition and handling of renewable risks that might cause work delay or failure.
The measures already taken to apply information technology governance at the Ministry of
Higher Education include forming a team to study the standards used in the COBIT governance
model, making efforts to introduce governance in departments and projects, and constant
follow-up and supervision to keep up with all innovations.
Added to that are the speedy efforts by the Ministries and universities to link the Ministry
with universities and the Ministry with its cultural missions. These efforts aim at facilitating
and speeding up the exchange and availability of information and improving administrative
efficiency in carrying out academic tasks.
E-transactions also aims at improving the abilities of departments to benefit from information and
communication technology for development purposes. Adoption of the e-transaction concept
will necessarily lead to improved efficiency, effectiveness, and productivity, as it supports the
policies of information technology, infrastructure, communications, and applications.
64
Ministry of Higher Education
Ministry of Higher Education
65
Chapter
8
Internationalization
The Current Status of Higher Education
8
Internationalization
8-Internationalization
With respect to the countries that “export” students to study abroad, China and India take the
lead, sending out 16.4% and 6%, respectively, of the world’s outbound international students.
Korea and Germany come 3rd and 4th with 4.1% and 3%, respectively, followed by Saudi
Arabia, whose number of international students has grown by six-fold over the past decade,
making up 4% of the world’s international students. With 2.1% for each, Japan and France
rank 6th and 7th, respectively.
This inclination is expressed through many activities.
• 8.1.2. General Indicators of International Student Mobility
One of these is to open educational fields and university admission to students of other
nationalities and from other cultural environment, and, on the other hand, granting scholarships
to graduate assistants in order for them to be trained to serve as faculty members.
As indicated in Table (7), the total flow of international college students is 3,57 million. The
Table shows that the US and Western Europe receive around 2,06 million inbound students and
send nearly 0.542 million outbound students, thereby taking the lead among host countries of
international students and ranking second in outbound mobility after East Asia and the Pacific,
which have to around 1,008million students pursuing their studies abroad.
One of the most important trends in the developed world universities is the trend of
internationalization, which is probably an important trend of higher education, as well. In all
fields of activity, the inclination is towards globalization, openness, cultural exchange, and
academic and research participation.
Other activities are programs of educational and research cooperation and the conclusion
of twinning and cooperation agreements with outstanding universities either to market their
educational outputs or to develop, exchange knowledge, and integrate.
Undoubtedly, one of the fields of activity in the inclination to internationalization is the
accomplishment of faculty member diversity, because of the positive returns involved in this
diversity. Another is participation in conferences and symposia for the purpose of exchange of
ideas and viewpoints. Another element of this inclination is the effort to observe international
standards, as well as the good practices that are common in advanced universities.
8.1 Student Mobility
• 8.1.1. Inbound and Outbound International Student Mobility in the Kingdom
Student cross-border mobility, whether inbound or outbound, has gained in recent years,
great importance and interest that can be detected in the figures that express this mobility.
According to the 2011 UNESCO report, posted on the organizations website (www.uis.unesco.
org) the number of students pursuing their education in higher education institutions outside
the borders of their home countries was 3,37 million in 2011, and the growth rate in the number
of cross-border international students between 1999 and 2008 reached 58%, with the US
being the largest host of such students. In fact, the US accounts for 21.4% of the world’s
students pursuing their studies abroad. The UK comes 2nd with 12.6%, followed by France and
Germany (8.9% and 7.5%, respectively). Saudi Arabia receives 0.9% of the total number of
international students world-wide, thus ranking 33rd among the UNESCO-member countries.
68
Chapter
Ministry of Higher Education
Table (8) and Figure (5) show the proportional distribution of inbound and outbound international
student mobility according to groups of countries, the global mean, and the percentage of
females in this mobility. The US and Western European countries account for 57.7% of
inbound international student mobility. East Asia and the Pacific come 2nd with 21.1%, while
South-Western Asia is classified last with only 0.5% of the inbound. It is noticed in the women
student average in the world is 47%.
Table (7): Inbound and Outbound International Flow of Students across Borders according to Groups of
Countries
Groups of Countries
Inbound Mobility
Outbound Mobility
Number of Students
Arab countries
219,389
249,277
8,048
Central and Eastern Europe
321,270
387,245
21,233
Central Asia
43,782
120,795
2,088
Eastern Asia and the Pacific
752,253
1,008,732
54,886
Latin America and the Caribbean
68,306
196,888
21,448
America and Western Europe
2,060,749
542,654
36,896
South and West Asia
17,629
343,377
27,857
Sub-Saharan Africa
89,462
257,099
5,228
All World Countries
3,572,840
3,572,840
177,684
Saudi Arabia
46.566
141,223
1,206
Ministry of Higher Education
69
The Current Status of Higher Education
international mobility. Saudi Arabia receives 1.3% of international students. Insofar as outbound
international student mobility is concerned, East Asia and the Pacific group of countries take
the lead with 28.2%, followed by the US and Western Europe with 15.2%. Arab countries, Latin
America and Caribbean, and Central Asian countries rank last in this respect with 7%, 5.5%,
and 3.4% respectively.
Notably, the global mean of the percentage of females out of the total number of international
students according to the inbound mobility data is 45%. Latin America and the Caribbean
come 1st in this side with a percentage of 49% whereas Arab countries come last (40%). The
percentage of women students among non Saudi students in Saudi Arabia reaches 42.3 as
shown in Table 8.
21.10%
28.20%
Eastern Asia & Pacific
1.90%
5.50%
Latin America & The Caribbean
Internationalization
Chapter 8
57.70%
15.20%
America & Weatern Europe
0.50%
9.60%
South & West Asia
2.50%
7.20%
Sub-Saharan Africa
Figure (11): Proportional
Distribution
of
Inbound
and
Outbound
International
Student
Mobility in
1.30%
4.00%
Saudi Arabia
Higher Education According to Groups of Countries
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Table (8):Percentage of Inbound and Outbound International Flow of Students across Borders according
to Groups of Countries
70
Groups of Countries
Inbound Mobility
Outbound Mobility
Female Students’ Inbound
Mobility Rate
Arab countries
6.1%
7.0%
40.0%
Central and Eastern Europe
9.0%
10.8%
45.0%
Central Asia
1.2%
3.4%
42.0%
Eastern Asia and the Pacific
21.1%
28.2%
47.0%
Latin America and the Caribbean
1.9%
5.5%
49.0%
America and Western Europe
57.7%
15.2%
49.0%
South and West Asia
0.5%
9.6%
40.0%
Sub-Saharan Africa
2.5%
7.2%
45.0%
All World countries/International
Average
100.0%
100.0%*
47.0%
Saudi Arabia
1.3%
4.0%
42.3%
Ministry of Higher Education
Inbound Mobility
Outbound Mobility
• 8.1.3. Non-Saudi Students at Saudi Universities
Due to the determination of the Kingdom of Saudi Arabia to fulfill its mission in the world,
particularly in the Islamic world, it has decided to award scholarships to Muslim students
from many world countries. The government pays all study and living expenses for those
scholarship students until they graduate. The statistics in 2008 shows that the number of Saudi
under­graduate students were 8,966. Students working for their master degree were 971 and
those working for doctorate were 301.
In 2011, the number of non-Saudi students has increased to be 23,596 students at the
undergraduate level, 2,250 students doing graduate studies (both master and doctorate), and
1.025 working in their associate diploma.
Ministry of Higher Education
71
Chapter
The Current Status of Higher Education
Item
New-Enrolled
Students
Registered
Students
Graduated
Students
Total
Bachelor
Post
-graduate
Diploma
Master
Doctorate
Total
181
4378
121
462
87
5229
Women
104
2497
5
85
7
2698
Total
285
6875
126
547
94
7927
Men
607
13629
133
1431
413
16213
Women
418
9967
11
235
27
10658
Total
1025
23596
144
1666
440
26871
Men
195
1211
42
122
29
1599
Women
117
1114
0
18
0
1249
Total
312
2325
42
140
29
2848
Men
593
16796
212
1771
471
19843
Women
405
11350
16
302
34
12107
Total
998
28146
228
2073
505
31950
Gender
Men
Table (10) shows that the number of non-Saudi men and women students numbered 31,950 in
2011 which is a good indicator of the government’s commitment to its educational and religious
mission. Most of these are students who are financially supported by the Saudi government.
72
Ministry of Higher Education
Internationalization
8.2. Faculty Member Mobility
Table (10): Non-Saudi Students at Saudi Universities
Associate
Diploma
8
Saudi universities have more than ,22,688 non-Saudi faculty members, amounting to more
than 39.9% of the total number of faculty members and representing over thirty Arab,
American, European, and other nationalities. In addition, there are outstanding professors,
with international experience, on the advisory councils of King Fahd University of Petroleum
and Minerals and King Abdulaziz University.
The Kingdom is one of the Arab countries that most encourage the exchange of knowledge.
Saudi universities employ more non-Saudi Arab faculty members than any other Arab country.
In addition, some Saudi faculty members are deputized to work in other countries of the world.
8.3 Other Forms of Internationalization
King Abdullah Scholarship Program is a clear form of internationalization. More than 141,000
men and women students have been awarded scholarship to study in 56 countries. They
study in the best and most reputed universities of the world. In addition to these, there are
13,680 self-sponsoring students.
More than 33 Cultural Mission offices, affiliated with the Ministry of Higher Education serve these
scholarship students. The number of Saudi students on scholarship in other Arab countries
is the highest. Yet, another form of internationalization is the encouragement to universities
by the Ministry of Higher Education to build and design their Internet portals, matching what
is practiced internationally. These portals are linked to famous international search engines.
In addition, a form of internationalization is the translation project launched by the Ministry.
More than 68 books have been translated into Arabic and published. They cover higher
education related subjects, and some of them are used as textbooks.
Ministry of Higher Education
73
Chapter
9
Projects and Achievements
The Current Status of Higher Education
9-Projects and Achievements in Higher
Education
The Ministry of Higher Education has its own projects, as well as projects on campuses, which
are supported by the government. Recently, more than SAR 59.9 billion have been spent
and invested on such projects, which includes the expansion of some existing campuses and
the addition of buildings, college facilities, and services. The Ministry has also sought to sign
contracts for projects of new campuses that were approved in the past few years. The number
of projects that have been assigned for this year is 54.
It is worth mentioning that the Ministry supervises all approved projects in its budget as well
as supervise 50 projects from the surplus of the same budget. In addition, there are more
than 70 new projects that have been approved in Saudi universities’ budgets. There are
many megaprojects among these 50, particularly those for faculty housing in which SAR 17.7
billion have been allocated to. . Among these projects are building university hospitals, a SAR
4.6 billion project, in addition to infrastructure, colleges; supporting deanships; other related
buildings.
9 – 1 Campus Expansion
9
It is also worth mentioning that the total number of approved projects is 1900 projects.
9-2 The Construction of Universities and College Campuses
The Ministry of Higher Education continues its efforts to establish university and college
campuses on time. It works industriously to execute and supervise these university campus
projects that include infrastructure; constructions of colleges; constructions of faculty housing;
supporting services; university hospitals; student housing; and other projects. The total number
of projects financed by the surplus of the State budget in 2005 and 2006 is 50 projects in which
SAR 8 billion have been allocated to. The Ministry also supervises other approved projects
financed by the universities’ budgets. The following are some of Saudi universities’ projects
that are supervised by the Ministry.
1. Islamic University
2. Taibah University
3. Jazan University
4. Al-Jouf University
5. Al-Baha University
At Imam Muhammad Ibn Saud Islamic University, the
expansion includes the women’s campus, in which SAR
3 billion have been allocated. Other projects includes
buildings of College of Science, College of Economics
& Management, College of Computer Science, College
of Languages & Translation, and faculty housing.
10.Salman bin Abdulaziz University
Ministry of Higher Education
Projects and Achievements
In King Faisal University, a total of SAR 8.7 billion have been allocated to projects of construction
of College of Science, College of Business Administration, and College of Computer Science
& Information Technology.
The great achievements worth mentioning include the projects undertaken by the Ministry on
a number of university campuses. For example, contracts have been signed for a number of
huge projects on the campus of King Saud University, such as the women student campus
project, for which SAR 9.4 billion were allocated; the completion of the university medical city
for SAR 2.8 billion.
A total of SAR 14 billion have been allocated to
King Abdulaziz University’s projects which include
constructions of College of Computer Science &
Information Technology; College of Engineering; College
of Economics & Administration; and College of Arts.
76
Chapter
6. Hail University
7. Tabuk University
8. Northern Border University
9. Taif University
11.Al-Majmaah University
12.Shaqra University
13.King Saud University
14.Qassim University
15.King Fahd University of Petroleum and
Minerals
Ministry of Higher Education
77
Chapter
The Current Status of Higher Education
9
Projects and Achievements
• 1.Islamic University
• 5.Al-Baha University
The project at Islamic University consists of 20 housing building with 240 apartments. The
project also includes construction of general location and supporting services. The project to
be executed in two phases. The first phase has already started.
The main campus of Al-Baha University is located on the north east of the City, on the Al-BahaAlaqiq road. The total size of the campus is 6,258,062 m2. It consists of men and women
colleges’ complex; medical city; university administration building; and supporting services
facilities. The completion rate of seven projects reach 100%, which are design and construction
and infrastructure of Community College of College of Science; construction of the general
location (phase 2); supporting services facility for Community College and College of Science.
