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

2. Contents Structure & Current Status Growth & Achievements Local and Global Challenges & Opportunities Global trends shaping the future of HE&T How do we envision the Future of HE? Current Status & Facts Challenge s & Opportuni ties 12 Trends The 2020 Vision 34 HE&T: Higher Education and Training Higher Education and Training Vision 2020

3. 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

4. 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

5. 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.

6. Training Categories Work- Integrated 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 lifelongTraining 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 Part of Higher Education

7. Role of Training “ The most expensive training you can purchase is training that doesn't result in any positive change.” Larry McGehe

8. The Higher Education System Council of Higher Education (CHE) National Center for Measurement & Assessment 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) Ministry of Finance Budget Universities directly negotiate their budgets with the Ministry of Finance Private Institutions Universities (22) Men & Women (19) Men Only (2) Women Only (1) (18) Teachers Colleges (102) Girls Colleges Recently associated to Universities 10% % of Total enrollment in HE institutions 42% 48%

9. H.E. Growth and Initiatives The access to higher education has been growing in the recent years to generally respond to the demand 70% growth from 1999 to 2006 High School Graduates Entering Higher Ed.Higher Education Enrolment

10.  Expansion in access to accommodate high school graduates through: – Establishing universities (22), Community Colleges (28) Emphasis on medicine, engineering, IT, and sciences Regionally distributed over the Kingdom – King Abdullah Scholarship Program – Support to Private Education Major Initiatives in Higher Education Growth in HE Institutions (2002 – 2007) H.E. Growth and Initiatives

11. 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 H.E. Growth and Initiatives

12. Training Institutes Institution Number of colleges Total Enrolment Technical Colleges (GOTVT) 3439165 Royal Commission for Jubail & Yanbu (RCJY) 34541 Health Colleges (M. of Health) 4614319 Institute of Public Admin. (IPA) 22742 Total 8560767 Note: Numbers are for the academic year 1426/1427H Source: MoHE Statistical Book 1426/1427H

13. 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)

14. Contents Structure & Current Status Growth & Achievements Local and Global Challenges & Opportunities Global trends shaping the future of HE&T How do we envision the Future of HE? Current Status & Facts Challenge s & Opportuni ties 12 Trends The 2020 Vision 34 HE&T: Higher Education and Training Higher Education and Training Vision 2020

15. Pursuing Excellence Diagnosis-Analysis and Development Trends Challenges Opportunities Higher Education Reform

16. 21 st Century Features Features Information Interdisciplinary Nature & Multidisciplinary GlobalizationEnvironment Natural Resources New Materials Technology Advancement

17. Population growth and Society Demands Growing needs of HE&T for Development Access Expansion of HE&T Impacts of Communication and IT Evolution New Directions in HE&T Compliance with Market Needs Development of Faculty, Staff, Student &Trainees Globalization Impact Efficiency and Effectiveness Challenges Funding of HE&T Quality Social Responsibilities

18. Major Challenges Can be summarized into four major INTE- RELATED challenges Major Challenges Quality Job- Market Access Funding

19. New Accreditation Criteria Creativity and Innovation Agreement on need Reform New Delivery Methods Political Support Availability of Financial Support Importance of HE&T for the Welfare of Nations Opportunities

20. Contents Structure & Current Status Growth & Achievements Local and Global Challenges & Opportunities Global trends shaping the future of HE&T How do we envision the Future of HE? Current Status & Facts Challenges & Opportunities 12 Trends The 2020 Vision 34 HE&T: Higher Education and Training Higher Education and Training Vision 2020

21. The Changing World: Large pyramids Producer-centered Departments Hierarchy Tight structure Design at the top Assigned procedures Rules & regulations NOW Small companies Client-oriented Project teams Flat organisations Loose & fluid systems Design at front-lines Improvised actions Fit-for-purpose acts THEN WORKPLACE

22. The Changing World 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 NOW 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 THEN INDIVIDUAL LIFE

23. The Changing World Paper work Circulars Minutes Documents Instructions Written reports …… NOW Communications Brainstorming E-mailing SMS Blogs Seminars Debates Conferencing Negotiation Presentation Confrontation Lobbying Retreats THEN WORKPLACE ACTIVITIES

24. The Changing World Special skills Planning & implementation Navigating the bureaucracy Following the heritage NOW Communications Team-working Human relations Problem-solving Design & innovations Personal responsibility Self-management Ethics, values, principles THEN SKILLS & ATTITUDES

25. The Changing World Analytic, regulated, structured, clear-cut, uniform, convergent, normative, neat, assertive and reducible to parameters NOW Holistic, flexible, loose, fuzzy, plural, divergent, liberal, complex, speculative and tolerant of multiplex concepts THEN The BOTTOM LINE …

