essay about education in saudi arabia

Education in Saudi Arabia

The history of the education system in saudi arabia, the history of special education in saudi arabia, the history of intellectual disabilities in saudi arabia, special education laws in saudi arabia and worldwide.

Education was established in Saudi Arabia some time before the formation of the country in 1932. According to Alrashidi and Phan (2015), King Abdul-Aziz established the Directorate of Education in 1925 to complement the mosque and Quranic school-based practices of the past. Initially, it was small in scale and did not include higher education due to the poor financial status of the country before the discovery of its oil reserves.

The event led to the incentivization of every sphere of life in Saudi Arabia, including its education, which began expanding to educate more people quickly. According to Alamri (2011), by 1950 there were 365 schools in the country, as opposed to only 12 in 1932, by 1957, the nation’s first university was established, and by 1960, the first girls’ school opened in Riyadh. Nevertheless, the population’s literacy levels remained inadequate compared to the country’s wealth, and so the system continued expanding rapidly at all levels. There are now hundreds of higher education institutions in the country, most of which have been created recently for diversification and preparation of all manners of professionals.

In the beginning, the country’s schools were small and not overcrowded with students, possibly due to a lack of proficient teaching staff. Alamri (2011) notes that there were 12 schools with 700 total students in 1932, compared to 365 schools that educated 42,000 pupils in 1950. As the country became more prosperous, it could teach more educators, who spread their knowledge among the nation’s children, in turn.

All of the students were male, as a considerable portion of the population opposed the idea of non-religious education for women. However, as Alrashidi and Phan (2015) note, the perception eventually changed, and by 1960, the first school for girls opened in Riyadh. Nevertheless, the opinion still has considerable influence that can be seen in the segregation of men and women in the education system in Saudi Arabia. As noted by Altamimi, Lee, Sayed-Ahmed, and Kassem (2015), education in Saudi Arabia is based on the traditional Islamic religious curriculum, and so men and women study separately in general and special education. There are separate men’s and women’s institutions at all levels, including higher education, though they offer highly similar curricula.

The Saudi Arabian government is heavily involved in the education system as its creator and the controller of a large portion of the nation’s educational facilities. As mentioned above, the Directorate of Education was responsible for creating the first schools and expanding the system to meet the population’s needs. Alrashidi and Phan (2015) claim that 25% of the nation’s total budget was devoted to education, the only category not to be affected by financing cuts.

The budgeting is reflected in the ability of Saudi citizens to receive all levels of education for free and potentially obtain financial incentives during higher education. According to Alrashidi and Phan (2015), the government also encourages Saudi people to obtain higher educations internationally in many different countries, including the United States and the United Kingdom. With that said, private education also plays a significant role in the nation’s overall system. According to Alamri (2011), there were 33 private colleges and universities in the country in 2011 despite the recent introduction of the concept. They teach students for a fee and promise exclusive benefits such as high education quality or specialized knowledge.

The purpose of education in Saudi Arabia is to ensure that its citizens have sufficient knowledge to use the nation’s vast resources properly and increase its wealth further. Alnahdi (2014) notes that the nation’s education has still not caught up with that offered by developed nations, requiring further reform and growth. Alamri (2011) cites issues such as the lack of availability for specific degrees to prospective students, the reliance on expatriate staff despite discrimination against non-Saudi faculty members, gender inequality in offered courses, and the cultural and political limitations on academic freedom.

Nevertheless, Saudi Arabia’s education has progressed vastly in approximately three-quarters of a century, as shown above. As such, it will likely grow further in the future and create a standard that is more appropriate to its position of a world power. It is already able to fulfill its role by educating excellent specialists in many different areas, though there is always room for improvement and expansion.

Saudi Arabia offers many levels of education to children, including preschool, primary school, intermediate school, secondary school, and higher education. According to Alrashidi (2015), the primary school consists of 1st through 6th grade, intermediate school is 7th through 9th grade, and secondary school is 10th through 12th grade, with the first two stages being compulsory for all children and supported by 34784 schools by 2013.

Hanadi, Gregory, Jessel, and Khalil (2015) claim that there are at least 2323 preschool centers in Saudi Arabia, but the education level is not mandatory, and they struggle with the implementation of appropriate education programs. Alamri (2011) lists 203 different higher education institutions for learners who want to continue their studies alongside various international opportunities. With the assistance of the government, the various educational levels in the country keep expanding.

As Saudi Arabia’s education systems expanded, they began encountering children with various types of disabilities and had to accommodate them. Aldabas (2015) claims that adult male blindness was first addressed in 1958, blind boys received help in 1960, with the female analog appearing in 1964, which is also the year when the education of deaf members of both genders began, and in 1971, the system began assisting children with educational disabilities.

Eventually, the nation created special day schools that can accommodate children with many different disabilities. Children who are affected by mild or moderate impairments can study in general education classrooms if there is a resource room available to help them. As such, Saudi Arabia has put considerable effort into ensuring that all children can receive the education they need, regardless of possible impairments.

The Saudi Arabian government was essential to the establishment of educational support to children with disabilities. The Ministry of Education had sponsored nearly all of the initiatives listed by Aldabas (2015), showing its awareness of the issue and intent to provide all possible assistance. Furthermore, as the emergence of private educational facilities in Saudi Arabia is somewhat recent, the government had to accommodate children who would have difficulty following traditional educational methods. Al-Mousa (2010) provides the example of the Al-Noor Institute for the Blind as a national facility that was created to accommodate people with disabilities as early as 1960.

