Higher Education and Training in the Kingdom of Saudi Arabia Vision 2020 Khaled Saleh Al-Sultan Rector, King Fahd University of Petroleum & Minerals Vision of Education and Training of Royal Commission For Jubail and Yanbu October 29, 2007 Contents 1 Current Status & Facts • Structure & Current Status • Growth & Achievements 2 Higher Education and Training Vision 2020 Challenge s& Opportuni ties • Local and Global Challenges & Opportunities 3 4 Trends The 2020 Vision • Global trends shaping the future of HE&T • How do we envision the Future of HE? HE&T: Higher Education and Training Introduction • Education in the Kingdom has gone through major developments and several reforms and receives the highest attention & support from the government. • Recently, The Custodian of the Two Holy Mosques has provided a SR 9 billion for the Public Education Development Project (TATWEER). • Another ambitious project to develop a future strategy for University Education (AAFAQ) is in the final stages was also directed by the King • A strategic plan is recently developed by the General Organization for Technical & Vocational Training which also receives great support from the government Role of Education 1. Develop human capital as engine of economic growth and driver of market productivity 2. Improve learning and teaching from pre-school through graduate school 3. Provide lifelong learning opportunities 4. Respond to the needs of business and industry 5. Play a leading role in national initiatives 6. Disseminate R&D and promoting technology transfer 7. Enhance the technology infrastructure Role of Education “To succeed in today’s workplace; young people need more than basic reading and math skills. They need substantial content knowledge and information technology skills, advanced thinking skills, flexibility to adapt to change, and interpersonal skills to succeed in multi-cultural, cross-functional teams.” J. Willard Marriott, Jr. Training Categories Part of Higher Education lifelong Training WorkIntegrated Learning (WIL) • Required or optional for college or university education requirements • Lasts for few months • Forms: Coop & Summer Training, Internship, Professional Skills Program, Industry Projects, Entrepreneurial Initiatives, Virtual Business Policy Game & Firms, etc. • Provided by business & industry partners Technical, Vocational and Health Training • Leads to a formal degree • Lasts for 1-3 years of technical and hands-on experience • Range of programs needed by workplace • Provided by formal Universities or colleges (GOTVT, RCJY, Ministry of Health, etc.) Other Formal Institutions • Institute of Public Administration, Military colleges, etc General Training • • • • • Fulfills needs of personal and professional development Not necessarily leads to a degree Varies in duration days to weeks Many private providers with variations in quality workplaces provide on-the-job training for employees Role of Training “ The most expensive training you can purchase is training that doesn't result in any positive change.” Larry McGehe The Higher Education System Council of Higher Education (CHE) Ministry of Higher Education (MoHE) Other HE Entities: • Tech. & Voc. Training (GOTVT) • Royal Com. for Jubail &Yanbu • Health Institutes, Min. of Health • Others specialized institutions National Commission for Assessment & Academic Accreditation (NCAAA) National Center for Measurement & Assessment • Men & Women (19) • Men Only (2) • Women Only (1) 42% 48% 10% % of Total enrollment in HE institutions • (18) Teachers Colleges • (102) Girls Colleges • Recently associated to Universities Private Institutions Budget Ministry of Finance Universities (22) Universities directly negotiate their budgets with the Ministry of Finance H.E. Growth and Initiatives • The access to higher education has been growing in the recent years to generally respond to the demand High School Graduates Entering Higher Ed. 100% Higher Education Enrolment 700 94% 89% 88% 80% 70% growth from 1999 to 2006 603 600 574 80% 525 67% 500 62% 432 445 404 60% 400 350 300 40% 200 20% 100 0 0% 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 1999/2000 2001/2002 2003/2004 2005/2006 H.E. Growth and Initiatives Growth in HE Institutions (2002 – 2007) Private Colleges Private Univ. 0 Univ. Hospitals 3 Dentistary Colleges Medicine Colleges Government Univ. 23 21 7 14 3 3 – King Abdullah Scholarship 9 3 Program 7 7 8 Emphasis on medicine, engineering, IT, and sciences Regionally distributed over the Kingdom 4 0 – Establishing universities (22), Community Colleges (28) 18 6 Engineering Colleges Pharmacy 28 3 Science Colleges Applied Medicine 2002 12 4 Computer Colleges accommodate high school graduates through: 2007 3 Community Colleges Nursing Colleges Expansion in access to 17 5 Major Initiatives in Higher Education 18 20 – Support to Private Education H.E. Growth and Initiatives Major Initiatives in HE (Cont.) • Establishment of the following entities: National Center for Measurement & Assessment