• 2.Taibah University
The first project at Taibah University is that of construction of Community College. This
construction consists of three-floor building with 1st floor total size 14,104 m2. It is a two-phase
project that already have been started with construction of general location; streets; parking
lots; fences; and gates with total size of 1,640,300 m2. The second project at Taibah University
is faculty housing construction that consists of 16 apartment building, and 629 villas. It is also
two-phase projects that both are under execution.
• 3.Jazan University
Jazan University is located in the north of city of Jazan. It is on the Red Sea Coast. The total
area of its campus is 8,975,000 m2. This campus consists of academic complex of men and
women; medical city; faculty housing; and other projects. The total number of projects that
are under execution is 14, one of them is financed by the University’s budget and the rest
are financed by the State’s budget surplus. Eight projects have been completed: construction
of Community College; design and construction of College of Science; Construction of lake
water; construction of general location of Jazan University (phase 2); construction of general
location (phase 1); student housing (phase 1); and student housing general location.
• 4.Al-Jouf University
The project is located to the west of Al-Jouf airport on an area of 7,623,610 m2. The university
is comprised of two college campuses, one for men students, and the other for women; a fully
integrated medical city; faculty housing; separate housing compounds for men and for women
students; and supporting services facilities. Three projects have been completed, namely the
project of College of Applied Medical Sciences, College of Science; and general location of
these both colleges. Two other projects are under execution; faculty housing and the University
Hospital.
• 6.Hail University
Hail University is located on the north of Hail City. Its campus consists of two college complexes
for men and women; integrated medical city; faculty housing; main university administration
building; student housing; and supporting services facilities. The total area of Hail University
Campus is 11,155,611 m2. The total number of projects under execution is 16, two of them are
financed by the University’s budget, and the rest by the State’s budget surplus. The completion
rate of projects of general location; College of Science; Community College; student housing;
and general locations of College of Science and College of Computer Science (phase 1)
reached 100%.
• 7.Tabuk University
The university is located in the western part of Tabuk with total area of 9,000,000 m2. The
campus consists of men section that includes colleges; University Administration; central
square; women section; the Medical City; and the Sport City. The total number of under
execution projects is 17. Two projects have already been completed and another two expected
to be done next year.
• 8.Northern Border University
The campus of Northern Border University is located at Arar City with total size of 9,000,000
m2 . It consists of two college complexes for both men and women, the Medical City; University
Administration; faculty housing; and student housing. Two projects are Northern Border
University have been completed. As for the rest of projects, the completion rate varies 1%10%.
•
College Complex at Rafha
The Rafha campus of Northern Boarder University is in Rafha City with total area of 5,000,000
m2 . This complex consists of two under construction projects: the general location and the
Community College. The completion percentage of these two project is between 6%-30%.
78
Ministry of Higher Education
Ministry of Higher Education
79
Chapter
The Current Status of Higher Education
• 9.Taif University
In the south east of city of Taif, the main campus of Taif University is located. It consists of men
and women complex; the Medical City; faculty housing; student housing; the Sport City; the
University Hospital; and other supporting services facilities. The total area of the campus is
17,602,000 m2 . The total number of projects under construction is 20.
• 10.Salman bin Abdulaziz University
The main campus of Salman bin Abdulaziz University is located in the west of Al-Kharj City with
total size of 1,197,095 m2 . It consists of 6 men’s colleges, faculty housing, and student housing.
The total number of under execution projects is 6, two of them, namely the design construction
of Community College and College of Science. The completion rate of these projects almost
is 100%. The completion percentage of the rest projects at Salam bin Abdulaziz University
varies between 25% - 90% where as two of these projects, namely College of Applied Medical
Science and College of Engineering have been completed.
A.University Campus at Al Aflaj
This campus is located in the north of Al Aflaj City. The total area of it is about 988,632 m2 . It
consists of a sport city and supporting services facilities. The total number of projects that are
under execution is 3; Community College, general location, and housing; and the completion
rate of them varies between 40% - 80%.
B.College of Education at Al Dulam
This College is about 4 km from the center of Al Dulam Town, which is about 20 km from Al
Kharj. The design of this College takes into consideration the privacy of women’s students.
The new building of the College will have several yards. The total size of the College is
59,282 m2 .
C.University Campus at Wadi Al-Dawasir
This campus is located at City of Wadi Al-Dawasir with total area of 1,000,000 m2 . The
constructions of the general location in the west area is ongoing, with total size of 881,917 m2
. This west area will be added to the campus. The percentage of completion of construction
of general location and College of Science has reached 44%.
80
Ministry of Higher Education
•
9
Projects and Achievements
D.University Campus at Hotat Bani Tamim
• 11.Al Majmaah University
To the south of Al Majmaah City, The main campus of the University is located. The campus
consists of 36 colleges; university administration building; the central library; faculty housing;
student housing; and supporting services facilities. The total number of under execution projects
is 7, including the project of Community College construction which its completion percentage
has reached (100%). Other projects are the faculty housing (completion percentage is 95%)
and College of Applied Medical Science (15%). Other projects that are under constructions are
the general locations, university building, and supporting deanships.
•
University Campus at Al Zulfi
The total area of Al Zulfi campus is 4,231,855 m2 . It consists of six colleges; campus
administration building; student housing; and supporting services facilities. The total number
of projects that are under constructions is two. The completion percentage of the design and
supervision of general location is 100% and design and supervision of faculty housing is 95%.
• 12.Shaqra University
Shaqra University is located in the west of Shaqra City with total campus area of 5,017,000
m2 . It consists of 32 colleges; faculty housing; student housing; a sport city; and supporting
services facilities. The total under execution projects are 8. The completion rate of the general
location and design and construction of the Community College is 100% and at the College of
Arts is 17%. Three other projects are under constructions, namely, constructions of College of
Applied Medical Sciences, College of Education, and the general location (phase 2).
A.University Campus at Huraymila
The total area of this campus is 358,700 m2 . It has three colleges, clinics, and supporting
services facilities. The under execution projects are the general location and the Community
College. The completion percentage of the Community College and design and supervision
of general location is 80%.
B.University Campus at Dawadmi
Shaqra University Campus at Dawadmi is about 4,809,090 m2 . It consists of 10 colleges;
university campus administration building; faculty housing; student housing; and supporting
services facilities. Two projects are under constructions: the general location and the College
of Science with completion percentage at 58%.
Ministry of Higher Education
81
The Current Status of Higher Education
C.University Campus at al-Quway’iyah
• 13.King Saud University
•
University Campus at Al-Muzahmiyya
This King Saud Campus project is located in the west of Al Muzahmiyya City. The total area
of this campus is about 1,005,600 m2 . It has six colleges; a university hospital; faculty
housing; student housing; a sport city; and services facilities. Five projects are under
execution and the total completion of general location is about 100% whereas the rest
ranges from 75%-90%.
• 14.Qassim University
•
University Campus at Oneizah
This 1,809,545 m2 campus is located in Oneizah City. It has 8 colleges, campus administration
building; faculty housing; and supporting services facilities. The number of projects that are
under execution is five. The completion percentage of College of Science & Arts building
is 55%, the Community College is 53%, general location and faculty housing is 62%, and
scientific departments at College of Sciences and Arts is 64%.
• 15.King Fahd University of Petroleum & Minerals
•
University Campus at Hafr Al Batin
About 20 km from the City of Hafr Al Batin, King Fahd University of Petroleum & Minerals
Campus at Hafr Al Batin is located. The total area of this campus is 7,997,113 m2 . It
has 11 men’s colleges; 8 women’s colleges; a university hospital; campus administration
building; faculty housing; student housing for men and another housing for women; clinics;
and other supporting services facilities. The total number under execution projects is 4. The
completion percentage of general location and the design and supervision of Community
College building is 100%, whereas it is 55% for faculty housing.
82
Ministry of Higher Education
Chapter
10
Research & Development
Chapter
The Current Status of Higher Education
10. Research & Development
Academic research is one of the essential function of universities. It is the canonized and
systematized basis for discovering and generating various types of scientific knowledge.
Research also contributes to alleviating human suffering, and to playing a humane role if
research deals with vital issues. This makes it not only a social responsibility but also a humane
message.
Table (9):Spending of R&D in Saudi Arabia
. ne of the motives for doing research in Saudi universities are the writing of theses and
O
dissertations; faculty member research for promotion purposes; funded research from the
universities or outside bodies, and research for the sake of technology transfer and building
knowledge society.
Research centers are supervised by deanships of research at their respective universities.
Further, universities have specialist research centers such as
However, new features have emerged in the form of contracting researches carried out
by universities on behalf of the public and private sectors through research institutes and
consultency services. Moreover, the universities have adopted modern concepts to recruit
researchers and to develop inventiveness and creativity through universities’ scientific
research incubators and parks. Such initiatives will contribute to the development of knowledge
economy based on creativity, new forms of knowledge, and partnership with the public and
private sectors and world universities.
Furthermore, the private sector may contribute to research through research chairs funded by
endowment projects encouraged by universities with a view to specializing in vital fields related
to development plans and society issues.
The Ministry of Higher Education supports universities in the field of academic research through
a variety of initiatives such as the Research Excellence Centers, the Higher Education Fund
for Academic Research, etc.
84
Ministry of Higher Education
Research & Development
The 2012 study on spending on research and development (R&D) in Saudi Arabia states
that the spending has reached SAR 24.2 billion, representing 0.9% of the total GDP of Saudi
Arabia. The spending in 2012 has increased compared to 2011, which was SAR 22.6 billion
and 1.076% of the total 2011 GDP which reached SAR 2.1 trillion. It is noticed that the 2012
GDP has increased with 30% compared to 2011 while spending on R&D between 2011-2012
has increased with only 7%. Hence, the expenditure on R&D was not equivelant to the increase
in the Kingdom’s GDP which lead to decrease in the percentage of speding on R&D. The
following table (Table 10) shows the sources of spending on R&D in Saudi Arabia.
Research aims at encouraging university faculty members and students to do original
researches dealing with vital social issues and to publish them in journals or present them in
conferences and symposiums worldwide. This is particularly important in universities with good
numbers of academic staff, researchers, resources, laboratories as well as sound infrastructure
and information technology.
Prince Sultan Research Center for Environment, Water, and Desert. Seismology Research
Center, Islamic Economics Research Center, etc.
10
Item
2010
2011
2012
Total GDP
1630
2100
2727
Government Spending on R&D
12.25
13.65
15.2
Non-Government Spending on R&D
5.26
8.95
9.02
Total Spending on R&D
17.51
22.6
24.2
Percentage of Government Spending on R&D
% 0.75
% 0.65
0.56%
Percentage of total Spending from Total GdP
% 1.07
% 1.076
% 0.9
10.1. Research Excellence Centers
Research Excellence Centers have been established at universities with the support and funding
of the Ministry of Higher Education with a view to developing research and disseminating
knowledge of vital fields. These Centers include:
•
Center of Excellence for Osteoporosis – King Abdulaziz University;
•
Center of Excellence in Desalination Technology– King Abdulaziz University;
•
Center of Excellence in the jurisprudence of contemporary issues– Imam Muhammad
bin Saud Islamic;
•
Center of Research Excellence in Corrosion- King Fahd University of Petroleum and
Minerals ;
•
The Excellence Research Center for the Development of Science and Mathematics
Education– King Saud University;
Ministry of Higher Education
85
Chapter
The Current Status of Higher Education
Research & Development
•
Center of Research Excellence in Hajj and Umrah – Umm Al-Qura University;
• 10.2.1. Research Chairs in Saud University
•
Center of Palms And Dates Research– King Faisal University;
Saudi universities today have over 189 research chairs, among them are:
•
Center of Excellence in Genomic Medicine Research - King Abdulaziz University;
•
Center of Excellence in Environmental Studies – King Abdulaziz University;
•
Center of Excellence in Biotechnology Research- King Saud University;
•
The Center of Excellence for Research in Engineering Materials– King Saud University;
•
The Center of Research Excellence in Renewable Energy– King Fahd University of
Petroleum and Minerals;
•
•
King Abdullah bin Abdulaziz Chair for The Holy Qur’an, and Prince Salman Chair for
Makkah History –Umm Al Qura University;
•
Imam Muhammad ibn Abd al-Wahhab Chair for Wasatiyyah and its Contemporary
Applications, & Prince Nayef Bin Abdul Aziz Chair for the Promotion of Virtue and the
Prevention of Vices Studies - Islamic University;
•
Prince Nayef Bin Abdul Aziz Chair for National Unity Studies, and Princess Al-Anood Bint
Abdul Aziz Bin Musaid Chair for Faith and Contemporary Mathahib - Imam Mohammed
Bin Saud Islamic University;
Center of Research Excellence in Petroleum Refining and Petrochemicals- King Fahd
University of Petroleum and Minerals;
•
King Abdullah Bin Abdul Aziz Foundation for Developmental Housing Research, and
Prince Sultan Research Chair for Environment and Wildlife-King Saud University;
•
Center of Excellence in Biotechnology Research-King Saud University;
•
•
Center of Excellence in Information Assurance –King Saud University;
SABIC Chair in Heterogeneous Catalysis, and Mohammad Hussein Al-Amoody Chair
for Water Network Studies - King Abdulaziz University;
•
Center of Excellence in Concrete Research & Testing-King Saud University ;
•
Chemical and Petroleum Refining Chair, and Mohammad Hussein Al-Amoody Chair for
Petroleum Geology – King Fahd University of Petroleum & Minerals;
•
Center of Excellence in Biodiversity-King Saud University; and
•
King Khalid Chair for Scientific Research - King Khalid University; and
•
Center of Excellence in Labor Market Studies-King Fahd University of Petroleum &
Minerals.