The Ministry of Education remains primarily responsible for the accommodation of such students and continues researching and implementing initiatives that make learning accessible to everyone. It does so by providing segregated schools and trying to fit children with disabilities into general public schools.

The purpose of special education is to ensure that students with disabilities can integrate as much as possible and participate in the community’s life. To that end, they receive an education mostly similar to that of their peers, with some omissions depending on the nature of their condition. Bin Battal (2016) refers to a practice known as mainstreaming, where children with special needs are educated in general schools that have specialized equipment designed to accommodate them. The practice helps the children integrate into society at a young age while teaching the others about disabilities and the respect every person deserves regardless of their condition. As such, the children educated in the program would be able to continue their education and find a job that suits them later on in their life.

The development of special education in Saudi Arabia was slow, possibly due to the need to implement a robust teaching system for the general population, as described above. According to Aldabas (2015), the first special education program opened in 1958; the first formal special needs school opened in 1960; and over the next 27 years, 26 more similar instutions opened throughout the country.

The growth accelerated afterward, as the government devoted more resources to the matter of special education. Alqahtani (2017) notes that one average, children who receive appropriate special needs interventions in Saudi Arabia tend to perform 21% better than their peers who do not. As such, both the deployment of facilities for children with disabilities and the development of appropriate assistance programs are successful. However, issues remain, particularly with regards to inclusion and especially the gender segregation of special needs education.

This paper concentrates on intellectual disabilities, specifically, and so an investigation into their history in Saudi Arabia is prudent. According to Aldabas (2015), the first effort to address these issues began in 1971 with the opening of a special school for them. The Saudi government was heavily involved in the program and remains so to this day, opening and funding various facilities and programs. According to AlMedlij and Rubinstein-Ávila (2018), the purpose of education for students with intellectual disabilities is to fulfill the law by providing them with “free and adequate medical, rehabilitation, social, and educational services in the free sector” (p. 84).

As mentioned above, initially there was a single school for the specific disability variety, called the Intellectual Education Institute. The nation has since advanced its understanding of intellectual disability considerably, achieving one of the highest integration levels in the Arab world.

The definition of “intellectual disability” in Saudi Arabia is somewhat different from that of some other developed countries, primarily due to its use of “learning disability” as a separate category. According to AL-Kahtani (2015), the condition is primarily defined by “perceptible differences in the existing functional performance of an individual” (p. 14). It is segregated for educational purposes depending on the IQ evaluation of the student in question.

Alharbi and Madhesh (2018) claim that while Saudi Arabia has inclusivity laws that match international standards, it is slow to adopt the appropriate approaches. However, Alnhadi (2019) states that the nation’s children tend to adopt positive attitudes towards people with intellectual disabilities. Alquraini (2011) claims that children with disabilities receive special assistance such as occupational and physical therapy as well as speech and language pathologist assistance. Also, they are provided with residence, food, money, and other necessities at specialized educational institutions, where their curriculum is mostly similar to that of their peers.

There is a considerable amount of different laws in developed countries that have contributed heavily to ensuring that children with intellectual disabilities. The United States, for example, has a law known as the Individuals with Disabilities Education Act (IDEA). According to Alquraini (2013), the legislation guarantees that students with disabilities receive a free appropriate education regardless of the severity of their issues and are integrated into the overall learning system with other children. As such, children with disabilities are usually taught in public schools alongside children without any abnormalities.

Alquraini (2013) states that the Office of Special Education Programs, an agency that operates under the Department of Education, oversees this process. It interprets the law, conducts many of the activities mandated by the law, oversees their implementation throughout the nation, and provides assistance wherever it is necessary.

There are additional laws in the United States that protect people with disabilities from discrimination in educational activities. Grady and Moorman (2015) discuss Section 504 of the Rehabilitation Act, which ensures that an individual with a disability who is otherwise qualified for a federally sponsored program cannot be forbidden from participating in the program. The provisions of the law apply to public education, and so children with disabilities can learn in public schools, which are then required to accommodate them if possible.

The bill also brought an expanded and improved version, known as the Americans with Disabilities Act, which prohibits discrimination based on disability similarly to other characteristics such as race or gender. The law applies to employers, public entities, public accommodations as well as commercial facilities, service animals, and telecommunications, ensuring that a variety of complex situations is covered.

There is also a considerable number of laws in Saudi Arabia that try to ensure that children with disabilities receive education of the same quality as their peers. According to Alquraini (2011), the Legislation of Disability, passed in 1987, was the first bill that guarantees equal rights to all people with disabilities, which it defines, discusses, and for which it establishes procedures. It is the initial step in the process, supplemented by a variety of laws that expand on the support for the population category later on.

Alquraini (2011) discusses the 2000 Disability Code, which ensures access to “free and appropriate medical, psychological, social, educational, and rehabilitation services through public agencies” (p.150) and requires these agencies to provide various assistance options. However, these laws do not regulate the specific procedures necessary to aid people with disabilities, which are covered in other bills.

