The Current Status of Higher Education in The Kingdom of Saudi Arabia

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2 in The Kingdom of Saudi Arabia MINISTRY OF HIGHER EDUCATION Kingdom of Saudi Arabia Ministry of Higher Education Ministry Deputyship for Planning and Information General Department for Planning and Statistics 2013

3 Ministry of Higher Education, General Department for Planning & Statistics, 2013 King Fahd National Library Cataloging in- Publication Data Saudi Arabia. Ministry of Higher Education. Deputyship for Planning and Information The Current Status of Higher Education in the Kingdom of Saudi Arabia / Saudi Arabia. Ministry of Higher Education. Deputyship for Planning and Information - 3. Riyadh, p ; 24 21cm ISBN: In The Name Of Allah, The Beneficent, The Merciful 1- Saudi Arabia - Higher Education 2 Saudi Arabia - Universities and Colleges I-Title dc 1431 / 4354 L.D. no / ISBN:

4 The Custodian of the Two Holy Mosques King Abullah Ibn Abdulaziz Al Saud

5 His Royal Highness Prince Salman Ibn Abdulaziz Al Saud The Crown Prince and Minister of Defense

6 Introduction Dr. Khaled Ibn Muhammad Al-Angari Minister of Higher Education The Ministry of Higher Education has been receiving in recent years unlimited support from the wise leadership of the Kingdom led by the Custodian of the Two Holy Mosques, King Abdullah Ibn Abdulaziz Al Saud and the Crown Prince His Royal Highness Prince Salman Ibn Abdulaziz Al Saud. This support has taken the form of a decree to expand existing universities, colleges and departments, and found new universities in the Kingdom s provinces. Today, the number of public and private universities has gone up to 34, and the number of colleges is now over 543. There are more than 2,393 departments in these institutions offering applied programs in medicine, engineering, information technology, and others, catering for the needs of the public and private sectors. Also included in that support are the enormous budgets allocated to the Ministry of Higher Education and all universities, which are currently about SAR 77.2 billion representing 9% of the total state s budget. In addition, the Ministry is now oriented towards focusing on research and long-term planning, in order for the Kingdom to rise to the rank of advanced countries in the field of higher education. The Ministry and higher education institutions have responded to that support by being intent on raising the standard of the various higher education programs and types, such as evening programs and distance education programs, with the aim of accommodating the large numbers of male and female students. In addition, the Ministry endeavors to be a world leader, compete at the international level, and construct a knowledge society and knowledge economy. This report gives the current status of higer education in Saudi Arabia and covers: a historical and geographical profile of higher education; the methods of offering higher education; quality; equity and equal opportunities; efficiency; governance and management; internationalization; projects and achievements; research and innovation; study abroad programs; funding; university third mission; indicators and international comparisons; international evaluation of Saudi higher education; and women in higher education. In conclusion, it gives me pleasure to express my thanks and gratitude to the Custodian of the Two Holy Mosques, the Crown Prince, and the Second Deputy Premier for what they have been doing to support and develop higher education sector.

7 Contents 1 - A Historical and Geographic Profile The Stage of Foundation ( ) The Stage of Expansion ( ) The Stage of Comprehensiveness ( ) Types of Higher Education, Students and Faculty Members Undergraduate Studies Graduate Studies Students and Faculty Members Methods of Providing Higher Education Full-Time Education Distance Education Quality in Higher Education International Ranking of Saudi Universities The National Center for Assessment in Higher Education The National Commission for Academic Accreditation and Assessment (NCAAA) General Department of Certificate Equivalency E-Services Center for Research and Studies Higher Education Statistics Center National Center for E-learning and Distance Learning Equity and Equal Opportunities Competitiveness for Admission for both Genders Geographical Diffusion Students with Special Needs Gifted Students Efficiency Efficiency in Higher Education Internal and External Efficiency Governance Organizational Bylaws Governance in Higher Education Strategic Planning E-Transactions Internationalization Student Mobility Faculty Member Mobility Other Forms of Internationalization Projects and Achievements in Higher Education Campus Expansion The Construction of Universities and College Campuses Research & Development Research Excellence Centers Research Chairs Scientific Research and Creativity Nanotechnology Research Centers University Research Incubators and Valleys Scientific Societies Support Projects Twinning Programs Scientific Publishing & Translation Scholarships Abroad Geographical Distribution of Scholarship Students Total Number of Students Abroad King Abdullah Scholarship Program (KASP) Funding Higher Education Government Funding Self-Funding University Third Mission Technology Transfer and Innovation (TTI) Continuing Education (CE) Social Engagement AAlI TV International Comparisons and Indicators Data Sources Measuring Indicators Enrollment Ratio and Gender Parity Index Enrolled students and GPI Percentage of the Distribution of Students Enrolled in Terms of Field of Study Graduates Comparisons with Selected Countries Funding Higher Education Faculty Member and Student-Teacher Ratio International Ranking of Saudi Higher Education Saudi Universities on the World Map QS World University Ranking Times Higher Education (THE) US News & World Report Webometrics Ranking System Shanghai Academic Ranking of World Universities SCImago Journal Rank Saud Woman in Higher Education

