Education System in Saudi Arabia

Of Change and Reforms

Md. Muddassir Quamar, Muddassir Quamar Md.

• Publisher: Palgrave Macmillan
• Year: 2020
• Print ISBN:
  9789811591723
• eBook ISBN:
  9789811591730
• Topic: Politics & International Relations
• Subtopic: Middle Eastern Politics
• Index: Politics & International Relations

This book is a comprehensive study on the education system of Saudi Arabia, placing the reforms and changes it has undergone in the past two decades within the context of the historical evolution of the education system. An education system cannot be seen in isolation of the society; it plays a significant role in shaping the individual, state and the society, that in turn, have a bearing on the education system and its evolution. Therefore, this book locates Saudi education in the backdrop of the changes in the society, how they have facilitated or hindered the education reforms and how the education reforms have impacted the society. The book does not ignore the immediate trigger for the beginning of a comprehensive reforms process but goes beyond it to find much deeper socio-political and economic rationales that paved the way for the reforms. It provides a nuanced understanding of the interplays of various socioeconomic as well as political factors that have shaped the education system in Saudi Arabia.

© The Author(s) 2021

M. M. QuamarEducation System in Saudi Arabiahttps://doi.org/10.1007/978-981-15-9173-0_1

Begin Abstract

1. Introduction

Md. Muddassir Quamar¹

(1)

New Delhi, Delhi, India

End Abstract

Education is an important aspect of human life. It plays a significant role in shaping an individual, state, and society at large. The quality and level of education are considered important measures for social progress and human development. Quality education thus is one of the 18 sustainable development goals (SDGs) of the United Nations (UN). Despite its universal appeal and its significance in all cultures and societies, education is not universally available to all. The degree of attainment and quality of education varies widely among different regions and societies based on their socioeconomic and political conditions. This wide disparity in terms of education becomes visible in terms of knowledge production and scientific and technological advancement. In terms of the regional distribution, the Western societies of North America and Europe have attained far greater advancement in education compared to other parts of the world. This also shows in terms of the large number of top-ranked universities and institutions of higher learning located in the Western countries.

In recent decades, however, other societies especially in Asia, and also in other parts of the developing world in Latin America, Africa, and the Middle East, have been working to develop their education systems and the UN’s adoption of quality and accessible education as one of its millennium development goals (MDGs), and SDGs has helped developing societies catch up on the time in terms of education. China, Japan, South Korea, Russia, Brazil, India, South Africa, Israel, Turkey, Indonesia, and Malaysia have been among the countries who have performed extremely well in developing their education system and in knowledge production. On the other hand, societies in the Arab world and Africa have been struggling in developing their education systems. In the case of Africa, the lacuna due to conflicts and limited resources is being fast filled with local, regional, and international efforts, though the continent has a long way to go in terms of providing quality education for all.

The Arab countries on the contrary do not necessarily lack resources and, until coming under colonial rule, were among leaders in knowledge production and scientific and technical learning. Many medieval cities including Baghdad, Basra, Damascus, Medina, Jerusalem, Timbuktu, Qurtuba, and Fez. were considered to be centres for education, learning and imparting of knowledge. Arab scholars are well regarded for transfer of the ancient knowledge from Indian and Chinese civilizations through their translation works into the modern world. Their works in sociology, astronomy, philosophy, medicine, mathematics, algebra, geometry, literature, language, and other fields are well regarded for inspiring modern philosophers, scientists, and scholars to take further plunges in oceans of knowledge. In modern times, however, the Arab societies have fallen behind not only the developed but also the developing societies in terms of knowledge production and education. There are few Arab universities that rank among the top in the world in any field today. Even countries like Egypt and Iraq that had in the twentieth century shown promises in terms of educational advancement have for a variety of socioeconomic and political reasons fallen off the track.

Recognizing the problems facing the Arab societies, the second Arab Human Development Report published in 2003 focused on the need for building a knowledge-based society in the Arab world. Highlighting the problems facing the Arab societies in terms of knowledge production and dissemination, the report noted: “Key knowledge dissemination processes in Arab countries, (socialisation and upbringing, education, the media and translation), face deepseated social, institutional, economic and political impediments. Notable among these are the meagre resources available to individuals, families and institutions and the restrictions imposed upon them. As a result, these processes often falter and fall short of preparing the epistemological and societal environment necessary for knowledge production” (UNDP, 2003, p. 3).

While little has changed in nearly two decades, some countries with ample resources and a more focused approach on reforming the education system have invested ample resources to not only achieve the MDGs and the SDGs but also change the sociopolitical attitude towards education. The Gulf countries with oil wealth have recognizingly done better in this regard. Saudi Arabia, the United Arab Emirates (UAE), Qatar, Oman, Bahrain, and Kuwait that form the Gulf Cooperation Council (GCC) are today among the leaders in the Arab world in terms of economic development as well as in terms of providing access to education to their nationals. They have invested heavily in improving their education system both for preparing better skilled manpower to be able to take part in the economic activities as well as for meeting the MDGs and SDGs. There is also a recognition on part of the ruling monarchies to improve the education system if they want to remain regional leaders as the oil wealth that brought prominence for them on the regional map is not infinite and only a gradual shift to a knowledge-based economy can keep them in the leadership position in terms of the regional geopolitics and geoeconomy. Simultaneously, there is a need to fight extremist and radical ideologies and this can be done only through developing an education system that promoted rational thinking and scientific temper among the youth.