Saudi Arabia took much inspiration from international experience in its design of disability assistance programs. According to Alquraini (2011), the Regulations of Special Education Programs and Institutes (RSEPI) are the result of such an effort, emulating some of the American policies described above. It defines the main categories of disability and describes the interventions appropriate for them, such as individual education programs.

Lastly, the Saudi Arabian government has expressed its intent to ensure that children with disabilities receive every possible opportunity to learn through considerable financing. According to Murry and Alqahtani (2015), it emphasizes the ‘Education for All’ idea to reduce the nation’s reliance on foreign workers. As such, it tries to both increase the number of people who receive an education that is appropriate to their needs and the quality of the services they receive.

Alamri, M. (2011). Higher education in Saudi Arabia. Journal of Higher Education Theory and Practice, 11 (4), 88-91.

Aldabas, R. A. (2015). Special education in Saudi Arabia: History and areas for reform. Creative Education, 6 , 1158-1167.

Alharbi, A., & Madhesh, A. (2018). Inclusive education and policy in Saudi Arabia. International Journal of Education Research and Reviews, 6 (1), 946-956.

AL-Kahtani, M. A. (2015). The individual education plan (IEP) process for students with intellectual disabilities in Saudi Arabia: Challenges and solutions . Web.

AlMedlij, M. A., & Rubinstein-Ávila, E. B. (2019). The development of LD education in Saudi Arabia: Services and implications for the future. International Journal of Modern Education Studies , 2 (2), 83-96.

Al-Mousa, N. A. (2010). The experience of the kingdom of Saudi Arabia in mainstreaming students with special needs in public schools . Riyadh, Saudi Arabia: Arab Bureau of Education for the Gulf States.

Alnahdi, G. H. (2014). Educational change in Saudi Arabia. Journal of International Education Research, 10 (1), 1-6.

Alnahdi, G. H. (2019). The positive impact of including students with intellectual disabilities in schools: Children’s attitudes towards peers with disabilities in Saudi Arabia. Research in Developmental Disabilities , 85 , 1-7.

Alqahtani, M. (2017). Teacher perspectives on full inclusion of students with learning disabilities in Saudi Arabia high schools. Web.

Alquraini, T. (2011). Special education in Saudi Arabia: Challenges, perspectives, future possibilities. International Journal of Special Education, 26 (2), 149-159.

Alquraini, T. (2013). Legislative rules for students with disabilities in the United States and Saudi Arabia: A comparative study. International Interdisciplinary Journal of Education, 2 (6), 601-614.

Alrashidi, O., & Phan, H. (2015). Education context and English teaching and learning in the Kingdom of Saudi Arabia: An overview. English Language Teaching, 8 (5), 33-44.

Altamimi, A. A., Lee, L. W., Sayed-Ahmed, A. A., & Kassem, M. M. (2015). Special education in Saudi Arabia: A synthesis of literature written in English. International Journal of Special Education, 30 (3), 98-117.

Bin Battal, Z. M. (2016). Special education in Saudi Arabia. International Journal of Technology and Inclusive Education, 5 (2), 880-886.

Grady, J., & Moorman, A. M. (2016). The Americans with Disabilites Act 25th anniversary: Assessing progress, opportunities, and challenges. Journal of Legal Aspects of Sport , 26 , 1-4.

Hanadi, A. O., Gregory, E., Jessel, J., & Khalil, A. (2015). Early literacy model in a Saudi Arabian preschool: Implementation in a different cultural context. International Journal for Cross-Disciplinary Subjects in Education , 5 (2), 2511-2522.

Murry, F., & Alqahtani, R. M. A. (2015). Teaching special education law in Saudi Arabia: Improving pre-service teacher education and services to students with disabilities. World Journal of Education, 5 (6), 57-64.

Transforming education in the Kingdom of Saudi Arabia

In July 2019, for the second consecutive year, educators from the Kingdom of Saudi Arabia came to ASU’s Mary Lou Fulton Teachers College for English classes and professional development before starting the spring 2020 semester immersed in public schools in metropolitan Phoenix. Their visit was made possible by the KSA Ministry of Education and MLFTC’s Center for Advanced Studies in Global Education through an initiative titled “ Building Leadership for Change Through School Immersion .” The program is an expression of the Saudi government’s 2030 Vision plan which calls for transforming teaching and learning, creating an education system that meets the needs of a sustainable economy that doesn’t rely on profits from petroleum production.

The 60 Saudi teachers and administrators selected for the program — an increase of 14 participants over the first year — began their stay in the U.S. with English language classes, professional development workshops and school immersion experiences that prepared them for their district placements. Throughout their visit, the teachers and principals from KSA collaborated with personnel in their districts to conduct research that might aid them in addressing education challenges at home.

At the conclusion of their placement, nine of the visiting educators were selected by CASGE to write about their experiences in the U.S. and how they may lead to a change in their approach to teaching and learning in their home schools. Their essays have been published in a special edition of Taboo: The journal of culture and education .

The introduction to the edition was written by MLFTC Associate Professor David Lee Carlson , and Ruhi Khan, a project director in CASGE. Carlson is editor of Taboo, which is hosted online by the University of Nevada–Las Vegas.