•
Chair for Palm and Dates-King Faisal University
•
10.2. Research Chairs
Through academic research chairs, universities aspire to foster the academic research system
in scientific and technological fields and to elevate them to international levels through effective
sociological partnership to which the private sector contributes through supporting academic
research. The program patronizes research centers engaged in generating knowledge,
presenting creative ideas, attracting distinguished scientists of valuable expertise, and allying
themselves with world renowned universities and research centers in the same field. In some
universities, these programs attract distinguished scientists, including Nobel Prize laureates,
and outstanding graduate students. The latter are patronized and encouraged to enroll in
research projects attached to each chair.
86
10
Ministry of Higher Education
• 10.2.2. Scientific Chairs and Programs Abroad Funded by the Kingdom
Based on its humanistic role in supporting scientific research and activating scientific
partnerships among communities for advancement of communications among cultures and
peoples, the Kingdom of Saudi Arabia has contributed in establishing many scientific research
chairs and programs abroad with total number of 44. Among the latest chairs was the Chair of
Dialogue of Civilization between Imam Mohammed Bin Saud Islamic University and Sorbonne
University in France launched in January 2011. The latest research chair; “Ethics and Financial
Norms” was founded in December 2011 at King Abdulaziz University also with cooperation
with Sorbonne University in Paris and funded by a Saudi business man. The goal of this chair
is to articulate the vision of Islamic economics in this era of economic and financial crises
. King Abdulaziz University also launched the Saudi-Spanish Center for Islamic Economics
and Finance (SCIEF) in Madrid, Spain with cooperation of IE university of Spain. The total
estimated amount allocated for supporting these chairs and programs abroad reached US $
128.66 million (SAR 480 million). The following are some of these chairs and programs.
Ministry of Higher Education
87
Chapter
The Current Status of Higher Education
88
Name
University
Country
Year of
Foundation
Annual
Funding
(in
thousands
USD(
1
King Faisal Chair in Islamic Thought
and Culture
University of Southern
California
United States of
America
1976
5,500
2
The Al-Falah Program for Islamic
Studies
University of California
at Berkeley
United States of
America
1998
2,000
3
Mohammed Said Farsi Chair of
Islamic Peace at
American University in
Washington
United States of
America
1996
2,600
4
Prince Sultan Bin Abdulaziz Arab and
Islamic Studies Program
University of California,
Berkeley
United States of
America
1998
5,000
5
Prince Alwaleed Bin Talal Islamic
Studies Program
Harvard University
United States of
America
2005
20,000
6
King Abdulaziz Ibn Saud Chair in
Islamic Studies
University of California
at Santa Barbara
United States of
America
1985
1.000
7
Prince Alwaleed bin Talal Center for
Muslim-Christian Understanding
Georgetown University
United States of
America
2005
20,000
8
Essam and Layla Khashoggi Chair in
Letters and Science
University of California
at Santa Barbara
United States of
America
2006
1,000
9
The King Fahd Center for Middle East
and Islamic Studies
University of Arkansas,
Little Rock
United States of
America
1993
25.000
10
Custodian of the Two Holy Mosques
Chair for Studying Islamic Sharia
Harvard University
United States of
America
1993
5,000
11
King Fahad Chair for Islamic Studies
University of London
United Kingdom
1995
1,560
12
Prince Alwaleed Bin Talal Bin
Abdulaziz Al Saud Center for
American Studies and Research
American University at
Cairo
Egypt
2006
10,000
13
Kamal Adham Center for Journalism
Training and Research
American University at
Cairo
Egypt
2008
5,000
14
King Fahd bin Abdulaziz Chair for
Biotechnology
Gulf University
Bahrain
1993
400
15
King Abdulaziz Chair for Arab and
Islamic Studies
The University of
Bologna
Italy
2000
1,600
16
Prince Alwaleed Bin Talal Bin
Abdulaziz Al Saud Center for
American Studies and Research
Gulf University
Bahrain
2003
12,000
17
Chair for Ethics and financial Norms
University of Sorbonne
France
2011
1,292,832
18
Civilization Dialogue Chair
University of Sorbonne
France
2012
10,000
(Estimated)
Ministry of Higher Education
Research & Development
10.3. Scientific Research and Creativity
Table (8):Chairs and Scientific Programs Abraod Funded by Saudi Arabia
N
10
The Ministry of Higher Education has a great interest in developing creativeness among
academic staff. It launched three initiatives for creativeness and excellence. The first initiative
was in 2008 through 32 programs that a total of 1800 faculty members participated in. Another
480 training programs for faculty members have held arranged worldwide, among them 35
programs were held in distinguished centers in world universities. These initiatives enable
faculty members to benefit from world experiences and transfer them to Saudi universities
to help moving the society to knowledge society. They also contribute to the development of
research skills, and increase the efficiency of counseling programs among faculty members.
The Ministry encourages universities to communicate with institutions and world renowned
experts specialized in these areas. To this end, it expresses keenness on encouraging
universities to establish centers for research excellence that have now exceeded 18.
These aim at encouraging staff members to exploit and develop their research and intellectual
and scientific capabilities. The Ministry has launched the Promising Research Center Project.
Eight construction contracts have been signed for this purpose in several Saudi universities
costing over than 63 million riyals and expected to be completed in three years.
These promising research centers include information technology research center for the
service of the Holy Qur’an in Taibah University; center for social research and women’s studies
in Princess Nora Bint Abdul Rahman University; center for maxillofacial deformities in King
Khalid University; center for biological control and agricultural information in Qassim University;
center for high altitude medicine and research in Taif University; center for illicit substances
(psychoactive drugs) in Jazan University; center for sensor networks and cellular systems at
Tabuk University; and center for electronic sensors research in Najran University.
Through this project, the Ministry aims to support promising research centers established in
Saudi universities, particularly in the newly founded universities or those with no research
centers. It also aims to build and enhance scientific research structure; support and develop
research capacities and professional activities in different disciplines; highlight the strengths;
and crystallize research areas in all universities to be within specialized research centers in
order to be leading research at local and regional levels. It is also expected that these promising
research centers will be the nucleus of research excellence centers offering pioneering research
environment for faculty members, researchers, and students.
Ministry of Higher Education
89
The Current Status of Higher Education
It is also expected that the initiative project of promising research centers will support the
scientific and research standing of Saudi universities
and their role in supporting the development goals of
the Kingdom in general and the development goals of
their hosting areas in specific. The initiative will also
support the interdisciplinary scientific projects and link
different disciplines together for better development
of new methods and solutions as well as better
achievement of clear results for stakeholders of these
centers, particularly in hosting societies.
By such initiatives, the Ministry takes into consideration
the competitive methodology that based on technical King Abdullah recieves a trophy from King Abdullah Institute for
Nanotechnology
standards required for each initiative. This allows
all Saudi universities to submit proposals based on
specific conditions and specifications of the initiatives.
Each initiative is annually reviewed at both local and international levels.
Promising research centers will work on achieving cooperation among researchers in medium
and long term goal projects that require high level of cooperation, especially among research
teams at both local and international levels. They also seek to achieve clear and direct benefits
for stakeholders of research programs and activities.
10.4. Nanotechnology Research Centers
Nanotechnology is a state-of-the-art technology – a new means to measure ultra-small
dimensions in nanometer which is one thousandth of micrometer, (i.e. one millionth of a
millimeter). Nanotechnology covers a plethora of applied sciences and involves a vast array
of subjects. The state has been keen on supporting this type of technology and the Custodian
of the Two Holy Mosques has allocated SAR 36 million in support of university nanotechnology
centers. The most important nanotechnology centers are
90
•
King Abdulla Institute for Nano Technology – King Saud University
•
Center of Nanotechnology – King Abdulaziz University
•
Nanotechnology Center – King Fahd University for Petroleum and Minerals
•
Center for Physics Studies and Nanotechnology-Taif University
•
Taibah University Nanotechnology Program
•
Center for Nanochemistry- King Abdullah University of Science and Technology
•
Saudi Society for Nanotchnology- King Abdulaziz University
Ministry of Higher Education
Chapter
10
Research & Development
10.5. University Research Incubators and Valleys
The importance of science parks emanates from their ability to help researchers achieve intellectual
creativeness and industrial development. Researchers are equipped with adequate economic
and technological means that supports the Kingdom’s move towards knowledge economy.
The Kingdom’s science parks are comparable to those in Singapore, Cambridge, and Silicone
Valley in California, USA. In fact King Saud University’s Riyadh Techno Valley; King Fahd
University for Petroleum and Minerals’ Dhahran Techno Valley; Makkah Techno Valley of Umm
Al-Qura University; and King Abdulaziz University’s Jeddah Techno Valley are the promising
national science oases capable of creativity and innovation.
10.6. Scientific Societies Support Projects
In coordination with the universities, the Ministry supports some 135 scientific societies. This
support involves all scientific purposes such as developing scientific activities; organizing
conferences; publication of journals; enhancing inter-societal competition; and educate the society.
An example of the Ministry’s support is the recent establishment of the Association of Scientific
Societies in King Saud University and King Abdulaziz University, Saudi Library & Information
AssociationatKingSaudUniversity;andSaudSocietyofCivilEngineeringatKingAbdulazizUniversity.
10-7 Twinning Programs
. he Twinning Programs started in 2008. They aims at linking colleges, departments, and
T
academic programs in Saudi Arabia with distinguished world universities to raise efficiency of
Saudi universities through exchanging faculty members, researchers, and visiting professors
as well as joint supervision on graduate students and joint research. All these programs aims
at first place to develop academic programs and research in order to transfer technology,
required to build an effective knowledge economy.
10-8 Scientific Publishing & Translation
. he Ministry has supported scientific publishing and translation through encouraging faculty
T
members to do research and publish them in 50 Saud referred scientific journals. It also
encourages faculty members to publish their research in well-known scientific databases by
offering them allowances. In addition, the Ministry of Higher Education supports the participation
of faculty members to present their research in conferences and symposiums all over the world.
. he Ministry also encourages and supports Saudi universities to found translation centers to
T
enhance translating scientific books and journals from and into Arabic. It also has translated
some well-known books, particularly those in higher education.
Ministry of Higher Education
91
Chapter
11
Scholarship Abroad
The Current Status of Higher Education
11. Scholarships Abroad
11.1. Geographical Distribution of Scholarship Students
The government of the Kingdom of Saudi Arabia has been granting scholarships to students
to enable them to pursue higher studies abroad. Previously, missions were restricted to a
limited number of government agencies and universities. However, when the King Abdullah
Scholarship Program started in 2005 with a view to exchanging scientific, educational, research
and cultural expertise with other countries, and achieving high academic and professional
standards through mission programs, in addition to building qualified Saudi personnel
distinguished in work environment.
The Ministry’s Deputyship for Scholarship Affairs offers habilitation courses to study abroad
candidates emphasizing the cultural and social aspects and acquainting them with the
environment of the prospective host countries.
With a view to benefiting from the greatest number of countries, the government has been
keen on diversifying host countries; there are now over fifty five countries with Saudi students.
Figure (12) illustrates the geographical continental distribution of students abroad.
Figure (12): Students Distribution as per Continents.
Chapter
11
Scholarships Abroad
11.2. Total Number of Students Abroad
• 11.2.1. Learner vis-à-vis Category
Table (12) illustrates that the total number of men students studying abroad in 2012 is 95,253
(67.4% of the total students), and that the total number of women students is 31,492 ( 22.3%
of the overall number).
The total number of accompanying personnel learning language is 14,478 (nearly 10.3%
Therefore, the total number of male and female students in various programs is 141,223. Men
students outnumber the women in all categories – scholarship students, civil servants, and
self-sponsored students.
Table (12): Learners vis-à-vis Category
Student category
Men
Women
Total
Percentage
Scholarship Students
72,851
23,619
96,470
68.3%
Civil Servants
12,629
3,966
16,595
11.8%
Self-Sponsored Students
9,773
3,907
13,680
9.7%
Total
95,253
31,492
126,745
89.7%
14,478
10.3%
141,223
100.0%
Accompanying personnel learning language
Total
94
Ministry of Higher Education
190,506
62,984
Ministry of Higher Education
95
Chapter
The Current Status of Higher Education
Figure (13-a): Saudi Students Abroad by Student Category And Gender
120,000
100,000
80,000
Female
60,000
Male
11
Scholarships Abroad
Table (12) and Figures (13-a) and (13-b) above show that the total number of scholarship
students, civil servants, or those attached to missions, is 113,065; that is 80.1% of the total
number of the students; 85,480 of them are male and 27,585 female. The number of selfsponsored students reached 13,680, representing 9.7% of the total number of study abroad
students; 9,773 are male and 3,907 female. In addition, there are some 14,478 language
students forming 10.3 % of the total number.
This reflects the great interest taken by the Ministry of Higher Education in supporting and
developing higher education and highlights its unrelenting efforts in this regard. The Ministry
grants scholarships to students wishing to pursue various programs abroad.