National Commission for Academic Accreditation & Assessment (NCAAA) National Center for e-learning and distance education Higher Education Fund Center for Higher Education Statistics • Initiating major projects, such as Developing future plan for university education for the next 25 years Research excellence centers at universities (Totally funded by the Ministry) Establishment of King Abdullah Univ. for science & Technology (KAUST) Faculty development & training Professional societies Translation Program of Academic Leadership & Education Textbooks Training Institutes Institution Technical Colleges (GOTVT) Royal Commission for Jubail & Yanbu (RCJY) Health Colleges (M. of Health) Institute of Public Admin. (IPA) Total Number of colleges Total Enrolment 34 39165 3 4541 46 14319 2 2742 85 60767 Note: Numbers are for the academic year 1426/1427H Source: MoHE Statistical Book 1426/1427H Training Institutes General Organization for Technical Education and Training (GOTVT) has: • Developed an ambitious Strategic Plan • More emphasis on training and hands-on experience • Efforts to respond to market needs • Expansion projects for Technical colleges are underway • More training venues and institutes for females Royal Commission For Jubail and Yanbu (RCJY): • Maintained quality of graduates for job market needs • Focused on specific disciplines • Has two industrial Colleges in Jubail & Yanbu and opened recently: • University College in Jubail (a BS Degree) and • Jubail Technical Institute (diploma degree) Contents 1 Current Status & Facts • Structure & Current Status • Growth & Achievements 2 Higher Education and Training Vision 2020 Challenge s& Opportuni ties • Local and Global Challenges & Opportunities HE&T: Higher Education and Training 3 4 Trends • Global trends shaping the future of HE&T The 2020 Vision • How do we envision the Future of HE? Higher Education Reform Pursuing Excellence Diagnosis-Analysis and Development Trends Challenges Opportunities 21st Century Features Information Interdisciplinary Nature & Multidisciplinary Technology Advancement Features New Materials Natural Resources Globalization Environment Challenges Access Expansion of HE&T Growing needs of HE&T for Development Population growth and Society Demands Compliance with Market Needs New Directions in HE&T Impacts of Communication and IT Evolution Efficiency and Effectiveness Globalization Impact Development of Faculty, Staff, Student &Trainees Funding of HE&T Quality Social Responsibilities Major Challenges • Can be summarized into four major INTERELATED challenges Funding Access Major Challenges Quality JobMarket Opportunities Agreement on need Reform Creativity and Innovation New Accreditation Criteria Availability of Financial Support Political Support New Delivery Methods Importance of HE&T for the Welfare of Nations Contents 1 Current Status & Facts • Structure & Current Status • Growth & Achievements Higher Education and Training Vision 2020 2 3 4 Challenges & Opportunities Trends • Local and Global Challenges & Opportunities • Global trends shaping the future of HE&T HE&T: Higher Education and Training The 2020 Vision • How do we envision the Future of HE? The Changing World: WORKPLACE NOW THEN • Large pyramids • Small companies • Producer-centered • Client-oriented • Departments • Project teams • Hierarchy • Flat organisations • Tight structure • Loose & fluid systems • Design at the top • Design at front-lines • Assigned procedures • Improvised actions • Rules & regulations • Fit-for-purpose acts The Changing World INDIVIDUAL LIFE NOW • • • • • • • • • • • • Lifelong career Long-term loyalty Occupational identity Work-study consistency Org. membership Stable employment Escalating salaries Upward mobility Foreseeable retirement Constant networks Stable relations Security, certainty THEN • • • • • • • • • • • • Multiple careers Multiple jobs Blurred identity Work-study mismatch Possible free-lancing Frequent off-jobs Precarious incomes Fluctuating status Unpredictable future Varying networks Changing partners Insecurity, uncertainty The Changing World WORKPLACE ACTIVITIES • • • • • • • NOW Paper work Circulars Minutes Documents Instructions Written reports …… • • • • • • • • • • • • • THEN Communications Brainstorming E-mailing SMS Blogs Seminars Debates Conferencing Negotiation Presentation Confrontation Lobbying Retreats The Changing World SKILLS & ATTITUDES NOW THEN • Special skills • Communications • Planning & • Team-working implementation • Navigating the bureaucracy • Following the heritage • Human relations • Problem-solving • Design & innovations • Personal responsibility • Self-management • Ethics, values, principles The Changing World The BOTTOM LINE … NOW • Analytic, regulated, structured, clear-cut, uniform, convergent, normative, neat, assertive and reducible to parameters THEN • Holistic, flexible, loose, fuzzy, plural, divergent, liberal, complex, speculative and tolerant of multiplex concepts Major Trends • • • • New vs. Traditional Learning