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Argumentative Essay On Education System In Saudi Arabia

Type of paper: Argumentative Essay

Topic: Government , Women , Education , Politics , Children , Saudi Arabia , Students , Family

Words: 1500

Published: 01/28/2020

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Introduction

The education system in Saudi Arabia is well structured by the government that helps reduce the illiteracy level in the country. This begins from the time when Saudi Arabia became a state in 1932 in which the educational system was limited to a few where they had to go to the Islamic schools. Over the years, education has improved to a point where all students had to go to school from the primary level to secondary level for free. The education system in Saudi Arabia has separated both the men and female in which girls go to the female schools whereas the men go the male schools. The school administration system is in three parts and they are the education for the girls, the general education for the boys and the Islamic tradition for the boys or men in the country. The Islamic education for men is used to prepare them for the religious clergy or the Ulema. The system of education in Saudi Arabia is under the ministry of education especially for boys while the girls’ education is under the general presidency for the girl’s education (Stalinsky, 2004). The ministry of higher education is in charge of the post secondary education while the general organization for technical education and vocational training are in charge of college education. Education starts with the kindergarten school, the primary school, and intermediate school, and secondary school, vocational and tertiary education.

Kindergarten or preschool

The children that attend preschool are of ages between 3 yrs to 5 yrs., Kindergarten is not a mandatory for children to attend because it is a parent’s wish whether their children should attend the classes at this level or not. Since preschool is not a requirement from the government there is little percentage of parents taking their children. The research that has been conducted only 100,714 children are the only ones attending kindergarten school in 2007. The male children are of a higher percentage than the female in schools with an estimation of 11.1 percent a total of 51,364 while the female was 10.4 percent a total of 49,350. The main purpose for this class is to prepare the student for their primary classes.

Primary education

Primary education is a mandatory for all children in Saudi Arabia. They start classes when they are 6 years in the first grade to 12 years in the sixth grade. Yearly the school has two semesters with a two week period in which they do their exams. The primary educations are all day schools for a period of six years. Research that has been conducted boys has a higher numbers compared to the girls with a percentage of 99 percent of the boys while the girls are 96.3 percent. The school curriculum taught are history, art education, Arabic, Islamic studies, science, English, mathematics, and the home economics or home science that is specifically taught in girl schools (Miller, 2011).

Intermediate school

The intermediate education is for a period of three years. The ages that are common for students in the intermediate classes are between 12 years to 15 years. Before one enters intermediate classes, they have to pass their 6th grade. The curriculum is the same as that of primary school. According to statistics 95.9 percent of children enrolled in school in 2007 with an estimated of 1,144,548 students. The classes have two semesters which contain 15 weeks of classes with a period of 45 minutes per class.

Secondary education

Secondary education is the last part of the general education, which lasts for a period of three years. The estimated ages of students in secondary schools are 15 to 18 years. When they finish the intermediate education, the students have a choice between the general and the special education systems. The technical education is where the students get an opportunity to train in the fields such as industry and commerce for work purposes. This education goes on for a period of 3 years. An estimation of the number of students attending high school is 1,013,074 less compared to those who went to primary school in 2007. The percentage was 91 percent for all students. The number of boys was 541,849 while that of the females was 46,751. The curriculum in the first year is compulsory for all students and thus they change in the final two years in which they choose from literally or scientific education. The scientific education the or students who have a minimum of 60 percent of all subjects (Stalinsky, 2004). While in the literally the students with less than 60 percent of all subjects take it. The general subjects in the school is mathematics, chemistry, biology, geography, English, history, physical education mostly for the boy schools, Arabic and home economics for the girl schools.

Higher education

Schools of social science and humanities, students last for a period of four years. While in the schools of pharmacy, medicine and engineering the students learn for a period six to five years. The vocational education is useful because the government has made it possible by having over 3million jobs for people who are vocationally trained. The vocational trained individuals will start their own business thus earning the government revenue and also creating jobs. The vocational training consists of metal processing, automotive components and manufacturing.

Tertiary education

In Saudi Arabia, there are over 24 government universities. Students who have passed on their secondary education the government will reward them with bursaries so that they can study abroad. These bursaries are usually 5000 yearly for the best students. These programs began in 2005 when king Abdallah started a program in the government that will enable students to go to abroad universities. The bursaries cater for the student accommodations in western countries as well as their fees (Stalinsky, 2004). The first university is King Saud University that was formed in 1957 that teaches religion. According to statistics, over 40,000 students attend these universities. The universities also offer college-based departments such diploma even though there are privately owned colleges, community colleges and girls' colleges. According to the research that has been conducted in the year, 2006 the number of students attending in higher education like the bachelor degree is 528,146. The students doing their masters were 9,768 while the students who were taking the diplomas and higher diploma were over 95,000.

Girls and women's education

According to the research that has been conducted, the number of girls enrolled in schools has increased tremendously compared to 1960s. There is restriction for girls in higher education in fields such as engineering, architecture, law and journalism. The number of girls in higher education has increased by 58 percent.Research shows that more girls in Saudi are getting higher educations compared to other Muslim nation (Jabaji, 2008). This is because the government has taken a keen eye on the education of the girl child. This has made the government to formulate more schools for girls. It is also witnessed that more girls are enrolling to be educators or teachers thus has led to Saudi Arabia having thousands of female professors in all parts of the country. The first all women’s university is Princess Nora Bint Abdul Rahman University that consists of 32 campuses throughout the Riyadh region.