40,000
• 11.2.2. Scholarship Students Categories and Programs
20,000
0
Scholarship Students
Civil Servants
Self-Sponsored Students
Figure (13-b): Saudi Students Abroad by Student Category
Table (13) shows that there are 75,265 bachelor degree students, that is 53.3% of the total
number, and this is the highest percentage among the students in all programs. The Table also
shows 31,034 (22%) master degree students and 7,788 (5.5%) doctorate degree students.
The 2,768 fellowship students constitute 2%, which is the smallest percentage of all. There
are 9,890 students pursuing other programs not included in the Table, form approximately 7%.
Moreover, there are also some 14,478 (10.3%) accompanying personnel studying language.
120,000
Table (13): Number of student vis-à-vis category and program
100,000
80,000
60,000
40,000
20,000
0
Male
96
Ministry of Higher Education
Level
Scholarship
student
Civil servants
Self-sponsored
students
Total
Percentage
Bachelor
64,038
2,508
8,719
75,265
53.3%
Master
22,769
6,002
2,263
31,034
22.0%
Doctorate
3,065
4,313
410
7,788
5.5%
Fellowship
1,374
1,381
13
2,768
2.0%
Other
5,224
2,391
2,275
9,890
7.0%
Total
96,470
16,595
13,680
126,745
89.7%
accompanying personnel
studying language
-
-
-
14,478
10.3%
Total
192,940
33,190
27,360
141,223
100.0%
Female
Ministry of Higher Education
97
Chapter
The Current Status of Higher Education
Figure (14-a): Students Abroad by Category and Study Degree - Sponsored Students
‫بكالوريوس‬
45000
40000
4,000
41052
680,75
‫ماجستير‬
‫دكتوراه‬
‫زمالة‬
‫أخرى‬
‫بكالوريوس‬
7000
10,000
6000
35000
000,21
12,000
9,000
3,500
3,000
20000
2,000
15000
1,500
1,301
‫ماجستيرم‬
‫ريتسجا‬
Master
941
8021
‫دكتوراه‬
‫هاروتكد‬
Doctorate
‫زمالة‬
‫ةلامز‬
Fellowship
2,000
2,000
‫زمالة‬
3727
3,803
3,500
2992
2755
3000
000,4
3,000
2,667
2,627
2500
2,500
02000
00,3
2,000
01500
00,2
1,500
1640
1111
1,301
1000
939
1,000
000,1
01000
00,2
‫دكتوراه‬
‫ماجستير‬
‫بكالوريوس‬
- 00
2,990
495
1,000
0
2286
2,792
000,4
3,000
‫أخرى‬
‫ىرخأ‬
Other
‫أخرى‬
2415
4,000
2000
897,5
Figure (14-b): Students Abroad by Category and Study Degree - Sponsored Employee
‫بكالوريوس‬
‫ماجستير‬
‫دكتوراه‬
‫زمالة‬
‫أخرى‬
000,5
9,424
4,000
‫دارس على حسابه الخاص‬
4,000
3500
6019
6,000
5,000
03000
00,6
22139
67,2
‫ةثعبلاب قحلم وأ ثعتبم بلاط‬
04000
00,6
‫أخرى‬
6,000
939
‫بكالوريوساكب‬
‫سويرول‬
Bachelor
‫زمالة‬
7,000
10000
1,000
-0
‫دكتوراه‬
8,000
04000
00,8
15508
099,02
5000
500
‫ماجستير‬
10,000
08,000
05000
0,01
2,667
24137
2,627
25000
2,500
Scholarships Abroad
Figure (14-c): Students Abroad by Category and Study Level - Self Sponsored
3,803
30000
11
‫بكالوريوس‬
Bachelor
‫سويرولاكب‬
Master
‫ماجستيرم‬
‫ريتسجا‬
483
54
‫د‬Doctorate
‫دكتوراهك‬
‫هاروت‬
‫ز‬Fellowship
‫زمالةام‬
‫ةل‬
Other
‫أخرىىرخأ‬
‫ىلع سراد‬that
‫هباسح‬the
‫صاخلا‬
Figures (14-a), (14-b), and (14-c) illustrate
64,038 bachelor degree students form the
majority at 66.4%; followed by Master degree students at 23.6%; then come students pursuing
other programs and they represent 5.4%.Fellowship students come last at 1.4%.
The majority of the civil servants, according to the table, are master degree students at 36.2%,
followed by Doctorate degree students at 26%. Bachelor degree students come in third place
at 15.1%, then students at other programs with 14.4%, and finally come fellowship students
at 8.3%.
Table (13) shows that the majority of the self-sponsored students are pursuing the bachelor
degree at 63.7%, followed by those with other program category with 16.6%, then master
students at 16.5% ; followed by doctorate degree students with 3%, and finally fellowship
students representing less than 0.1%.
500
500
-
00
‫بكالوريوسب‬
‫سويرولاك‬
Bachelor
98
Ministry of Higher Education
‫ماجستيرجام‬
‫ريتس‬
Master
‫دكتوراهوتكد‬
‫هار‬
Doctorate
‫ثعتبم فظوم‬
‫زمالةةلامز‬
Fellowship
‫أخرى ىرخأ‬
Other
Ministry of Higher Education
99
Chapter
The Current Status of Higher Education
11
Scholarships Abroad
• 11.2.3. The number of learners
Figure (15-a): Numbers of Students Abroad by Gender and Study Level - Malev
vis-à-vis gender and program
Table (14) illustrates that most of the 64,109 male students are reading for the bachelor degree,
followed by 17,579 master degree students, and in third place come the doctorate students
(5,028), then come other program students with total number of 6,541, and finally fellowship
students (1,996).
Female students show a different order. The majority of female students are at master level
(13,455) followed by 11,156 bachelor students. In third place come other program students
with total number of 3,349, then 2,760 doctorate students, and finally come 772 fellowship
students.
Table (14): Learners vis-à-vis Gender and Program
Level
Men
Women
Total
Percentage
Bachelor
64,109
11,156
75,265
53.3%
Master
17,579
13,455
31,034
22.0%
Doctorate
5,028
2,760
7,788
5.5%
Fellowship
1,996
772
2,768
2.0%
Other
6,541
3,349
9,890
7.0%
Total
95,253
31,492
126,745
89.7%
accompanying
personnel studying
language
Total
190,506
14,478
62,984
141,223
Fellowship
Doctorate Other‫زمالة‬2%
18%%2
5%
‫دكتوراه‬
Fellowship
2% %5
Master
‫ماجستير‬
19%19
%
Fellowship
Other
‫زمالة‬
2%
%2
Doctorate 24%
‫دكتوراه‬
8%
Bachelor
‫بكالوريوس‬
%65%
65
Other 12%
‫أخرى‬
%12
Bachelor
‫بكالوريوس‬
37% Bachelor
%37
33%
%8
Fellowship
2%
Master
‫ماجستير‬
41%
Master
34%
Ministry of Higher Education
Bachelor
55%
Master
20%
Figure (15-b): Numbers of Students Abroad by Gender and Study Level - Female
Doctorate
7%
100
‫أخرى‬
%9
Doctorate
5%
10.3%
100.0%
Other
9%
%41
Ministry of Higher Education
101
Chapter
The Current Status of Higher Education
Figure (11-b): Numbers of Students Abroad by Gender and Study Level - Female Figures (11a) and (11-b) show that male bachelor degree students abroad make 67.3%; master degree
18.5%;
doctorate degree 5.3%; Fellowship 2.1% and the other programs they make 6.9%. However,
35.4% of women students are bachelor degree students, 42.7% master degree students, 8.8
% doctorate degree students, 2.5% in Fellowship and 10.6% are in other programs.
• 11.2.4. Students International Sector and Student Category
Table (15): Students vis-à-vis International Sector and Gender:
Men
Women
Total
Scholarships Abroad
Figure (16-a): Students in Arab Countries Group by Student Category
12,000
10,000
8,000
6,000
Table (15) shows that the total number of students in Arab countries is 16,094 which is 11.4%
of the students abroad, and the total number of students in the countries included in the
Custodian of the Two Holy Mosques program is 110,285 which makes 78.1%. This is the
highest percentage in the international sectors (Arab countries, countries designated in King
Abudllah Scholarship Program, and other countries). The number of students in other countries
stands at 366, making less than 0.3%.
International sector
11
4,000
2,000
0
Male
Percentage
Female
Figure (16-b): Students in Scholarship Countries by Student Category
Countries designated in King Abudllah
Scholarship Program
84,534
25,751
110,285
78.1%
120,000
Arab countries
10,519
5,575
16,094
11.4%
100,000
Other countries
200
166
366
0.3%
Subtotal
95,253
31,492
126,745
89.7%
Accompanying Personnel Studying Language
-
-
14,478
10.3%
Total
190,506
62,984
141,223
100.0%
80,000
60,000
40,000
20,000
0
Male
102
Ministry of Higher Education
Female
Ministry of Higher Education
103
Chapter
The Current Status of Higher Education
11
Scholarships Abroad
Table (16): Students vis-à-vis Field and Program of Study
120,000
Figure (16-C): Students in Other Countries by Student Category
100,000
Program of Study
12,000
Education
10,000
80,000
8,000
Humanities and Arts
6,000
60,000
4,000
40,000
Social Sciences, Business,
and Law
2,000
0
Male
20,000
0
Female
Science
• 11.2.5. Number of student vis-à-vis field and level of study
Male
Table (16) shows the number
of students abroad in terms of various Female
fields and levels of study
(bachelor, master, doctorate, fellowship, etc.). It is noticed that the majority are bachelor degree
students 75,265 (53.3%), then come master degree students 31,034 (22%) followed by 9,890
students of other degrees not included in the table (language, pre-bachelor, and disabled
students, etc) at 7%. Then come 7,788 doctorate students (5.5%). Last are fellowship
students with 2,768 at 2%.
Bachelor
Agriculture
Doctorate
Fellowship
Others
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
M
F
Total
Education
87
220
307
544
863
1,407
390
236
626
3
1
4
60
43
103
1,084
1,363
2,447
Teacher Training
235
211
446
217
361
578
81
49
130
-
-
-
59
54
113
592
675
1,267
Total
322
431
753
761
1,224
1,985
471
285
756
3
1
4
119
97
216
1,676
2,038
3,714
Humanities
610
810
1,420
790
736
1,526
366
234
600
5
-
5
605
251
856
2,376
2,031
4,407
Arts
162
338
500
55
199
254
9
46
55
-
-
-
10
76
86
236
659
895
Total
772
1,148
1,920
845
935
1,780
375
280
655
5
-
5
615
327
942
2,612
2,690
5,302
Social and Behavioral
Sciences
803
499
1,302
351
395
746
181
112
293
1
1
2
65
28
93
1,401
1,035
2,436
Media and Journalism
155
170
325
91
57
148
34
14
48
-
-
-
24
1
25
304
242
546
673
315
988
28
6
34
1,380
1,052
276
18
294
-
-
-
117
44
459
1,623
29
7
36
1,586
1,125
Business and Management 20,821 2,709 23,530 6,321
Law
1,256
Total
23,035 3,700 26,735 7,818
322
1,578
1,055
4,648 10,969
297
1,352
5,397 13,215 1,164
2,432 29,223 8,730
161
2,704
681
2,711 33,632 10,688
37,953
3,385
44,320
Life Sciences
518
315
833
259
619
878
170
184
354
1
4
5
33
85
118
981
1,207
2,188
Physics
554
219
773
383
823
1,206
244
174
418
4
1
5
109
135
244
1,294
1,352
2,646
Mathematics and Statistics
117
126
243
229
459
688
103
143
246
2
2
4
39
58
97
490
788
1,278
Information Technology
8,059
888
8,947
2,426
1,121
3,547
659
338
997
9
-
9
320
168
488
11,473 2,515
13,988
Total
9,248
1,548 10,796 3,297
3,022
6,319
1,176
839
2,015
16
7
23
501
446
947
14,238 5,862
20,100
164
2,395
638
47
685
8
-
8
796
41
837
22,218
742
22,960
16
436
25
461
359
2,346
Engineering & Engineering
18,545
Industries
Engineering and
Manufacturing & Construction
Industries
Master
490
19,035 2,231
Manufacturing Industries and
Production
312
11
323
64
9
73
44
5
49
-
-
-
16
Architecture & Construction
1,341
226
1,567
421
110
531
165
17
182
-
-
-
60
6
66
1,987
Total
20,198
727
20,925 2,716
283
2,999
847
69
916
8
-
8
872
47
919
24,641 1,126
Agriculture, Forestry, and
Fisheries
7
3
10
20
6
26
29
2
31
-
-
-
13
1
14
69
12
81
Veterinary
1
2
3
15
-
15
10
-
10
-
-
-
-
-
26
2
28
Total
8
5
13
35
6
41
39
2
41
-
-
-
13
1
14
95
14
109
Medicine
3,378
1,233
4,611
258
200
458
216
168
384
1,738
622
2,360
190
70
260
5,780
2,293
8,073
Medical Services
3,165
1,319
4,484
932
1,609
2,541
452
389
841
43
37
80
325
292
617
4,917
3,646
8,563
Nursing
580
169
749
63
209
272
35
70
105
1
1
2
65
98
163
744
547
1,291
Dentistry
1,066
417
1,483
141
111
252
80
82
162
135
92
227
71
22
93
1,493
724
2,217
Social Services
76
59
135
102
143
245
33
36
69
1
1
2
840
164
1,004
1,052
403
1,455
Total
8,265
2,272
3,768
816
745
1,561
1,918
753
2,671
1,491
646
2,137 13,986 7,613
25,767
Health & Social Services
104
Ministry of Higher Education
3,197 11,462 1,496
21,599
Ministry of Higher Education
105
Chapter
The Current Status of Higher Education
Program of Study
Bachelor
Master
Doctorate
Fellowship
M
M
F
Total
M
F
Total
M
F
Total
Personal Services
79
18
97
16
7
23
2
1
Transportation Services
567
23
590
52
2
54
6
Environment Protection
66
18
84
47
19
66
Security Services
269
5
274
64
3
Total
981
64
1,045
179
Others
1,280
336
1,616
432
Services
Others
Total
Total
Total
M
F
Total
M
F
Total
3
-
3
3
6
100
29
129
2
8
-
211
211
836
27
863
23
1
24
-
5
7
141
40
181
67
24
2
26
-
79
79
436
10
446
31
210
55
6
61
-
-
-
298
5
303
1,513
106
1,619
285
717
85
75
160
17
4
21
1,046
655
1,701
2,860
1,355
4,215
64,109 11,156 75,265 17,579 13,455 31,034 5,028 2,760 7,788 1,996
F
Others
772
2
14,478
Grand Total...