Because of its centrality in the Arab and Islamic world, its importance in the global oil market, and its significance in Middle East geopolitics, Saudi Arabia remains under the international spotlight. The kingdom’s unique historical evolution and the religious revivalist movement that was the harbinger of the formation of the kingdom, the Islamic legitimacy claimed by the Al-Saud monarchy, and the rapid modernization the society and economy underwent bring extraordinary focus on the Saudi society, politics, culture, and economy. Besides the reportage and coverage of internal developments in the international media, various issues pertaining to the kingdom are discussed and debated regularly in academia. Despite the abiding interest in the internal affairs of the kingdom, seldom does one finds the opinion emanating from a deeper and nuanced understanding of the society and its people. Barring a few notable exceptions, a majority of academic refrains are shaped by superficial understandings based on widely held prejudices and presumptions based on research carried out with an “orientalist” prism.

Within Saudi Arabia, the reactions to such international scrutiny and criticism have been varied. But predominantly, the domestic discourse tends to paint it in the binaries of West vs. Islam or Saudi vs. the world. Nonetheless, some have gone deeper into specific issues to research, explain, and reflect and this has led to greater debate and discussions on various socioeconomic issues in the Saudi public sphere including in the virtual space. Globally, some new research has tried to shed the prejudiced lens to develop new and innovative ways to research and understand the finer nuances of the society and culture in the kingdom without necessarily overlooking the problems facing it.

Among the issues that have attracted widespread domestic and international attention, especially in the first two decades of the twenty-first century, is Saudi Arabia’s education system. One of the key incidents that prompted the heightened scrutiny of the education system was the September 11, 2001, terror attacks in the United States. The idea that the education system was entrenched in radical teaching gained ground and put increased pressure on the monarchy to bring about reforms. The issues have since remained under the international spotlight. Some studies conducted subsequently have noted the objectionable aspects in the school curriculum, textbooks, and pedagogy. They also held the education system partly responsible for the home-grown radicalism. It was noted that some of the references to Jews, Christians, Shias, Sufis, and atheists were highly objectionable. As the world debated the issue, the monarchy acknowledged the problem and began a process of reforming the education system through extensive programs focused on various aspects of the school and university systems.

As Saudi Arabia experimented with reforming the education system, a few studies were carried out to understand and explain the nature and impact of these measures on the textbooks, curriculum, classroom, pedagogy, and so on. There are also studies that highlight the rationality behind some of these measures or the limitations in terms of specific policies and programs. Critical studies have also been conducted within Saudi Arabia mostly supported by the system through university departments and specialized research centers as well as independently or in conjunction with international organizations. However, most of these studies have not undertaken a comprehensive study of the education system and how it has evolved or changed over time and what kind of impact it has on society.

This book is a comprehensive study on the education system of Saudi Arabia, placing the reforms and changes it has undergone in the past two decades within the context of the historical evolution of the education system. For a better appreciation of the subject, it has been studied within the context of the changes going on in the society, how they have facilitated or hindered the education reforms, and how the education reforms, in turn, have impacted the society. The book does not ignore the immediate trigger for the beginning of a comprehensive reforms process but goes beyond it to find a much deeper sociopolitical and economic rationale that paved the way for the reforms. It provides a nuanced understanding of the interplays of various socioeconomic as well as political factors that have shaped the education system in Saudi Arabia.

While there is no doubt that the international aspects played a significant role in shaping the education system over the decades, there are three important domestic aspects that have significantly contributed to the evolution of the society as well as to the education system. Firstly, it is important to shed some light on the nature of the society. During the course of the twentieth century, Saudi Arabia evolved from a scarcely populated desert with only a partially settled populace to a predominantly settled and urbanized demography. Undoubtedly, the political landscape too changed beyond recognition to become a unified and centralized monarchy. Furthermore, the oil revenues enabled a rapid development in terms of physical infrastructure, the availability of goods, and economic structures. This political, economic, and demographic evolution had a profound impact on society. Various aspects of life such as the question of identity (Weston 1987; Okruhlik 2004) or the structure of the houses and living spaces (Al-Hathloul 2003) or the household and the ways of socialization (Al-Khateeb 1993; Salam et al. 2014; Almosaed 2008) underwent an unprecedented transformation. Social behavior, norms, and values too witnessed changes, including, for example, the conception of family or public sphe...

Table of contents

• Cover
• Front Matter
• 1. Introduction
• 2. Society and Social Change
• 3. Policy Approaches to Education
• 4. Development of the Education System
• 5. Imperatives for Reforms
• 6. Contemporary Saudi School Education
• 7. A Flourishing Higher Education
• 8. Women Claim Equality in Education
• 9. Changing Dynamics of Religion and Education
• 10. Conclusion
• Back Matter