The education system in Saudi Arabia is controlled by the government. The system consists of the preschool, primary, intermediate, secondary and higher education. Over the years the number of students has increased immensely since 1960s. This also includes the number of girls going to school. Research shows that the primary school goers are high compared to the other institution. The education systems also cater for children who have special needs thus will be able to get knowledge that will help them acquire good jobs. In higher education there are over 24 universities and colleges that are privately owned. The government made it easy for students who are performing well to get bursaries that will enable them to go and study abroad in areas such as England, Canada or USA. The girl child in Saudi Arabia has the luxury of getting education compared to any Arab nation.

Education in Saudi Arabia. . Education System in Saudi Arabia. 2012. . EDUCATIONAL SYSTEM IN SAUDI ARABIA. 2006. . Jabaji, R. ""Saudi Arabia's First Women's University" ." PBS (October 31, 2008). Miller, D.E. ""Saudi Arabia opens world's largest women's university"." Jerusalem Post (May 17, 2011). Stalinsky, Steven. "Saudi Arabia's Education System." Islam disputes observing media (2004).

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Vision 2030 and the Transformation of Education in Saudi Arabia

Francis Patalong - Senior Counsel - Corporate / Mergers and Acquisitions / Commercial / Mediation / Sustainability focused Corporate Governance / Sustainable Finance / Sustainable Business / Sustainable Sourcing / Climate Change & Energy Transition

This article looks at how those high-level goals cascade down through the recently published National Transformation Program and what opportunities and challenges there will be for foreign participants in an education sector which is by some margin the most significant in the GCC.

Vision of The Vision 2030

The Vision is about transitioning the Saudi economy away from an over-reliance on oil revenues to a more balanced, investment based model. It states:

Our goal is to attract and retain the finest Saudi and foreign minds, and provide them with all they need. Their presence in the Kingdom will contribute to economic development and attract additional foreign investment.

To this end, we will prepare a modern curriculum focused on rigorous standards in literacy, numeracy, skills and character development. We will track progress and publish a sophisticated range of education outcomes, showing year-on-year improvements. We will work closely with the private sector to ensure higher education outcomes are in line with the requirements of the job market [….].

We will continue to improve and reform our regulations, paving the way for investors and the private sector to acquire and deliver services – such as…education – that are currently provided by the public sector. We will seek to shift the government’s role from providing services to one that focuses on regulating and monitoring them and we will build the capability to monitor this transition.

Vision 2030: Strategic objectives of the National Transformation Program (NTP)

This outward looking perspective sets the tone for much of the Vision. It is reflected in the strategic objectives of the NTP which include:

• Improving recruitment, training and development of teachers
• Improving the learning environment to stimulate creativity and innovation
• Improving curricula and teaching methods
• Improving students’ values and core skills
• Development of financing methods and improvements in financial efficiency
• Educating students to address national development requirements and labour market demands
• Increasing Private Sector Participation in the Education Sector.

The last two points are perhaps the key strategic objectives, but what form this private sector participation may take and how it may be targeted to achieve national development goals remains to be seen, especially in the context of the recently updated Companies Law promulgated by the Ministry of Commerce and Investment which has broadened the potential for foreign ownership in Saudi corporates but does not address the education sector. That said, there are current Saudi Arabian General Investment Authority policies which: 

• based on a decision by the Council of Ministers, have suspended foreign investment (for the time being) in the construction, management and operation of elementary, intermediate and secondary schools; and
• permit foreign investment (with prior approval from the relevant Ministries)in the construction, management and operation of institutes, colleges or universities for education and granting graduation degrees.

In the short term the NTP sets out thirty-six specific initiatives with projected costs on a five year basis which are intended to be launched in 2016. Interestingly, the costs stated are expressed not to include the contribution of the private sector in a particular initiative – which is certainly consistent with the strategic objective relating to finance indicated above. It also indicates that some form of PPP structure is contemplated in a number of cases. Unlike some other GCC states, there is no specific PPP law in the Kingdom (although ministries can and do promulgate their own regulatory systems in this regard and similar projects of various types have been undertaken).

Accountability: Highlights of Vision 2030 in Education

It is also clear that there is a high premium being placed on accountability within the Ministry of Education in terms of securing delivery of the plan. Education is a fundamental building block of the Vision as a whole and its progress is likely to be scrutinized carefully. Highlights include:

• A comprehensive framework for the professional development of teachers and educational leaders
• Developing a national strategy to upgrade the teaching profession by raising the professional level of teachers, improving the profession’s ecosystem and raising the quality of services provided to teachers
• Development KPIs at Ministry level
• Establishment of a Transformation Office and an office of strategy management at Ministry level to implement the relevant sections of the NTP
• Shifting to digital education to support teacher and student progress
• Encouraging the private sector to invest in public education including at kindergarten level
• Attracting private investments to finance school’s construction
• Develop the Independent Schools model to reach 2000 public schools run by small establishments
• Establishment of the King Salman University for Technical and Vocational education
• Establish a practical framework to align university graduates with labour market needs
• Life-long Learning (Sustainability).
• Taken together these measures represent a sea-change in the education sector in the Kingdom, and one which must be delivered at a critical period economically.