141,223
11.3. King Abdullah Scholarship Program (KASP)
Scholarships Abroad
The government decision is based on the desire to meet the job market demands, and those
of the private and the public sectors for a particular kind of qualified graduates.
The program aims to raise the capacity of universities, to ease the pressure they are currently
sensing, and to provide them with human resources.
The most important aims of the program are:
•
Providing Saudi qualified personnel with scholarships to study in top world universities
•
Achieving a high level of academic and professional standards through the mission
program
•
Exchanging scientific, educational and cultural expertise with other countries
•
Building qualified and professional Saudi personnel in the work environment
•
Enhancing and developing professionalism among Saudi personnel.
2,768 6,541 3,349 9,890 95,253 31,492 126,745
Accompanying Personnel Studying Language
11
The Custodian of the Two Holy Mosques Scholarship Program was launched in 2005. The
first group included 2800 students, and the five year development of the program developed
raised this number to 81,043 students in the fifth phase. The program has been extended for
the coming five years. The number of students benefiting from the program at the end of May,
2011 reaches 130,397. The program involves the following:
•
Bachelor Degree
•
Master Degree
•
Doctorate Degree
•
Fellowship
Having always been keen on meeting the job market demands, the government of the he
Custodian of the Two Holy Mosques has focused on the required specializations such as
106
•
Medicine
•
Engineering
•
Computer and Information Technology
•
Economics and Management.
Ministry of Higher Education
Ministry of Higher Education
107
Chapter
12
Funding Higher Education
Chapter
The Current Status of Higher Education
12.Funding Higher Education
Funding Higher Education
Table (18): Universities’ Budgets between 1998 and 2012
Funding Higher education is an international challenge, thus Saudi Arabia has exerted every
effort to support higher education and spent generously on opening other channels that play a
positive role in this regard. The following sections show the ways of funding higher education
in Saudi Arabia.
12.1. Government Funding
University
1998 Budget
(in million Saudi Riyals)
2013 Budget
(in million Saudi Riyals)
Ministry of Higher Education
0.360
23,626
King Saud University
2.062
9,424
King Abdulaziz University
1.250
5,710
0.412
1,346
1.074
3,816
Islamic University
0.231
1,005
Considering the state’s budget in the past eight years, we realize that the funds earmarked for
higher education have doubled over 672%. The budget has jumped from approximately SAR
10 billion riyals in 2005 to approximately SAR 77, billion in 2009. In 2013, it has reached SAR
59.9 billion, representing more than 9% of the state’s budget – a fact that proves the state’s
invested interest in fostering and supporting the Ministry’s efforts in various fields including
cultural missions, research, courses, etc.
King Fahd University of Petroleum
and Minerals
Imam Muhammad Bin Saud Islamic
University
King Faisal University
0.554
2,204
Tables (17) and (18) show the current incrase in the Ministry and universities’ budget, which
points clearly towards the qualitative and quantitative move in higher education.
Umm Al-Qura University
0.658
2,691
Total
6.241
49,822
There has been a substantial rise in the number of students admitted to universities. A similar
increase has been noticed in the facilities and building of universities’ campuses. It should be
mentioned that establishing the deanships of scientific research to supervise research centers
in various universities together with specialized research and excellence centers stress this
qualitative move the Ministry has taken.
Table (17): The Ministry’s Budgets between 1998 and 2013
110
12
Fiscal Year
(in million Saudi Riyals)
1998
6.601
2009
31,697
2010
39,872
2011
46,986
2012
59,933
2013
77,224
Ministry of Higher Education
An indicator of Kingdom’s higher education expenditure is the average expenditure per student
in public universities (which varies among universities, colleges and specializations).
A comparison of this average for all public universities which amounts to SAR 50,050 per
annum with its counterpart of private universities, which ranges from SAR400,000- 600.000
per annum, we realize that there is a tremendous similarity between the expenditure rates of
each university separately. The big discrepancy between the expenditure of each university
may be explained by the fact that the budget contains some huge items that include projects.
Table (19) indicates public university budgets for 2013 and shows the keenness of Saudi
government on pursuing its support of higher education and its requirements with a view to
enabling these institutions to implement their university projects and service facilities.
Ministry of Higher Education
111
Chapter
The Current Status of Higher Education
Table (19): Government Funds Approved for State Universities in 2013
112
12
Funding Higher Education
12.2. Self-Funding
The Ministry and higher education institutions have been keen on finding financial resources
to support them. This may be considered as diversification of financial resources in addition
to the activation of the contribution of non-governmental agencies to fund and develop higher
education institutions. The most important alternatives are as follows:
University
Government Funds Approved
(in million Saudi Riyals)
King Saud University
9,424
King Abdulaziz University
5,710
King Fahd University of Petroleum and Minerals
1,345
• 12.2.1. University Endowments
Imam Mohammad Bin Saud Islamic University
3,816
Islamic University
1,005
King Faisal University
2,204
This is done through encouraging the affluent people to contribute to university endowments
as in King Saud University (SAR 1.65 billion); King Fahd of Petroleum and Minerals (SAR 3.5
billion); King Abdulaziz University; and Islamic University.
Umm Al-Qura University
2,691
King Khalid University
3,605
Taibah University
2,078
Qassim University
2,351
Taif University
2,040
Jazan University
1,771
Al-Jouf University
1,441
Hail University
1,331
Tabuk University
1,288
Al-Baha University
941
Najran University
1,079
Northern Border University
933
Princess Nora Bint Abdul Rahman University
2,196
Dammam University
2,908
Salman bin Abdulaziz University
1,240
Al-Majmaah University
949
Shaqra University
897
• 12.2.5. University Consulting Services
Saudi Electronic University
355
Total
53,598
Some institutes in universities offer consultation services to the private and public sectors
with revenues reaching 25% of the university budget as is the case of King Fahd University of
Petroleum and Minerals. These institutes play a pivotal role in organizing consultations, and
seconding staff members to various organization in both public and private sectors.
Ministry of Higher Education
• 12.2.2. University Facilities
This is done through investing in some university facilities so long as this investment does not
affect the learning process. Investment is done through buildings and techno valleys and tower
building , namely in King Saud University and King Fahd University of Petroleum and Minerals.
• 12.2.3. Research Chairs
Big corporations and foundations such as SABIC, ARAMCO, Saudi Telecommunication
Company (STC) and Saudi Electric Company are encouraged to fund a number of research
chairs in Saudi universities. The total number of research chairs reached 189 in 2013. King
Saud University, for instance, has succeeded in signing up 114 research chairs; King Abdulaziz
University has founded 20 research chairs; Umm Al-Qura 8 chairs; Hail University 7; Islamic
University and Taibah University 6; and a total of 28 research chair for the rest of Saudi
Universities.
• 12.2.4. University Investments Management
Management is carried out by establishing a board of trustees for these investments and in
bidding for strategic development and cooperation with the business sector in the form of
contracted research projects and a number of research projects with external funds.
Ministry of Higher Education
113
The Current Status of Higher Education
• 12.2.6. Paid Programs
Some universities offer various paid academic programs. These include the parallel learning,
distance learning and part time learning which are available in King Abdulaziz University and
Imam Muhammad Ibn Saud Islamic University.
• 12-2-7 The Higher Education Fund
The Higher Education Fund is a non-profit body established in 2001 to organize and ration
out the student stipends in the higher education sector. One of the main goals of the Fund is to
invest a proportion of these funds according to investment plans for generating more revenues
for the Fund. Another goals is to diversify the Fund’s revenue sources to include donations and
funds from the private sector. Focusing on sporting scientific and research projects and the
expansion of higher education are among the goals of the fund.
The financial resources of the Fund come mainly from student stipends and paid programs
offered by Saudi universities. The main contributors to the Fund are: Imam Muhammed Ibn
Saud Islamic University; King Saud University; King Khalid University; and King Abdulaziz
University.
The Fund helps in building new colleges, expansions of existing colleges; supporting scientific
and academic programs in the universities; and financing buying new lab equipment, scientific
research projects and scholarship; and urgent needs of universities’ hospitals.
The total revenue of the Higher Education Fund in 2012 reached SAR 339.9 thousand came
from 17 universities. The expenses reached SAR 185.1 thousand supporting 23 universities in
different educational projects.
Chapter
13
University Third Mission
114
Ministry of Higher Education
Chapter
The Current Status of Higher Education
13. University Third Mission
The roles played by higher education institutions changed
remarkably all over the globe. However, the concept of
“third mission’ has not crystallized yet. In many universities,
this concept is only limited to community service in terms
of training courses, programs, and lectures. However, this
concept is of a great concern to higher education experts
due to the fact that it encompasses the role assigned to
universities in a more comprehensive manner. Universities
are part and parcel of the society. In other words, they are
very integral to the society. The university raison d’etre is to
serve its community and the more it addresses its issues,
the more legitimate its existence is. There is nothing more
dangerous to universities than being isolated from its
community in an ivory tower with its mission confined only
to transfer of knowledge.
Teaching and scientific research are the two basic missions
of universities well known all over the world. The European
Indicators and Ranking Methodology Program is interested
to measure this mission to identify an inclusive tool to define
the third mission in higher education institutions in European
countries with measurement indicators and benchmarks.
To introduce this third mission, the Ministry’s Deputyship for planning and information at the
Ministry of Higher Education, held a workshop entitled “ Enhancing the Third Mission in Saudi
Universities”, where experts from international universities presented their experience and
the best practices from first class institutions. These experiences and other development
opportunities were reviewed with a view to aligning them to higher education in the Kingdom.
The workshop also dealt with some local experiences related to the third mission by some
Saudi universities and the possibility of reaching some indicators to measure the performance
of Saudi universities in this respect. The point here is to raise the universities contribution to
building the knowledge society in line with the objectives of development plans, the ministry’s
development programs, and its strategic plan. The third mission has three dimensions:
Innovation and Technology Transfer, Continuing Education, and Social Engagement.
13
University Third Mission
13-1. Technology Transfer and Innovation (TTI)
The Saudi universities opened technology incubators such as Riyadh Technology Valley at
King Saud University, Dhahran Technology Valley at King Fahd University of Petroleum &
Minerals, and Center for Technology Transfer Technology Transfer at King Abdullah University
of Science and Technology to achieve the following objectives:
•
To adopt innovative ideas fostered by individuals;
•
To transfer knowledge and technologies initiated by universities to the greatest majority
of society in the form of feasible projects in the light of adopting the concept of knowledge
society;
•
Technology transfer and Innovation centers give license to universities’ patents to the
corporate section as well as licensing technologies from universities participating in
financing competitive research in the Kingdom and the Middle East;
•
To contribute to building knowledge society; and
•
To market the technological and scientific products in the society for application and
utilization;
In terms of the positive indicators in the field of partnerships between scientific research and
local economic institutions, a number of initiatives have been launched such as:
•
The establishment of King Abdullah University of Science and Technology;
•
The implementation of AFAAQ Plan (Future Plan for Higher Education in the Kingdom);
•
Spreading knowledge and supporting the universities’ transfer into research institutions;
•
Encouraging innovation and patents in science and technology and promoting
partnership with international research institutions; and
•
Enhancing research partnership agreements with international research institutions
and world universities.
Some Saudi universities inserted the third mission of transferring technology into their
educational mission. The universities sign licensing agreements governing their intellectual
property to transfer technology to products with the manufacturing companies. The universities
support technology start-ups, which entails financial profits.
SABIC support to Saudi universities reached SAR 13.8 to finance research projects and
studies (Table 20).