8 Chapter 1 Executive Summary Executive Summary The conditions of higher education is up to the year (2012), through a number of themes, without neglecting to offer some statistics, indicators, and comparisons, particularly when the discussion concerns students and faculty members. The report also introduces, in particular, the applications of quality, efficiency, internationalization, equity, and equal opportunities, highlighting the role played by the Ministry in these areas. the report is based on literature and sources, both traditional or electronic, that are relevant to its topics, particularly the themes that discuss historical and geographical aspects or introduce the types and methods of providing higher education in the Kingdom. Statistical books are also used for reference when discussing indicators and international comparisons, as well as the international evaluation of Saudi higher education, which covers Saudi universities on the world map, the Saudi knowledge society, and women in higher education. Reference is made in this report to international treaties at the Ministry level and at the level of higher education institutions, and international partnerships, such as the creativity and excellence projects and the cooperation with outstanding foreign scientists and scholars. The report, in addition, gives a good definition of university third mission, with emphasis on the partnership between the industrial sector and universities, and the forms and manifestations of university participation in offering social services and contribution to the solution of social problems. Moreover, the report focuses on the aspect of government funds, which are represented by the large budgets allocated by the government to the Ministry of Higher Education and its various institutions in all provinces and districts of the country. A detailed account is given of the most important projects and achievements of the Ministry, whether they are expansion of existing campuses or new university projects. The report also discusses self-financing and its forms, whether they are university endowments, financially support research chairs, investments by the universities, consulting services by the universities, and paid programs. As for research, the report discusses the centers of research excellence; academic chairs; research institutes; consulting services; nanotechnology programs; research incubations (valleys) in universities; projects of support for scientific and scholarly societies; twinning projects; information technology development; scholarly publications and support for translation, and, in addition, the measuring, evaluation, and funding of research. The report also focuses on scholarships abroad. It introduces to the reader the scholarship program of the Custodian of the Two Holy Mosques, in terms of its inception and the number of scholarship it covers. The geographic distribution of scholarship students is described in accordance with the world continents, and the specializations and quantitative growth of these students are discussed. 14 Ministry of Higher Education Ministry of Higher Education 15

9 Chapter 1 Historical and Geographic Profile

10 Chapter 1 A Historical and Geographic Profile 1. A Historical and Geographic Profile The nucleus of higher education goes back to the approval of King Abdulaziz to send 14 students of various fields of specialization, to Egypt in 1927, due to the urgent need for efficient specialists. The actual beginning of higher education in the Kingdom of Saudi Arabia, however, goes back to over sixty years ago with opening the College of Islamic Law (Shari a) in Makkah, which was founded in Since then, other colleges and universities continued to be founded, until our prosperous time, in which we are witnessing the great higher education renaissance, manifested in the establishment of higher education institutions in all provinces and districts of the Kingdom, and the admission of great numbers of students. The history of higher education in the Kingdom can be divided into three stages. 1.1 The Stage of Foundation ( ) This is the stage in which the first blocks in the higher education edifice were laid down. The College of Islamic Law (Shari a) in Makkah was established in 1949, followed by the Teachers College, the second college in the country, in In 1953 and 1954 respectively, a College of Islamic Law (Shari a) and a College of Arabic were set up in Riyadh. The climax of this stage was the establishment of King Saud University in It consisted of the Colleges of Arts, Science, Administrative Sciences, and Pharmacy. The geographical distribution in this stage is illustrated in Figure (1) Figure (1): The Stage of Foundations in Higher Education (1960) 1.2. The Stage of Expansion ( ) This stage witnessed an expansion in the establishment of universities, covering the various provinces of the Kingdom. After King Saud University, other universities followed: the Islamic University in Medina in 1961; King Abdulaziz University in Jeddah in 1967; Imam Muhammad Ibn Saud Islamic University in Riyadh in 1974; King Fahd University of Petroleum and Minerals in Dhahran and King Faisal University in Al-Hassa in 1975; and finally Umm Al-Qura University in Makkah in These universities together consisted of 58 colleges of various disciplines. In addition, some universities had campuses in other provinces, in addition to their main campuses. These included the Abha and Qassim campuses of King Saud University; branches in Medina, Abha, Qassim, and Al-Hassa of Imam Muhammad Ibn Saud Islamic University; and a branch in Medina of King Abdulaziz University. This stage was also characterized by higher education diversity; teachers colleges, under the umbrella of the Ministry of Education, were established in Riyadh, Medina, Abha, Dammam, Al-Rass, and Taif. The geographical distribution of higher education during this period is illustrated in Figure (2). Figure (2): The Stage of Expansion in Higher Education (1980) 18 Ministry of Higher Education Ministry of Higher Education 19