The scope of private sector involvement in the financing and construction of education infrastructure is clear; whether the same access will be given to the actual delivery of educational services is less so. However, the potential for joint ventures around items such as technical curriculum development and teacher training is significant. The franchise model, adjusted as necessary to accommodate the specific traditions of the Kingdom, also has potential to play a role.

The precise mix of measures adopted by the Ministry of Education remains to be seen, however we anticipate that the last quarter of 2016 should see a flurry of activity in the sector as initiatives are launched.

Learn how our Corporate / Mergers & Acquisitions practices offer law assistance for matters relating to foreign investment in Saudi Arabia.

Also read: Vision 2030 and the Opportunities it Represents in Healthcare in Saudi Arabia

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POLICY AND PRACTICE REVIEWS article

This article is part of the research topic.

The Centralization and Racialization of Language Policy: Implications for the 'Below'

English language in Saudi Arabia: Vision 2030 in the historical prism of a clash between cultures ***article written in British Provisionally Accepted

• 1 Taibah University, Saudi Arabia

The final, formatted version of the article will be published soon.

This article examines how the English language was and is today perceived within Saudi Arabia, with the help of a historical analysis and qualitative content analysis of the Human Capability Development Program (HCDP) of the Saudi Vision 2030. Based on historical analysis of Saudi-British relations, and works of Tzvetan Todorov and Jacques Lacan, it is concluded that the English language, as a part of the Western culture, is potentially experienced in Saudi Arabia in the intersection of the mirroring dimensions of Idealisation-Demonisation and Mimicry-Disgust. The content analysis of the HCDP yielded the following conclusions: Islam has a place in the Saudi future as long as it's moderate and non-extreme; the preservation of Saudi culture will rely heavily on the preservation of Arabic language, and it will be a carrier of national identity. The Program is for the most part silent with respect to the English language. It is hypothesised that this conflict is removed from the official discourse, but still might be present in the Saudi culture. Future studies should examine this issue by conducting interviews and analysing relevant social media content.

Keywords: Vision 2030, Saudi Arabia, English language, Intercultural Relations, Qualitative content analysis

Received: 03 May 2023; Accepted: 03 Jun 2024.

Copyright: © 2024 Almesaar. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Oun Almesaar, Taibah University, Medina, Saudi Arabia

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World Environment Day 2024: Essay, Speech And Drawing Ideas for Students

World Environment Day 2024 Essay, Speech, and Drawing Ideas: Every year, people across the country celebrate World Environment Day. It's a perfect chance to raise awareness about environmental issues and their importance. The goal of this event is to inspire awareness and action for protecting the environment. World Environment Day is celebrated on June 5th each year and is organised by the United Nations Environment Programme (UNEP).

World Environment Day 2024: Theme

The theme for World Environment Day 2024 , according to the official website, focuses on land restoration, desertification, and drought resilience, under the slogan “Our land. Our future. We are #GenerationRestoration. ” The Kingdom of Saudi Arabia will host the 2024 global celebrations.

World Environment Day 2024: Essay, Speech, and Drawing Ideas for Students

World Environment Day signifies a commitment to ending plastic use and preventing the depletion of natural resources. Celebrations take place worldwide, with schools and colleges organising events like debates and essay competitions. Here are some ideas for essays, speeches, and drawings for Environment Day 2024:

World Environment Day Speech for Student in English

Respected Sir,

Today, we come together to celebrate World Environment Day, a day dedicated to raising awareness and taking action to protect our precious planet. This year's theme, "Our land. Our future. We are #GenerationRestoration," highlights the urgent need for land restoration, desertification prevention, and drought resilience. As we gather here, let us remember that our actions today will shape the world for future generations.

The Kingdom of Saudi Arabia, our host for this year, stands as a beacon of commitment to these vital environmental goals. Together, we can combat land degradation, restore ecosystems, and ensure a sustainable future for all. Let us pledge to adopt eco-friendly practices, support reforestation, and promote sustainable land management.

Each small step we take contributes to a healthier, greener planet. Let us be the generation that restores and cherishes our land, securing a bright and prosperous future for all.

10 Line speech for World Environment Day 2024

• World Environment Day 2024 is celebrated on June 5th, focusing on the theme “Our land. Our future.
• We are #GenerationRestoration.” This year’s campaign emphasises the importance of land restoration, combatting desertification, and enhancing drought resilience.
• The Kingdom of Saudi Arabia hosts the global celebrations, showcasing their commitment to environmental sustainability.
• World Environment Day serves as a reminder of our collective responsibility to protect and restore our planet.
• It encourages individuals, communities, and nations to take action towards a sustainable future.
• Simple actions like planting trees, reducing waste, and conserving water can make a significant impact.
• Together, we can restore degraded lands, support biodiversity, and mitigate the effects of climate change.
• Let us unite as #GenerationRestoration to secure a healthier planet for future generations.
• This World Environment Day, let's be the change we need.
• Plant a seed, conserve each drop, choose green every time.
• Together, we can heal the Earth, one action at a time.

Short World Environment Day Speech

Good morning, everyone .