116
Ministry of Higher Education
Ministry of Higher Education
117
Chapter
The Current Status of Higher Education
2003
2004
2005
Conference
attendance grants
(per year)
In thousand riyals
King Saud University
1750
1750
2000
200
2
TTI is included in the policy and/or strategy of higher education institution
King Fahad University of
Petroleum and Minerals
1750
1750
1750
200
3
Existence of an institutional action plan for TTI in the higher education institution
King Abdulaziz University
75
75
75
200
4
Number of licenses, options and assignments (active and executed, exclusive and non-exclusive to
start-ups or spin-offs and existing companies
King Faisal University
50
50
50
200
5
Total budget coming from revenues from commercialization of higher education institution knowledge
Umm al-Qura University
50
50
50
200
6
Number of start-ups and spin-offs established
King Khalid University
-
50
50
200
7
Qassim University
-
-
50
200
Number of creative commons and social innovation projects that higher education institution employees
are involved in
8
Total
3675
3725
4025
1400
Number of R & D sponsored agreements , contracts and collaborative projects with non-academic
partners
9
Percentage of higher education institution budget coming from income of R & D sponsored contracts
and collaborative projects with non-academic partners
On March 18, 2009, King Saud university signed an agreement with SABIC to develop
plastic applications where a center to develop this industry is due to be established at Riyadh
Technology Valley on an area of 100,000 square meter with a cost of SAR 375 million.
10
Number of consultancy contracts
11
Percentage of post- graduate students and post-doctoral researchers directly funded or cofounded by
public and private businesses
This center is expected to employ 100 researchers and technicians. It will be a link between
university researchers and end manufacturers in the field of plastic industry. Three scientific
research chairs in the industrial field have been established: SABIC Polymer Research Chair
at King Saud University, SABIC Chair in Heterogeneous Catalysis, and Material and Erosion
Chair at King Fahd University of Petroleum and Minerals (KFUPM), with an annual support of
one million riyals renewed for three years.
12
Number of created (cofounded) or shared laboratories and buildings
13
Number of companies participating in continuous professional development courses
14
Number of higher education institution employees with temporary positions outside of academia
15
Number of non-academic employees with temporary positions at the higher education institution
16
Number of postgraduate theses or projects with non-academic supervisors
17
Number of joint publications with non-academic authors
18
Number of academic staff participating in professional bodies , networks, organizations, and boards
19
Number of external organizations or individuals participating at advisory, steering, validation, review
boards at the higher education institution, centers and taught programs
20
Number of prestigious innovation prizes awarded by business and public sector association or funding
agencies (national and international)
University
Radiation technology center at King Abdulaziz City for Science and Technology started
nationalizing and transferring food radiation to the Kingdom through a research project with
King Saud University, King Abdulaziz University, and King Faisal Specialist Hospital and
Research Center, which led to the establishment of a commercial company working in the field
of protecting food by radiation.
The following table (Table 21) shows the indicators for Technology Transfer and Innovation
dimension.
118
University Third Mission
Table (21): Indicators for Technology Transfer and Innovation
Table (20): Support Provided by SABIC to Universities through Grants’ Program
Grants to support scientific research program (in
thousand riyals)
13
Ministry of Higher Education
Technology Transfer and Innovation Indicators
1
TTI is included in the mission of higher education institution (HEI)
Ministry of Higher Education
119
Chapter
The Current Status of Higher Education
13
13-2. Continuing Education (CE)
The concept of continuing education, well known almost to all countries, targets all categories
of the society regardless of their age. Saudi universities have taken great strides in continuing
education through community service centers which were turned, in some universities, into
colleges of applied studies and continuing education deanships, to strengthen the relationship
between the university and society by serving all its categories, spreading knowledge among
citizens, and identifying social, professional and cultural needs by conducting relevant studies and research. These centers and deanships provide training courses and programs to
upgrade the efficiency of all individuals. They are also interested in investing youth energies
and utilizing their leisure times by providing coursed and programs that develop their skills
and promote their potentials. Many centers of continuing education established databases
for its training and educational process. Continuing education provides all individuals with an
opportunity to have jobs through aligning them to the marketplace requirements. It also keeps
specialists updated with the latest developments in their specialty and allows professional
development for those on the job. It provides company managers to improve their competitiveness and develop the skills of their staff. The community service and continuing education
center at King Abdulaziz University supervises part-time study program, the preparatory year
required by some colleges and specializations as well as career programs, Masters and high
diplomas programs, and training courses to students.
King Saud University offers an excellent MBA program to CEOs with a view to providing
distinguished administrative professionals at the intermediate and high levels due to the dire
need to them at the public and private sectors.
The following table (Table 22) shows of indicators for the CE dimension.
120
Ministry of Higher Education
University Third Mission
Table (22): Indicators for Continuing Education
Continuing Education Indicators
1
CE is included in the mission the HEI
2
CE is included in the policy and/or strategy of the HEI
3
Existence of an institutional plan for continuing education in the HEI
4
Existence of quality assurance procedures for CE activities
5
Total number of CE programs active in that year for implementation
6
Number of CE programs delivered which have a major award under higher education system
7
Number of partnerships with public and private business CE programs delivered in that year
8
Percentage of international CE programs delivered in that year
9
Percentage of funded CE training projects delivered in that year
10
Total number of ECTS credits of the delivered CE programs
11
Number of ECTS credits enrolled
12
Number of registrations in CE programs in that year
13
Percentage of CE ECTS enrolled referred to the total ECTS enrolled
14
Percentage of qualifications issued referred to total CE registrations
15
Students’ satisfaction
16
Key stakeholders satisfaction
17
Completion rate for all programs (in average)
18
Percentage of CE programs with external accreditations
Ministry of Higher Education
121
Chapter
The Current Status of Higher Education
13-3 Social Engagement
•
The concept of community service is incorporated in the mission statement of many
Saudi universities;
•
Universities delegate or second many of its faculty members to provide their knowledge
and expertise to all public and private institutions;
•
Universities have deanships and colleges for continuing education and community
service. They provide courses and training programs to all citizens. Community service
might be confined to courses, training programs, and lectures. Universities are supposed
to participate in raising the community awareness in many ways: raising the awareness
about environmental risks, rationalization of water consumption focusing on drought
and water scarcity, and educating children on food protection;
•
Research chairs in humanities and science were opened to serve scientific research
and community;
•
Based on the Kingdom’s prestigious position in the Islamic world, Umm al-Qura
University in Makkah established the Custodian of the Two Holy Mosques Institute for
Research on Pilgrimage and Umrah. It is a database bank on pilgrimage that serves
as a comprehensive reference for pilgrimage scientific research and studies with a
view to facilitating rituals and services by collecting data and detailed information on
all pilgrimage issues. This will help create a clear vision of the current situation of
pilgrimage services for better developments.
•
122
Universities opened entrepreneurship centers that contribute to community service
through preparing young nationals to launch entrepreneurial projects and creating job
opportunities to all citizens by promoting the culture of knowledge society and providing
training in collaboration with public and private sectors institutions. This is due to meet
the government expectations in addressing social problems such as unemployment.
Ministry of Higher Education
University Third Mission
•
Many universities established scientific associations that develop scientific activities,
hold conferences, and issue journals. Each association has its own social role related
to its specialty. Leading roles played by scientific associations are community service,
promoting knowledge, coordinating efforts exerted by specialists, exchanging expertise,
raising awareness, problem solving, future planning, and fighting corruption in all its
forms. Universities also established consultancy institutes that link them with the society
through providing scientific and research services to institutions outside the university.
•
King Fahd University of Petroleum and Minerals (KFUPM) incorporated community
service in the curriculum for closer ties with social life, which contributes to social
development and raising individuals’ awareness with their problems. Based on its
vital role in building human resources in the Kingdom, the university allocates more
than SR. 150 million Saudi riyals for research. Prince Sultan Center for Science and
Technology organizes the annual national contest for small enterprises to encourage
young nationals, male and female alike, to enter the world of business, and help them
prepare action plans based on empirical methodology for start-ups, giving valuable
financial awards to winners. The contest aims to promote the culture of business and
entrepreneurship, build foundations of knowledge to develop ideas for investment with
continuous assessment, boost government policy to turn young efforts from looking
for jobs to creating them, and providing new channels for community service. All this
contributes to enhancing the positive image of universities.
•
A study on air pollutants was conducted in Yanbu in collaboration with King Abdulaziz
University, King Abdulaziz City for Science and Technology, and the Royal Commission
for Jubail and Yanbu. The study showed that the environmental conditions in the city
were safe and healthy.
•
King Saud University adopted the idea of mathematics Olympiad known in many
countries to encourage competition among high school students and enrich community
culture. The university collaborates with the Human Resource Development Fund in a
preparatory and training program called (Maher) that addresses three areas: cognitive,
skills, and application. The university is keen on having this program completers
well prepared to marketplace with the knowledge required, skills acquired, and prior
experience. The program aims to prepare 250 high school trainees for a year of five
semesters depending on specialty (accounting, marketing, and Auto Cad.
University interaction with the society indicates its effective role and shows its involvement
through social functions and research that has a direct impact on the community. The mission
of the university in this context is not just to wait till it is called to provide service. It is rather
to take the initiative and render its services to the community by virtue of its resources and
potentials.
This mission is fulfilled by the Saudi universities in the following ways:
13
Ministry of Higher Education
123
Chapter
The Current Status of Higher Education
Table (23) lists the indicators for the Social Engagment dimention.
Table (23): Social Engagement Indicators
Social Engagement Indicators
124
13
University Third Mission
14. AAlI TV
AALI TV channel has been launched by the Ministry of Higher Education on Arabsat Badr,
frequency 10770 V. The channel can be followed on its website as well: http//:aalitv.edu.sa
The Channel Objectives
1
SE is included in the mission of the HEI
2
SE is included in the policy and/or strategy of the HEI
•
To serve students and faculty members inside and outside the Kingdom;
3
Existence of an institutional action plan for CE in the HEI
•
4
Budgetary assignment to CE
To give the chance to academic institutions to achieve community participation between
the universities and the society;
5
Percentage of academics involved in voluntary advisory boards
•
To render its cultural repertoire and various educational activities to a wide range of
audience through satellite broadcasting;
6
Number of events open to community/public
•
7
Number of research initiatives with a direct impact on the community
To take care of students on scholarships abroad by stressing national identity and sense
of belonging through activating the role of new media;
8
Number/cost of staff/ students hours made available to deliver services and facilities to community
•
To highlight the efforts and scientific endeavors by scholars on mission;
9
Number of people attending /using facilities
•
To highlight the role played by scientists, researchers, scholars, and students on mission
who made outstanding scientific achievements;
10
Number of projects related to educational outreach
11
Number of faculty staff and students involved in educational outreach activities
12
Percentage of HEI budget used for educational outreach
13
Number of community participants in educational outreach activities
14
Number of activities specifically targeting disadvantaged students/ community groups
15
Number of community representatives on HEI boards or committees
16
Amounts of grants/ donations/contracts arising from engaged partnerships
Ministry of Higher Education
This satellite network bridges the gap between Saudi universities and the world within the
context of scientific and cultural exchange. It is keen on presenting the bright picture of the
Kingdom in the educational and scientific fields to the local community, the region, and the
whole world. The channel will present educational programs in collaboration with universities
and provide the public with the latest updates and developments on higher education at the
national and international levels. It will cover the scientific events and conferences, the activities
of faculty members and students, and the news of mission programs abroad.
Ministry of Higher Education
125
Chapter
14
International Comparisons and Indicators Chapter
The Current Status of Higher Education
14. International Comparisons and Indicators
The Kingdom of Saudi Arabia has occupied a good standing in the world insofar as higher
education is concerned. This will become evident from the various comparisons and indicators
related to the number of students enrolled and gender equality, and expenditure of higher
education in comparison with selected countries. This theme focuses on comparing the
Kingdom’s higher education indicators with their counterparts in selected countries with
international average of each indicator. The comparison is done in accordance with express
methodology wherein the indicator is exhibited in relation to country groups in addition to the
indicator in the Kingdom. Indicators are illustrated by figures and followed by comments.
The following indicators have been chosen:
128
14
International Comparisons and Indicators
14.1. Data Sources
In calculating indicators, two sources have been adopted:
•
International sources. This is data collected from the UNESCO’s statistics office being
one of the accredited organizations specialized in the collection of higher education
data and from its web site www.uis.unesco.org
•
Local sources. These are the data adopted by the report in calculating the Kingdom’s
indicators from the data available in the Saudi Ministry of Planning and Ministry of
Higher Education data systems.
14.2. Measuring Indicators
The present report uses the international definitions and classifications adopted by most
countries and accredited by UNESCO. Indicators have been scientifically calculated as
the Kingdom’s data have been calculated and coordinated in accordance with international
definitions and classifications. Indicators have been calculated on the basis of these methods
and parities. Fields and levels of study have been defined in accordance with the 1997
International Standard Classification of Education (ISCED) adopted by the UNESCO.
•
Gross enrollment indicator
•
Gender parity indicator
•
Ratio of students enrolled in higher studies institutions vis-à-vis level
•
Percentage of distribution of registered students vis-à-vis field of study
•
Female ratio in each field of study
•
Percentage distribution of graduates vis-à-vis field of study
14.3. Enrollment Ratio and Gender Parity Index
•
Female graduates ratio in each field of study
•
International flow of graduate incoming and outgoing students
across the borders
•
Percentage distribution of the mobility of incoming and outgoing
international graduate students
Enrollment ratio means the percentage of full-time or part-time students in various stages
of education who are pursuing their studies at private and government higher education
institutions at a particular academic year in proportion to the same age population which is
theoretically 18:24.