11 Chapter 1 A Historical and Geographic Profile 1.3. The Stage of Comprehensiveness ( ) This stage is one in which the government of Saudi Arabia was evidently intent on spreading the institutions of higher education in the various provinces and districts of the Kingdom, the latter being over 80 in number giving the opportunities to people in small cities, towns, and villages to pursue their higher education without having to move to major cities. The first step was the opening of King Khalid University in 1998, and the last was in August 2011 royal decree that approved the establishment the Saudi Electronic University in Riyadh. The Ministry of Higher Education also took the position of supporting and encouraging private higher education in launching new universities and colleges, with an eye on the job market and in compliance with the country s development plans. The geographical distribution of higher education during this period is illustrated in Figure (3). Figure (4) illustrates the number of universities and colleges of all types in the three stages listed above. By the end of 2012, these universities and colleges numbered 33 public and private universities, with 543 public and private colleges. As for academic departments, they exceeded 2393 including those of technical colleges for men and women and those of private colleges. Figure (4): The Three Stages of Higher Education The growth in the number of higher education universities, colleges, and departments in the last two decades is illustrated in Table (1) and figures (4-a, 4-b, 4-c, and 4-d). Year Table (1): Higher Education Growth ( ) Universities Colleges Departments Public Private Total Public Private Total Public Private Total Firgure (4-a): Higher Education Growth ( ) Figure (3): The Stage of Higher Education Comprehensiveness (2012 ) Growth in Academic Department Growth in colleges 20 Ministry of Higher Education Ministry of Higher Education 21

12 Chapter 1 A Historical and Geographic Profile Firgure (4-b): Growth in Numbers of Universities in Saudi Arabia ( ) Firgure (4-d): Growth in Higher Education in the Kingdom ( ) public Private Total Growth in universities Firgure (4-c) Growth in Numbers of Colleges in Saudi Arabia ( ) public Private Total Growth in Academic Department public Private Total Growth in colleges Ministry of Higher Education Ministry of Higher Education 23