Today, we celebrate World Environment Day, a crucial reminder of our responsibility to protect our planet. This year's theme, "Our land. Our future. We are #GenerationRestoration," highlights the urgent need for land restoration and combating desertification and drought. Our actions today will shape the world for future generations. Let’s commit to reducing our plastic use, conserving water, and supporting sustainable practices. By working together, we can heal our planet and ensure a healthier, greener future. Remember, every small step counts. Let’s be the change we wish to see in the world.

World Environment Day Essay (100 words)

World Environment Day (WED) is celebrated globally every year on the 5th of June. It aims to raise awareness about environmental issues and encourage positive actions for the planet. This day is organised by the United Nations Environment Programme (UNEP), established by the UN General Assembly in 1972. It focuses on improving current environmental conditions and making the world a better place. Celebrated in over 100 countries, it inspires both public and political efforts to address environmental challenges. The goal is to motivate everyone to become active agents of sustainable and eco-friendly development worldwide.

World Environment Day Essay (150 words)

World Environment Day, established by the United Nations General Assembly in 1972, is celebrated every year on the 5th of June. This day was announced at the Stockholm Conference on the Human Environment to address environmental issues. The United Nations designed it as a key tool for raising global awareness about pressing environmental problems. The main goal is to show people the true face of environmental issues and empower them to become active agents of eco-friendly development worldwide. It encourages people to change their attitudes towards the environment for a safer future. In Kerala, the State Council for Science, Technology and Environment organises state-level activities based on the annual theme. For example, in 2016, the theme was “Fight against the Illegal Trade in Wildlife”. This day promotes awareness and inspires actions to protect our environment.

World Environment Day Essay (200 words)

World Environment Day is celebrated globally on the 5th of June each year. Established by the United Nations General Assembly in 1972, this day aims to raise awareness about environmental issues and motivate people to take positive actions for the planet. The campaign began during the United Nations Conference on the Human Environment and is managed by the United Nations Environment Programme (UNEP). On World Environment Day 2015, India's Prime Minister, Narendra Modi, planted a sapling at his official residence, highlighting the importance of the day.

Media and celebrities promote the objectives of this campaign, encouraging public participation and awareness. Goodwill ambassadors from UNEP send messages worldwide, urging action for World Environment Day. This campaign calls on people to join the celebration in large numbers, understand the real environmental conditions, and become active agents in combating climate change. We should all participate in this celebration and pledge to protect our environment for a better future.

World Environment Day Essay (250 words)

World Environment Day is an annual campaign celebrated on the 5th of June to inspire people worldwide to address negative environmental changes. Established in 1972 by the United Nations General Assembly, its first celebration was on the 5th of June 1973. Each year, the celebration is based on a specific theme declared by the United Nations, and various activities are organised to highlight environmental issues.

The campaign aims to encourage positive changes in the environment and ensure a safe future for our planet. It brings together people from different countries to discuss environmental topics and engage in activities like essay writing, speech recitation, art competitions, and more. The campaign promotes public action and political attention towards environmental protection.

Activities during World Environment Day celebrations include parades, cleanup activities, concerts, tree planting, and recycling initiatives. Although it is not a public holiday, schools and offices remain open, and everyone is encouraged to participate. The goal is to work together for positive actions that maintain the planet's beauty. We should remember the campaign's objectives throughout the year and act accordingly to preserve our environment.

World Environment Day Essay (300 words)

World Environment Day is celebrated annually on the 5th of June in almost 100 countries. It was established by the United Nations General Assembly in 1972 and first celebrated in 1973. Each year, a different theme is declared by the United Nations to inspire positive actions for the environment.

The campaign is hosted by different cities each year, where international exhibitions take place for a week. The United Nations raises awareness about environmental issues through this campaign, which effectively encourages public action and political attention.

Various activities are organised during the celebrations, including essay writing, speech recitations, drama plays, street rallies, art and painting competitions, parades, debates, and more. These activities attract a large gathering of academics, environmentalists, scientists, politicians, and the general public, fostering new ideas about the environment.

In addition to the host city's celebrations, countries celebrate World Environment Day in their states, cities, schools, and colleges. Activities include parades, cleanup initiatives, concerts, recycling efforts, and tree planting. Although it is not a public holiday, everyone is encouraged to participate and take positive actions for the environment.

World Environment Day promotes the idea that we have only one planet to live on, and it is our responsibility to maintain its natural beauty. By participating in the campaign and taking actions such as planting trees, conserving water, reducing electricity use, and supporting wildlife, we can contribute to a healthier and more sustainable planet.

World Environment Day Essay (400 words)

World Environment Day is an annual campaign celebrated on the 5th of June to address environmental issues and implement effective plans for a safer, healthier future. Declared by the United Nations General Assembly in 1972 during the Stockholm Conference on the Human Environment, it is a significant day for spreading awareness and encouraging positive actions for the planet.

WED was established with various plans and objectives to address environmental problems and promote sustainable development. It is run by the United Nations Environment Programme (UNEP) and celebrated in over 100 countries. The campaign's goal is to change people's attitudes towards the environment and ensure a prosperous future for all nations.

The celebration is hosted by different cities each year, with a unique theme declared by the UNGA. Activities include tree planting, cultural events, drawing and painting competitions, quizzes, debates, lectures, essay writing, and more. Workshops on sustainable project management are also organised to encourage youths to address environmental and climate change issues.