•
Percentage of incoming international students
•
Saudi students abroad vis-à-vis category
•
Percentage of outgoing international students
•
Percentage of net international students mobility
•
NFRMS. Net mobility to gross number of students enrolled
•
The ratio of total enrollment Compared with international
outbound flow of students
•
Country groups, teacher-student ratio and international
average
Ministry of Higher Education
Table (24) indicates the good rank achieved by the Kingdom’s success in making higher
education available to people; the enrollment ratio reached 49% which is generally over the
international average and that of the Arab, Asian, and African countries. It is only surpassed by
America and Europe. This evidences the fact that the Kingdom has made a great progress in
spreading higher education among the youths aged 18-24.
Note that the Kingdom has also ranked high in spreading higher education among the 18 – 24
age group for male and female students. Table (25) shows the Kingdom’s rank which is over
the international mean. The GPI has also exceeded that of all members of the comparison
group. The lease GPI ratio has been 0.62% the one of Africa and Southern African Sahara; the
greatest at 1.32% has been that of America and Western Europe. The Kingdom, however, has
scored approximately 1.20%.
Ministry of Higher Education
129
Chapter
The Current Status of Higher Education
Table (24): Ratio of Total Enrolment in Higher Education vis-a-vis Gender, Country Groups, and
International Average
Groups
Female %
Male%
Total %
GPI
Arab countries
24%
24%
24%
1.02
Central and Eastern Europe
73%
73%
66%
1.26
Central Asia
25%
25%
24%
1.09
East Asia and the Pacific
30%
30%
29%
1.05
Latin America and the Caribbean
46%
46%
41%
1.28
North America and Western Europe
86%
86%
76%
1.32
South and West Asia
14%
14%
17%
0.76
Sub-Saharan Africa
5%
5%
7%
0.62
International mean
30%
30%
29%
1.08
Saudi Arabia
48%
48%
49%*
0.97
14.4. Enrolled students and GPI
Table (25) and Figure (17) show the number of students enrolled in the higher education
institutions vis-à-vis internationally recognized levels. These are as follows: ISCED (5a) which
is equivalent to Diploma or bachelor levels, ISCED (5b) which is equivalent to master level,
and ISCED (6) which is equivalent to doctorate level.
The Table shows that the students enrolled in ISCED (5a) are 89% of the total number of
students registered in the Kingdom. This is one of the high ratios among the comparison
groups and the international mean. We should bear in mind, however, that the international
average for students enrolled in ISCED (5a) is76%. Students enrolled in ISCED (5b) in the
Kingdom are approximately 10.6%. This is again one of the smallest ratios in country groups
and less than 22% - the international mean.
The Kingdom also scored low on the scale of ISCED (6) i.e. the doctorate level vis-à-vis the
country groups. It scored 0.4% which is less than the international average that stands at 2%,
it is less than the Arab countries mean that stands at 3%. This may be explained by the fact
130
Ministry of Higher Education
14
International Comparisons and Indicators
that students abroad are not included in the Kingdom’s data.
Table (25): Ratio of Students Enrolled in Higher Education institutions vis-à-vis Study Level, Country
Groups, and International Average.
Country groups
Level (5a)
Level (5 b)
Level (6)
Arab Countries
88%
10%
3%
Central and Eastern Europe
82%
16%
2%
Central Asia
93%
7%
1%
Eastern Asia and the Pacific
61%
34%
4%
Latin America and the Caribbean
82%
18%
1%
America and Western Europe
77%
20%
3%
Southern and Western Asia
90%
10%
1%
Sub-Saharan Africa
70%
29%
1%
International mean
76%
22%
2%
Saudi Arabia
89.0%
10.6%
0.4%
Figure (17): Total Registration Rate of all Students at Institutions of Higher Education by Education Level
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Arab Countries
Central and
Eastern Europe
Central Asia
Eastern Asia and Latin America
America and
Southern and
Pacific
and the
Western Europe western Asia
Caribbean
Level (5a)
Level (5b)
Sub-Saharan
Africa
International
Mean
Saudi Arabia
Level (6)
Ministry of Higher Education
131
The Current Status of Higher Education
The ratio distribution among the various international educational levels depend on the first
place on the state economy and development plans in addition to the training skills of the work
force they need.
Therefore, we can judge the quality of these ratios in relation to its adequacy of the economy
and the job market.
14.5. Percentage of the Distribution of Students Enrolled in Terms
of Field of Study
Table (26) shows the percentage of the distribution of students enrolled in terms of field of
study in the Kingdom and country groups. Note that the Kingdom appears to have scored 6.5%
of the total number of students enrolled in education and 29.4% in the humanities and arts;
24.2% in social sciences; economics and law; 14.5% in science; 0.5% in agriculture; 5.9% in
engineering; 4.1% in health science and service; and 1% in services.
Figure (18) shows that the distribution of students enrolled in most of the fields of study is
acceptable in the Kingdom except in engineering and agriculture and engineering, 5.97% and
0.5% respectively which is considered lowest percentages in the world where the average
percentages are 13.9% and 2.2%.
The Kingdom has achieved high percentages in humantities, arts, and natural sciences
compared to country group and international mean reaching to 29.4% and 14.5 respectively,
which is higher than international average which is 11.1 % and 8.9% and higher than Arab
countries average which is at 13%.
Chapter
14
International Comparisons and Indicators
Table (26): Distribution Percentage of Students Enrolled vis-à-vis Field of Study in the Country Groups
and International Mean.
Groups
Education
Social
Engineering,
Humanities
Sciences,
Manufacturing
and Arts
Business and
Science
Law
and
Health
Agriculture
And Social
Services
Unspecified
Services
Construction
Arab Countries
7.6%
16.4%
40.4%
13.0%
9.8%
1.6%
7.7%
2.6%
0.9%
Central and Eastern
Europe
10.3%
8.1%
41.7%
7.6%
13.6%
2.9%
6.6%
4.1%
5.1%
Central Asia
19.9%
13.1%
27.7%
5.3%
11.5%
3.1%
7.4%
7.8%
4.2%
East Asia and the
Pacific
11.4%
12.0%
35.6%
6.9%
19.1%
3.1%
8.2%
0.3%
3.4%
Latin America and the
Caribbean
16.3%
3.7%
38.4%
7.8%
13.2%
2.3%
13.4%
2.1%
2.8%
North America and
Europe
10.1%
13.5%
33.0%
10.6%
10.5%
1.2%
14.6%
1.5%
5.0%
South and West Asia
5.2%
16.9%
35.1%
11.6%
20.5%
3.6%
5.3%
0.2%
1.6%
Sub-Saharan Africa
13.2%
8.9%
43.0%
10.4%
7.5%
4.4%
8.1%
3.0%
1.5%
The Global Average
11.0%
11.1%
35.2%
8.9%
13.9%
2.2%
11.4%
2.5%
3.8%
Kingdom of Saudi
Arabia
6.5%
29.4%
24.2%
14.5%
5.9%
0.5%
7.1%
1.0%
11.0%
Figure (18): Proportional Distribution of Saudi Enrolled Students by Education Fields
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Education
132
Ministry of Higher Education
Arts and
Humanities
Sociology,
Economics and
Law
Science
Engineering,
Manufacturing
and Construction
Agriculture
Health and Social
Services
Services
Unspecified
Ministry of Higher Education
133
Chapter
The Current Status of Higher Education
14.6. Graduates
14
International Comparisons and Indicators
Figure (19): Proportional Distribution of Saudi Graduates by Education Fields
Table (27) and Figure (19) show that the highest percentage of graduates of higher education
was majored in humanities and arts 28.4%, which higher than international average 11.9%.
Natural science graduates reached 18.2% which is higher than international average 8.4%.
The ratio of health sciences and social services, and engineering and production graduates
was 7.1% and 9.3% respectively which is acceptable compared to ratio of the international
average (11.7% and 12.1%).
Education
Arts and Humanities
Sociology, Economics and Law
Science
Engineering, Manufacturing and Construction
Agriculture
Health and Social Services
Services
Unspecified
50.00%
45.00%
40.00%
35.00%
30.00%
Table (27): Percentage of Saudi Graduates as per field of Study in the Country Groups and International
Average.
25.00%
20.00%
Engineering
Agriculture
Health &
Medical
Sciences
Services
12.2%
0.9%
8.2%
2.6%
1.1%
14.7. Comparisons with Selected Countries
12.8%
6.5%
39.7%
7.1%
12.8%
2.8%
8.8%
5.1%
4.3%
Central Asia
21.7% 17.9%
30.1%
7.1%
9.8%
2.7%
5.5%
4.5%
0.7%
Eastern Asia and the Pacific
11.1% 15.6%
29.7%
5.7%
16.9%
1.1%
10.8%
4.6%
4.2%
Latin America and the
Caribbean
16.5%
4.8%
38.0%
8.8%
14.6%
1.0%
11.9%
3.2%
1.4%
A certain group of Arab and non-Arab countries have been selected for comparison with the
Kingdom’s data vis-à-vis enrollment and distribution ratios of students registered in various
educational stages and enrolled students. A number of features have been taken into account
in the selection of Arab and non-Arab countries; these include population proximity, and if
possible, similarity of economic conditions. Care has been taken that the selected countries be
designated by the Kingdom as host countries, provided that data is available.
America and Western
Europe
11.4%
9.8%
36.2%
8.1%
11.6%
1.3%
16.5%
4.5%
0.5%
10.8% 17.8%
31.0%
8.0%
20.8%
3.5%
5.6%
1.4%
1.2%
Sub-Saharan Africa
20.3%
5.4%
43.5%
9.9%
8.2%
5.4%
7.2%
0.1%
0.1%
International mean
12.5% 11.9%
33.5%
8.4%
12.1%
2.3%
11.7%
2.8%
4.8%
8.3%
26.2%
18.2%
9.3%
0.3%
7.1%
2.3%
0%
Central and Eastern Europe
Southern and Western Asia
Saudi Arabia
28.4%
Unspecified
Biology
16.3%
Arts and
Humanities
28.5%
Arab Countries
Education
11.4% 19.1%
Country
groups
Sociology.
Economics
and Law
15.00%
10.00%
5.00%
0.00%
Arab Countries
Central and
Eastern Europe
Central Asia Eastern Asia and Latin America America and Southern and
Pacific
and the
Western Europe western Asia
Caribbean
Sub-Saharan
Africa
International
Mean
Saudi Arabia
Table (28) shows the data relevant to a number of indicators related to students of higher
education institutions in the Kingdom, and a number of selected countries for 2009. Arranging
these countries in terms of the ratio of students registered for 2009, one finds that Korea got
the highest percentage of registration at 103.9%. This high percentage may be explained by
the fact that there are a huge number of foreign students enrolled. Pakistan had the lowest
ration at 6.6%.
The total registration ratio was 37.8% in the Kingdom. This comes in 13th place of the total
number of the selected countries. It comes before Jordan & Tunisia.These numbers indicate
acceptable percentages of registration in the Kingdom. Though they are less than some
countries, they are still better than others. It is considered average among Arab countries.
134
Ministry of Higher Education
Ministry of Higher Education
135
Chapter
The Current Status of Higher Education
Table (28): Indicators of Students Enrolled in Higher Education Institutions in 2007 in Selected Countries.
136
No.
Countries
Percentage of
Enrolled Women
Students
1
South Korea
85.7
103.1
0.72
2
United States of America
111.3
94.8
1.41
3
Finland
103.3
93.7
1.22
4
Russia
87.4
...
1.35
5
Argentina
90.2
74.8
1.51
6
Austria
73.8
68.2
1.18
7
United Kingdom
69.5
59.7
1.38
8
Japan
56.2
59.7
0.89
9
France
63.5
56.7
1.27
10
Turkey
49.9
55.4
0.82
Percentage of Total
Enrollment
GPI
11
Iran
43.0
42.8
1.01
12
Malaysia
48.6
42.3
1.34
13
Saudi Arabia
39.9
37.8
14
Jordan
40.7
15
Tunisia
16
14
International Comparisons and Indicators
14.8. Funding Higher Education
The expenditure on the higher education student as a ratio of the individual share of the gross
national product has been the focus of study. Suffice it to compare the Kingdom with the
selected group of countries representing the majority of accredited international groups.
14.9. Faculty Member and Student-Teacher Ratio
This indicator shows the availability of sufficient numbers of teaching staff that impacts
knowledge acquisition both qualitatively and quantitatively and the education output. Table
(29) and Figure (20) indicate that the Kingdom scores acceptable ranks in comparison to
country groups and the international average.
The staff-student ratio in the Kingdom is 20, which means that there is a university professor
to every 20 students.
Table (29): Staff-Student Ratio for the Country Groups and the International Average
Country group
Staff-student ratio
Male
Female
Gross
Arab Countries
17
38
23
1.12
Central and Eastern Europe
17
15
16
37.7
1.16
Central Asia
13
13
13
42.8
35.8
1.48
Eastern Asia and the Pacific
15
22
18
China
27.2
25.9
1.10
Latin America and the Caribbean
10
16
13
17
Indonesia
21.8
23.1
0.89
North America and Western Europe
10
17
13
18
India
14.9
17.9
0.73
South and West Asia
*
*
*
19
Pakistan
6.0
6.6
0.83
Sub-Saharan Africa
23
25
24
Int. average
14
20
16
Saudi Arabia
16
27
20
Ministry of Higher Education
Ministry of Higher Education
137
The Current Status of Higher Education
Figure (20): Ratio of Student to Teaching Staff by Groups of Countries and the Global Average
Male
Female
Gross
40
35
30
25
20
15
10
5
0
Arab Countries
Central and
Eastern Europe
Central Asia
Eastern Asia and Latin America and
America and Sub-Saharan Africa
Pacific
the Caribbean
Western Europe
International
Mean
Saudi Arabia
A male – female comparison of staff-student ratio reveals that it is 16 for males, which is higher
the international ratio standing at 14, and 27 for females which is much higher than the male
ratio and the international average standing at 20. This is explained by the fact that there are
male staff members teaching at female colleges through closed circuit TV and do not count
among the female members of the teaching staff.
