Transcript Slide 1

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