In 2009, an environment fair was held in Chennai and Bangalore, featuring activities like painting competitions, e-waste management training, renewable energy devices, wildlife conservation, rainwater harvesting systems, debates on global warming, and awareness drives about the "go green" revolution. These activities promote eco-friendly infrastructure and energy efficiency to combat global warming and save natural resources.

World Environment Day brings people from all countries together to deal with climate change and improve forest management. It is an effective campaign that enhances political attention and public action. By participating in WED, we can contribute to a healthier planet and ensure a safer future for generations to come. Let us all pledge to take positive actions and work together to maintain the beauty of our planet.

World Environment Day 2024: FAQs

What is the theme of World Environment Day 2024?

The theme for World Environment Day 2024 is "Land Restoration, Desertification and Drought Resilience." The slogan is "Our Land, Our Future. We are #GenerationRestoration."

When is World Environment Day?

World Environment Day is always held on June 5th.

Who is hosting 2024 World Environment Day?

The Kingdom of Saudi Arabia will be hosting the 2024 World Environment Day global celebrations.

What can I do to get involved in World Environment Day?

There are many ways you can get involved in World Environment Day! You can find a practical guide with ideas for individuals, businesses, and governments on the World Environment Day website [World Environment Day Get Involved]. Some ideas include:

• Planting trees
• Reducing your consumption of resources
• Supporting sustainable businesses
• Getting involved in local restoration projects
• Raising awareness about environmental issues

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Students in Saudi Arabia Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Research questions

Research will focus on the barriers which are faced by female students who are involved in distance education in Saudi Arabia. This research is important since female students face challenges like cultural barriers, lack of funds, poor IT skills and so on while trying to access education in Saudi Arabia.

This can be attributed to their gender and cultural status in the society (Mhehe, 2004). Unlike their male counterparts, for many years now, they have been denied several privileges in life; one of them being education (Al-Dhuwayan et al, 2000).

To keep up with the pace of rest of the world and to satisfy its internal needs, Saudi Arabia had modified its education system and adapted the western style of education that aims at creating qualified personnel in all the fields of the economy (Plank, 2009). First, it has incorporated the use of Information Technology so as to make education to be more effective and sustainable (Cordesman, 2009).

Another advancement to the education system was to girl child a chance to attend school and gain formal education (Abdulkareem, 2001). That is why the government of Saudi Arabia, under the ministry of higher education, has adapted the use of e-learning in its universities (UWN, 2011). Many academics and analysts have argued that this move will transform the level of education in the country and give female students a higher chance of getting high quality education (Yahia, 2011).

However, there are still some setbacks which make this dream to be unrealistic for many female students in Saudi Arabia, especially those who are under distance education scheme. Barriers to distance education learning include: time constrains, cultural influences, financial obstacles and incompetence in information technology (Mhehe, 2004).

According to Mhehe (2004) most of these female students are either mothers or wives (p. 5). They therefore spend a good part of their day attending to their family issues. In the process, they become tired and have limited time for their studies. This affects their performance.

There are still those families and cultures that still deny their females the right to education. Mhehe (2004) went further and said that this might be because they view education as not necessary to the lives of women.

They still believe that the role of women in the society is to take care of their families. To add on that, most female students are not computer literate therefore accessing education on an online basis is difficult (Cordesman, 2009).

To answer the problems that have been presented above, this study will try to answer the following questions:

• Will distance education bring about positive impacts to the lives and careers of female students in Saudi Arabia?
• What are the main factors that contribute to the development of barriers that are experienced by female students in distance learning?
• What corrective mechanisms should be put in place to ensure that the problem does not prevail in future?

I will use semi structured interviews to collect data from my respondents. To add on this, questionnaires will also be administered to the target group. In order to construct a questionnaire that will be precise and straight to the point, qualitative data has to be analyzed and interpreted first.

This information will assist in the making the questionnaire making it to become more powerful in the collection of quantitative data. The resulting questionnaire therefore will be precise, flexible and be able to collect only the relevant data that is needed for the research study.

Abdulkareem, R. (2001). Supervisory Practices as Perceived by Teachers and Supervisors in Riyadh Schools, Saudi Arabia. Unpublished M.Phil dissertation, University of Ohio.

Al-Dhuwayan, M., Zahrani, A., and Ghanim, A. (2000). The priorities of educational research in the Ministry of Education . Riyadh: Ministry of Education.

Cordesman, A. (2009). Saudi Arabia: national security in a troubled region. London, ABC-CLIO.

Mhehe, E. (2004). Women Overcoming Barriers to Learning by Distance at the Open University Of Tanzania. Open University of Tanzania. Arusha: Open University of Tanzania.

Plank, D. (2009) Handbook of education policy research. New York, Taylor & Francis.

UWN. (2008). Saudi Arabia: E-Learning Education Shake-Up. Universityworldnews. Retrieved from https://www.universityworldnews.com/post.php?story=20080529145753433

Yahia, M. (2011) Religious resistance to education overhaul in Saudi Arabia. House of Wisdom. Retrieved from http://blogs.nature.com/houseofwisdom/2011/04/religion_resistance_to_educati.html

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Bibliography

IvyPanda . "Students in Saudi Arabia." March 22, 2019. https://ivypanda.com/essays/students-in-saudi-arabia/.