Lecturing vs. Problem-Based Learning Curriculum Reform Trends in University Model New vs. Traditional Learning Traditional learning New learning •The teacher is the center of the education process •Student is the centre of the education process •Transferring knowledge from teacher to students •Students form knowledge through gathering and integrating information within general skills as part of investigating facts, critical thinking and problem solving •Students receive information in a negative form •Students participate effectively and actively •Focus on gaining knowledge out the context that it will be used in. •Focus on using knowledge and transferring it in an effective way for solving existing and emergency problems within the real life •The teacher is the sole source of information and assessment •The teacher is the facilitator and there is a role for the teacher and the students in learning evaluation process •Evaluation and teaching are separate processes •Evaluation and teaching are interlinked processes New vs. Traditional Learning Traditional learning New learning •Evaluation is used to monitor the learning •Evaluation is used to encourage learning process and focus is on right answers process and diagnose it and focus is on only coming with better questions and learning from mistakes •Indirect evaluation through exams where grades are made objectively •Direct evaluation through research papers, projects, performance, achievement portfolio and others •Focus is on one branch of knowledge •Expansion and being familiar of a number of knowledge branches •The dominating culture is a competitive one based on individual spirit •The dominating culture is a cooperative one based on partnership and support •Students alone are the ones concerned with the learning process •Students and teachers learn together Lecturing vs. Problem-Based Learning • Lecturing • Problem-based Learning Lecturing vs. Problem-Based Learning • Lecturing • Problem-based Learning Lecturing vs. Problem-Based Learning • Lecturing • Problem-based Learning Curriculum Reform •Key-Learning Areas (KLAs) •Broadened learning experiences •From Classrooms … to Cyberspaces … Classrooms Beyond Classrooms Beyond Campus CyberSpace Campus or Education Business? “The biggest danger is that higher education may be the next railroad industry, which built bigger and better railroads decade after decade because that’s the business it thought it was in. …The reality was that it was in the transportation industry, and it was nearly put out of business by airplanes … …Colleges and universities are not in the campus business, but the education business.” Arthur Levine President of Teacher’s College - Columbia University Curriculum Reform Curriculum as Subjects Curriculum Reform Curriculum as Key Learning Areas Lives in Education Study Classes Learning Experiences Academic Classes Knowledge Learning at the University Design, Humanities, Art, Sports Rural Visits, NGOs, Community Services, Voluntary Work Residential Halls, Associations & Clubs Lectures, Tutorials, Laboratories Exchange, Youth Conferences Internship, Practicum, Placement, Mentorship Academic Classes Fieldwork Learning Classical Paradigm Entrepreneurship Paradigm Trends in University Model Universities in Advanced Nations Entrepreneur Academy Academic Capitalism Ind.-Univ. Cooperation Universities in KSA R&D Growth in Univ. Research Research-Oriented School Began Ind.-U. Coop. Integration of Education & Research Education Oriented U. R&D Introduction of Graduate School Oriented Universities 4-year Undergrad Course Liberal Arts Education for the Upper Class 2020 Paradigm Shift in University Role years Contents 1 Current Status & Facts • Structure & Current Status • Growth & Achievements Higher Education and Training Vision 2020 2 Challenges & Opportunities • Local and Global Challenges & Opportunities HE&T: Higher Education and Training 3 4 Trends • Global trends shaping the future of HE&T The 2020 Vision • How do we envision the Future of HE? Higher Education Reform “Higher Education Competitiveness is Nation’s Competitiveness.” Basic Principles • From Quantitative Expansion to Qualitative Upgrade • Differentiation and Specialization “From Department Store to Specialized Shop” • Local manpower to Global human resources • From limited knowledge to Life-long Learner • Reinforcing Industrial & Societal Ties HE&T Reform Mission Differentiation • Accreditation, ranking, and training Quality Achieving: • Specialization • Competitiveness Excellence Responsibility & accountability • Separate coordination, policy-making, and operational decisions HE&T Reform Mission Differentiation Achieving Specialization & Competitiveness Research Universities Build and develop research excellence Comprehensive Universities Provide capacity and excellence in research and teaching Teaching Universities Provide a focus on teaching & regional needs Community Colleges Provide associate degrees in general education Virtual University Provide degrees