13 Chapter 2 Types of Higher Education, Students and Faculty Members

14 Chapter 2 Types of Higher Education, Students and Faculty Members 2.Types of Higher Education, Students and Faculty Members After secondary schools, the fields of study vary in types and lead to different kinds of degrees, according to the program of study and the number of years it requires to complete. The following is a description of all types of higher education, from associate diploma to the doctorate degree Undergraduate Studies This is divided into two types: The Associate Diploma This is a stage that follows secondary school and consists of two- or three-year programs in specialized fields. The programs are typically comprehensive and flexible in order to cater for the needs of individuals and society, as well as the needs of development plans for human resources. There are more than 400 such programs offered by community and technical colleges. In fact, technical colleges were founded to meet a pressing need for technicians with highlevel, multiple skills to keep up with the progress of the kingdom in all areas and to meet the requirements of development plans. The goals of these colleges include expanding of the base of qualified Saudi workforce and providing the various public and private sectors with Saudi national technical workers who are academically and practically qualified in the vocations and professions which are essential in the process of building the national economy and implementing development projects. Moreover, these colleges open a new channel of higher education, thus meeting the needs of the country on the one hand, and serving, on the other hand, as a new sphere to admit a number of graduates of secondary and technical schools. Technical colleges are 40 in number, and they exist in most provinces and districts of the Kingdom. The most important fields of specialization they offer include Electronics and Communication, Electricity; Refrigeration and Air Conditioning; Vehicles; Heavy Equipment; Bank Management; and Food Industries. In addition, there are 26 higher technical institutes for women offering a post-secondary diploma. The most important fields of specialization are: Accounting; Computers; Technical Support; Cosmetology; Clothes Production and Design. There are also two industrial colleges and two university colleges in Jubail and Yanbu supervised by the Royal Commission for Jubail and Yanbu. They offer associate diplomas in a number of fields that include Industrial Laboratory Engineering Technology; Manufacturing Engineering Technology; Air Conditioning and Refrigeration Engineering Technology; Mechanical Maintenance Engineering Technology; Electronic Engineering Technology; and Accounting. The two colleges also offer a number of special programs and community service programs The Bachelor Degree This is a high, post-secondary level at which students pursue their studies in a specialized areas that qualify them to work in a particular field, after receiving a university degree in their area of specialization. In most cases, the degree is awarded after at least four years of study, which comprise 8 semesters. Sometimes it takes 5 years to receive the degree. There are two university colleges in Jubail and Yanbu award bachelor degrees, for men and women students, mainly in technological specialization. The total number of bachelor programs in Saudi Arabia is about (2029). The period of study in colleges of technical colleges ranges from 2-3 years of applied learning. Graduates of these colleges are technicians ready to work in the public or private sector. the total of 50% of the study program is devoted to practical training in workshops, factories, and fields. 26 Ministry of Higher Education Ministry of Higher Education 27

15 Chapter 2 Types of Higher Education, Students and Faculty Members 2.2. Graduate Studies This is an advanced stage of study in both scientific fields and humanities. Graduate studies include the programs awarding high diplomas, master, and doctorate degrees, as well as fellowship programs. A bachelor degree is a prerequisite for admission into graduate studies The Postgraduate Certificate The period of study for this diploma ranges from 1-2 years. Postgraduate Diploma programs and offer courses similar to those of undergraduate, but students are also required to submit a simple research work, a graduation project, which a requirement to earn the degree The Master Degree As Saudi regulations explain, this degree has two tracks: 1) thesis program track of study, and 2) Non-thesis track. The first combines courses with a thesis. The total number of academic credit hours of this track must be no less than24. The non-thesis track requires students to take only courses in addition to a graduate project. The total number of academic credit hours in non-thesis track must be no less than 42 including a research project. Table (2) Number of Higher Education Programs in Saudi Arabia Number Public Private Total Junior College Diploma Bachelor Postgraduate Certificate Master Doctorate Fellowship Total ,600 Figure (5) Number of Higher Education Programs in both Public and Private Universities The Doctorate Degree Programs of this degree also have two tracks. The first combines courses and a dissertation provided that the academic credit hours must be no less than 30. The second tracks does require a dissertation with only few courses. The academic credit hours must be no less than The Fellowship A fellowship is a professional degree that is awarded to holders of bachelor degrees in medicine. After studying for about four to six years in which he receives theoretical instruction, practical training, and constant evaluation the student receives the degree of consultant. His studies cover a specific medical specialization, such as Family and Community Medicine, Ophthalmology, and Neurology. Foremost among the universities that offer fellowship programs are King Saud University and King Faisal University Associate Diploma Bachelor Postgraduate Certificate Master Doctorate Fellowship Table (2) and figure (5) show the number of various higher education programs in the Kingdom. 28 Ministry of Higher Education Ministry of Higher Education 29

16 Chapter 2 Types of Higher Education, Students and Faculty Members 2.3. Students and Faculty Members Figure (6-a) Newly-admitted Students in Public and Private Universities ( ) Due to the increasing demand for higher education, the Ministry of Higher Education has been endeavoring to provide admission for and accommodate both men and women students. The Ministry s efforts led to an increase in the number of universities and their being located in various cities and provinces, thus giving students the opportunity to enroll in higher education programs at all levels. Information concerning newly-admitted and enrolled students and graduates will follow Students A. Newly-admitted Students ( ) Table (3): Newly-Admitted Students in the Past Decade 180, , , , ,000 80,000 60,000 40,000 20, Male Female Year Men Women Total ,742 62, , , , , , , , , , ,632 Figure (6-b) Distribution of Admitted Students according to Gender ( ) 350, , , , , , , ,696 As seen in table (3) and figures (6-a and 6-b), the numbers of newly-admitted students has tripled from , , , ,000 50, , , ,875 46,742 62,307 95, , , , , Female Male 30 Ministry of Higher Education Ministry of Higher Education 31