Chapter
15
International Evaluation of Saudi
Higher Education
138
Ministry of Higher Education
The Current Status of Higher Education
15. International Ranking of Saudi Higher
Education
15.1. Saudi Universities on the World Map
. igher Education in Saudi Arabia has achieved huge leaps in the last few years represented
H
by founding many new universities, expansion of admission, and launching King Abdullah
Scholarship Program. In addition, many research chairs have been established as well
as research excellence centers. As the Ministry of Higher Education moves toward
internationalization, the academic reputation of universities, with its all dimensions, represent
a key factor of their competitive advantages.
. his report observes six of international ranking systems that some Saudi universities have
T
appeared in their reports. The following are these six ranking systems and their ranking of
Saudi universities.
15-2 QS World University Ranking
This ranking system was founded in 2004. One of the QS indicators is academic peer review
which represents 40%. QS looks at 2000 academic institutions and ranks 700 of them. It has
three categories: 1-400, which represents top universities, 401-450, and 451-500.
•
QS Report 2012
Three Saudi university came in the top 400 university in the world in 2012, King Saudi
(197th), King Fahd University of Petroleum & Minerals (208th), and King Abdulaziz
University (334th).
Imam Muhammad bin Saud Islamic University was ranked in the second category: 451500.
•
QS previous Reports
The following table shows the QS rankings of Saudi University in the last 4 years. Table
30 shows the Saudi universities in QS report in the last years.
140
Ministry of Higher Education
Chapter
15
International Evaluation of Saudi Higher Education
Table (30) QS Rankings of Saudi Universities
University
Ranking in 2009
Ranking in 2010
Ranking in 2011
Ranking in 2012
King Saud University
247th
221st
200th
197th
King Fahd University of
Petroleum & Minerals
266th
25th
221st
208th
King Abdulaziz University
*
*
*
334th
Imam Muhammad bin Saud
Islamic University
*
*
*
451st
15-3 Times Higher Education (THE)
This ranking system uses 13 indications to reflect universities’ academic, research, and social
activities. The latest report of THE is the second after collaboration with QS World Ranking
Report was ended.
• THE Report 2012
One only Saudi university came among the best 400 universities in 2012 THE report, namely
King Abdulaziz University.
• THE Previous Reports
I. n 2010, two Saudi universities were among the top 400 universities worldwide. In the next year,
these two universities were out of the list. No Saudi university came among the best university
in THE report in 2011. THE latest report published in 2012 ranked King Saud University among
the top 350 university. The following Table shows the Saudi universities came in THE ranking.
Table 31 shows ranking of Saudi universities in the last three years.
Ministry of Higher Education
141
Chapter
The Current Status of Higher Education
University
Ranking in 2010
Ranking in 2011
Ranking in 2012
King Saud University
363rd
*
301- 350
King Fahd University of
Petroleum & Minerals
349th
*
*
15-4 US News & World Report
This ranking system includes universities of different countries. It ranks university according to
some majors, e.g. arts, sciences, engineering, medical sciences, etc.
• US News & World Report 2012
King Saud University ranked 197th, King Fahd University of Petroleum & Minerals 208th, and
King Abdulaziz University ranked 334th in US News & World Report ranking in 2012.
• US News & World Report Previous Reports
The following table shows the ranking of Saudi University in US News & World Report in the
last four years. Table 32 shows the ranking of Saudi universities in US News & World Report
in the last four years.
Table (32) US News & World Report Ranking of Saudi Universities
142
Ranking in 2009
Ranking in 2010
Ranking in 2011
International Evaluation of Saudi Higher Education
15-5 Webometrics Ranking System
Table (31) Times Higher Education Ranking of Saudi Universities
University
15
Ranking in 2012
Webometrics Ranking of World University is produced by the Cybermetrics Lab (CINDOC), a
unit of the Spanish National Research Council (CSIC). It is one of the most comprehensive
ranking systems since it assess 12000 universities every six month through CINDOC.
Webometrics aims to enhance web publishing of universities which enables cultural exchange
and participations among peoples. The web content of a university is one of the main indicators
of its performance, in addition to other factors like university graduates, activities, and impacts.
The Internet today is a mirror that reflects the value of a university. It is an essential factor in
any university future, since it is one of the main knowledge communication tools with local and
world society. It is also a learning channel for those off campus. In addition, the Internet is an
open forum for societal engagement, as well as a world gate for university to attract talent,
funds, and resources.
• Webometrics Report 2012
In July 2012, Webometrics issued its report. Saudi universities ranking in this report are shown
in Table (33).
Table (33) Webometrics Ranking of Universities in Saudi Arabia
University
Ranking in 2012
King Saud University
236th
King Fahd University of Petroleum & Minerals
544th
King Abdulaziz University
701st
Umm Al-Qura University
1165th
Imam Muhammad bin Saud Islamic University
1392nd
King Saud University
247th
221st
200th
197th
King Faisal University
1701st
King Fahd University of Petroleum
& Minerals
266th
25th
221st
208th
King Khalid University
2404th
King Abdulaziz University
*
*
*
334th
Najran University
2898th
Imam Muhammad bin Saud Islamic
University
*
*
*
451st
Taibah University
3407th
King Abdullah University for Science & Technology
4292nd
Ministry of Higher Education
Ministry of Higher Education
143
Chapter
The Current Status of Higher Education
15
International Evaluation of Saudi Higher Education
• Webometrics Pervious Reports
Shanghai Academic Ranking of World Universities Previous Reports
The follwing table (Table 34) shows privious ranking of Saudi universities
According to this ranking system, one Saudi university came among the best 500 universities
worldwide in 2009, namely King Saud University. It was the only Arab university that came in
this ranking. In 2010, two Saudi universities came among the best 500 universities in the world,
namely King Saud University and King Fahd University of Petroleum & Minerals. In the next
year 2011, King Saud University came among the top 300 universities whereas King Fahd
University of Petroleum & Minerals ranked among the best 400 universities. This indicates the
excellence of these two universities as world universities. Table 35 shows the ranking of Saudi
universities ranking reports from 2009-2012.
Table (34) Webometrics Ranking of University (2009 - 2012)
University
Ranking in 2009
Ranking in 2010
Ranking in 2011
Ranking in 2012
King Saud University
197th
164th
186th
236th
King Fahd University of Petroleum
& Minerals
303rd
178th
302nd
544th
King Abdulaziz University
*
291st
790th
701st
Umm Al-Qura University
*
681st
955th
1165th
University
Ranking in 2009
Ranking in 2010
Ranking in 2011
Ranking in 2012
Imam Muhammad bin Saud Islamic
University
*
*
1555th
1392nd
King Saud University
401- 400
301- 400
201- 300
201 - 300
King Fahd University of Petroleum
& Minerals
*
401- 500
301 - 400
301- 400
King Abdulaziz University
*
*
*
301 - 400
15-6 Shanghai Academic Ranking of World Universities
Table (35) Saudi Universities in Shanghai Ranking of World Universities
This academic ranking system was launched in June, 2003. It is a joint project between Center
for World Class Universities and Shanghai Jiao Tongo University in China. Since 2009, this
ranking system has belonged to Shanghai Ranking Consulting.
Shanghai Jiao Tongo University issued its 10th report in August 2012. This ranking reports
includes, beside universities, some other higher education institutions in Saudi Arabia like
Technical College in Riyadh. This reports ranked 12000 universities worldwide.
Shanghai Academic Ranking of World Universities 2012
King Saud University ranked among top 200-300 universities worldwide in 2012. Two other
Saudi universities, King Abdulaziz University and King Fahd University of Petroleum & Minerals
ranked among top 300-400 university in the world.
In the same report, King Saud University ranked among top 101-150 of the top universities
in science, engineering, and informational technology. In addition, King Abdulaziz University
came among top 150-200 world universities in life sciences and agriculture.
144
Ministry of Higher Education
Ministry of Higher Education
145
The Current Status of Higher Education
15-7 SCImago Journal Rank
The SCImago Journal Rank in Spain issued its 3rd report of scientific impact of scholarly
journals. SCImago is one of the well-known ranking system that measure scientific impact of
research of 3290 research centers in 106 countries, with increase of 8% in number of research
centers it measured in 2011.
. s shown in Table 7, King Saud University came in the 1st place in Saudi Arabia, 22nd in
A
the Middle East, and moved from 947 place in 2011 to be 724 place worldwide. King Fahd
University of Petroleum & Minerals followed King Saud University and ranked 45th in the
Middle East, after it had ranked 25th in 2011. King Abdulaziz University ranked 78th in the
Middle East after it had ranked 47th in 2011. It came also 3rd in Saudi Arabia. Table 36 shows
the ranking of Saud Universities and other Research institutions in SCImago ranking in the
2011-2012.
Table (36) SCImago Ranking of Journals in Saudi Universities
Institutions
King Saud University
King Fahd University of Petroleum &
Minerals
King Faisal Hospital & Research Center
King Abdulaziz University
ARAMCO Company
King Faisal University
King Khalid University
146
Ministry of Higher Education
Year
Local Level
Middle East
Level
2011
1
20
947
2012
1
22
724
2011
2
25
1063
2012
2
45
1093
2011
3
43
1717
2012
4
105
2020
2011
4
47
1764
2012
3
78
1660
2011
5
53
2003
2012
5
110
2190
2011
6
69
2521
2012
6
124
2550
2011
7
87
2888
2012
7
153
2009
World Level
Chapter
16
Saudi Woman in Higher Education
Chapter
The Current Status of Higher Education
16. Saud Woman in Higher Education
The Ministry of Higher Education, in accordance development goals of Saudi Arabia, seeks to
support women in higher education and to make them participate in job world and to play a vital
role in economic, cultural, and social development of Saudi Arabia.
. he Saudi government has made some initiatives to increase the higher education opportunities
T
for women, among these initiatives is the establishment of Princess Nora Bint Abdulrahamn
University with a total area of 8,000,000 m2. Princess Nora Bint Abdulrahman in the largest
women’s university in the world. It hosts 40,000 woman students representing more than 60%
of high school woman graduates. Other initiatives of the government include also founding
many women’s campuses in different regions of Saudi Arabia.
. oday, there are more than 300 colleges and higher education institutions for women around the
T
Kingdom. All these 300 institutions are supervised by the Ministry of Higher Education. Woman
students represent more than 53.35% of the total number of students in Saudi universities
and more than 22% of study abroad students. Table (37) shows the number of Saudi woman
students in Saudi universities and study abroad program in 2012.
Table (37) ) Number of Saudi Women Students in Higher Education
Category
Number of Students
Woman Students in Saudi Universities
501,346
Woman Students in Study Abroad Program
31,594
16
Saudi Woman in Higher Education
Two other patents have been registered by a woman tem at College of Pharmacy in King Saud
University. One was registered in Europe and the Other in United States. This team, after 10
years of work, has discovered new drug compound in hypnagogic drugs.
Dr. Nadia Indigani of College of Arts and Interior Design at Umm Al-Qura University has awarded
a golden medal in Korea International Women’s Invention Exposition in 2012, which was
arranged with Korean Intellectual Property Office & World Intellectual Property Organization
(WIPO). She invented a measurement device that measures coefficient of fabrics prolapse,
which is one of main features of laboratory tested fabrics.
Ms. Amal Abdul Aziz Al Sufiani, a study abroad student, has received an award for the best
research in the Department of Biochemistry and Biology partial Georgetown University, USA.
Her research was in diagnostic obviate the need for biopsy in some cases pathological renal,
and ease the pain of patients. She has conducted research in the Lab. Robert Starr diagnostic
for kidney research in the National Institute of Health in America, known as a leading institute
in the field of health research.
In the field of environment, human and sustainable development, the GIC U.S. Space and
Technology and the Environment (Cote Gassi), one of the NASA institutions, has added Ms.
Magda Aburas, an assistant professor in Department of Biotechnology at King Abdulaziz
University, as a member of the Governing Council as well as a regional researcher with NASA
scientific team to work on the implementation of the scientific and research projects and
programs for the development of the Gulf
It is expected that these numbers will increase as the support of Saudi government and the
Ministry of Higher Education continues.
. audi women, with support of the government of Saudi Arabia, have achieved scientific and
S
research excellence in different fields of knowledge at both Arab and international levels. They
have captured the attention of international observers when they became pioneers in a number
of fields particularly science and research. Many Saudi woman university professors and
students have achieved excellence in their fields. For example, Dr. Maha Khayyat from Physics
Department at Umm Al-Qura University has registered three patents in nanotechnology and
solar cells at IBM company in United States. She achieved the Gold Medal in International
Exhibition of Inventions of Geneva in 2012.
148
Ministry of Higher Education
Ministry of Higher Education
149
The Current Status of Higher Education
152
Ministry of Higher Education