26. Major Trends New vs. Traditional Learning Lecturing vs. Problem-Based Learning Curriculum Reform Trends in University Model

27. New vs. Traditional Learning Traditional learningNew 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

28. New vs. Traditional Learning Traditional learningNew learning Evaluation is used to monitor the learning process and focus is on right answers only Evaluation is used to encourage learning process and diagnose it and focus is on 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

29. Lecturing Problem-based Learning Lecturing vs. Problem-Based Learning

30. Lecturing Problem-based Learning Learning-centered Knowledge Construction Application and Practice Learning through Integration Collaborative Learning Multiple Solutions Knowledge Product Social context ….. Lecturing vs. Problem-Based Learning

31. Lecturing Problem-based Learning Moral and ethical concerns Self-reflection Group Leadership Handling disagreements Conceptualization skills Lecturing vs. Problem-Based Learning

32. Curriculum Reform Classrooms Beyond Classrooms Beyond Campus Cyber- Space Key-Learning Areas (KLAs) Broadened learning experiences From Classrooms … to Cyberspaces …

33. 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

34. Curriculum Reform Curriculum as Subjects

35. Curriculum Reform Curriculum as Key Learning Areas

36. Lives in Education Classes Study Student Activities/Halls Executives of Organizations Internship, Placement, Mentorship Design, Humanities, Sports Community Services/NGO Visits to Rural, Deprived Communities International Exchange

37. Learning Experiences Classes Academic Knowledge Alternative Learning Leadership Learning Workplace Learning Creativity Learning Learning to Serve Learning to Care Learning across Cultures

38. Classes Academic Learning Learning to live together Leadership Learning Workplace Learning Creativity Learning Learning to serve Learning to care Learning cross cultures Residential Halls, Associations & Clubs Design, Humanities, Art, Sports Exchange, Youth Conferences Rural Visits, NGOs, Community Services, Voluntary Work Internship, Practicum, Placement, Fieldwork Mentorship Learning at the University Lectures, Tutorials, Laboratories

39. Trends in University Model Universities in Advanced Nations Classical Paradigm Entrepreneurship Paradigm 2020 years Education Oriented U.  4-year Undergrad Course  Liberal Arts Education for the Upper Class Integration of Education & Research  Introduction of Graduate School Oriented Universities Universities in KSA Universities in KSA Growth in Univ. Research  Research-Oriented School  Began Ind.-U. Coop. R&D Entrepreneur Academy  Academic Capitalism  Ind.-Univ. Cooperation R&D Paradigm Shift in University Role

40. Contents Structure & Current Status Growth & Achievements Local and Global Challenges & Opportunities Global trends shaping the future of HE&T How do we envision the Future of HE? Current Status & Facts Challenges & Opportunities 12 Trends The 2020 Vision 34 HE&T: Higher Education and Training Higher Education and Training Vision 2020

41. 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 “Higher Education Competitiveness is Nation’s Competitiveness.” Basic Principles Higher Education Reform

42. Mission Differentiation Linkages Quality HE&T Reform Achieving: Specialization Competitiveness Separate coordination, policy-making, and operational decisions Accreditation, ranking, and training Linkages Excellence Responsibility & accountability

43. Build and develop research excellence Provide associate degrees in general education Provide capacity and excellence in research and teaching Provide a focus on teaching & regional needs Research Universities Community Colleges Comprehensive Universities Teaching Universities Public institutions outside the realm of authority of MOHE, such as GOTVT, RCJY, military colleges etc. Other Public Institutions Private institutes of higher education Private Sector HE&T Reform Mission Differentiation Achieving Specialization & Competitiveness Virtual University Provide degrees to accommodate student needs

44. 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 Responsibility & Accountability Policy-making, and decisions

45. 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 HE&T Reform Quality Assurance Accreditation, Rating, Ranking

46. 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

47. 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

48. 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.

49. 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 Creativity

50. Lifetime Learning Critical Thinking - - - - - - Current Graduates Future Graduates Practical aptitude Entrepreneurship Communication Solution Synthesis Ability Technical Competence Skill Development Behavioral Skills There is a gap in Skills that needs to be bridged in the future graduate

51. World-Leading University Knowledge-Creative Global Leader Leadership Education Cross-disciplinary Education Entrepreneurship Education Higher Education Reform

52. HE&T Major Thrust 2020 Research & Innovation Funding Quality Globalization Effectiveness HR Development Education for All Efficiency “Empowering people with knowledge, striving for excellence and innovation, nurturing the leadership of the future”

53. From Ambitions Local & Global Trends THE VISION From Ambitions to vision Challenges & Opportunities Major Challenges Quality Job- Market Access Funding

54. 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

55. 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. Vision 2020 (cont.)

56. 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.

57. Thank you