to accommodate student needs Other Public Institutions Public institutions outside the realm of authority of MOHE, such as GOTVT, RCJY, military colleges etc. Private Sector Private institutes of higher education HE&T Reform Responsibility & Accountability Policy-making, and decisions • Clear role definitions of HE&T bodies and institutions will promote accountability & responsibility • The following issues shall be properly divided between governing bodies, Ministries, and institutions: • National Policy Integration and alignment with national economic development agenda • Policy Formation, implementation and Evaluation • Alignment of national HE&T strategies with strategy of individual institution HE&T Reform Quality Assurance Accreditation, Rating, Ranking Quality Assurance Instruments include: • Accreditation : The test of goal achievement and improvement • Ranking and Ratings : The test of reputation • Outcomes : The test of results • Licensure : The test of professional standards • Program reviews : The test of Peer Review • Follow-up studies : The test of client satisfaction • Total quality management : The test of continuous improvement Pursuing Excellence Requires: • Broadening public appreciation for the role of Higher Education • Increasing the understanding of the needs of workplaces • Contributing to a Knowledge-Based-Society and Knowledge-Based-Economy • Devoting more attention and resources to leadership • Promoting life-long learning Curriculum Revision Requires: • Balance between Theory and Application • Learning Through Discovery or Problem Solving • Balance Between Breadth and Depth - Comb Theory • Integration of Subjects within the Discipline and Across Disciplines • Developing Skills within the Curricula • Appreciation and adherence to values & ethics. • Integration between Teaching, Research and Community Service • Work-Integrated Learning (WIL) • Promoting life-long learning Teaching for Learning The most efficient ways in Learning are: • Motivate the students • Stimulate their curiosity • Project-oriented learning • Problem based learning • Student-centered learning … and the learning will follow by itself. Creativity What is needed for being creative? • Curiosity, questions, questions, … and searching for answers • Creative unrest • Broad horizon • Knowledge in several fields • Interdisciplinary thinking • Self-confidence & Self-critics • Stubbornness & Flexibility • Concentration & Relaxation Skill Development Technical Competence There is a gap in Skills that needs to be bridged in the future graduate Lifetime Learning Solution Synthesis Ability Critical Thinking Practical aptitude Entrepreneurship - - - - - - Current Graduates Future Graduates Communication Behavioral Skills Higher Education Reform World-Leading University Knowledge-Creative Global Leader Cross-disciplinary Education Entrepreneurship Education Leadership Education HE&T Major Thrust 2020 Education for All Globalization Quality “Empowering people with knowledge, striving Funding for excellence and innovation, Efficiency nurturing the leadership of the future” HR Development Effectiveness Research & Innovation From Ambitions to vision Access Funding Major Challenges Quality From Ambitions JobMarket THE VISION Vision 2020 • Saudi Arabia projected as a knowledge-based economy • HE&T need to be improved to compete globally and meet the country’s inspiration. • An expanding, diversified and ‘massified’ Saudi higher education sector playing a key role in this transformation • Quality in HE&T contribute to a society with the capacity to innovate, adapt and advance. • An education system that is both creative and attractive to talents • More flexible/more accountable higher education institutes responding to the needs of the productive sectors • Saudi entrants into the job market possessing the combination of basic knowledge, applied skills and necessary values and ethics that are perceived to be critical for success in the 21st century Vision 2020 (cont.) • Forged partnerships between private, government, national and international institutions • The private sector has to take on greater responsibility for the training of Saudi manpower. • Training for all – providing equal access to training means greater employability for workers and enhanced workplace satisfaction • Established lifelong learning practices • Coordination among the different education and training institutions is crucial. • Academic institutions alone can not solve major Global Problems. They need Empathy, Compassion, and Foresight from other partners. For more information • Khaled S. Al-Sultan, “The Future Policies for HE”, Symposium on Future Vision for The Saudi Economy 2020, Riyadh 1422H. • Long Term Strategy 2025, Ministry of Economy & Planning, Saudi Arabia • 2020 Vision of National Science Foundation, USA • Kai-ming Cheng, “Training or Emancipation: Challenges to Higher Education in the post-industrial society”, First National Workshop for AAFAQ, Riyadh, 2006. Thank you