17 Chapter 2 Types of Higher Education, Students and Faculty Members B. Enrolled Students ( ) The followign table (Table 4) and figures (7-a and 7-b) show that the number of total enrollment in Saudi higher education institution has doubled since Table (4): Enrolled Students ( ) Figure (7-b): Distribution of Saudi Students based on Gender ( ) 1,200,000 1,000,000 Year Men Women Total 800, , , , , , , , , , , , , , , , , , , , , , , , , , , , , Female Male , ,150 1,116,230 C. Graduates in 2012 Figure (7-a): Growth in Number of Enrolled Students in Saudi Universities ( ) 700,000 Table (5) shows the total number of graduated students of both gender in This indicates the interest of Saudi society in higher education. Figures (8-a and 8-b) show the distribution of students of both genders on the different study levels. Table (5): Total Number of Graduates in , , , , , , Male Female Saudi Students Non-Saudi Students Subtotal Total Men Women Total Men Women Total Men Women Percentage to Total Community Colleges Other Associate Diplomas Total Associate Diplomas Bachelor Part-Time Graduate Total for All Degrees Percentage to total Ministry of Higher Education Ministry of Higher Education 33

18 Chapter 2 Types of Higher Education, Students and Faculty Members Table (8-a): Distribution of Graduate according to Study Level in Community Colleges Associate Diploma Bachelor Part-Time Graduate Studies The three tables illustrate that unprecedented growth has taken place in the university student statistics. With a 166% increase in newly-admitted students and 133% in the number of enrolled students, it was possible to offer society a 142% increase in the number of new graduates. These indicators show that the highest increase is in the number of newly admitted students, which points to the expansion in the number of universities and colleges in the Kingdom. This suggests that the internal efficiency is constantly improving. constantly improving. The indicators show that number of newly-admitted student number surpasses other numbers which means the expansion in opening new colleges and universities to host high school graduates Faculty Members over the Last Decade Table (6) shows that the number of faculty members has increased 155% from 1999 to 2012 meeting the needs of expansion of universities and colleges in Saudi Arabia Table (8-b): Distribution of Graduate according to Study Level in 2012 Table (6): Faculty Members over the Last Decade Year Men Women Total ,483 6,442 18, ,813 8,753 26, Female Male ,488 14,101 41, ,439 18,089 49, ,128 19,660 48,788 0 Community Colleges Associate Diploma Bachelor Part-Time Graduate Studies 34 Ministry of Higher Education Ministry of Higher Education 35

19 With the increasing demand for higher education, the availability of universities and colleges in different parts of the Kingdom, and the need for additional faculty members to meet the needs of colleges and departments the Ministry of Higher Education sought to keep up with these developments by creating new faculty member positions at universities and, in particular, positions for instructors and graduate assistants. Figure (9) shows that the number of faculty members in Saudi Arabia has been rapidly increasing since Figure (9): The Growth of Faculty Members of both Genders ( ) 35,000 30,000 25,000 20,000 15,000 Male Female 10,000 5, Chapter 3 Methods of Providing Higher Education 36 Ministry of Higher Education

20 Chapter 3 Methods of Providing Higher Education 3 - Methods of Providing Higher Education The types of higher education studies vary in order to meet the needs of all society segments. The following is a description of the types provided by higher education institutions. 3-1 Full-Time Education These are full-time students who attend lectures with a record of attendance of no less than 75% of all lectures in every course. Regular students are encouraged with a monthly stipend paid by the university in return for their full-time devotion to their study. The percentage of regular students is 85%. This type of education is offered in two ways: Traditional Education.It is one of the main two types of full-time education in Saudi Arabia in which students study in an Integrated educational system that includes all main elements of the educational process: direct contact between students and teacher or among students themselves in the university campuses Parallel Education Parallel education is a new academic style which creates an opportunity for students to join a desired college to which he has not been admitted, in return for tuition fees that they have to pay and that differ in amount from one field of specialization to another. This type of learning is related to the information revolution, which is largely represented by the Internet as the most important technological achievements that have contributed to the elimination of distance and reduction of time. The world has been turned into a small electronic village, in which the centers of knowledge, learning, and libraries are readily accessible. E-learning and distance learning rely on optimal utilization of the Internet, to develop the education process and change the style of both teachers and leaners and enhance their interaction in an environment with no paper and universities without walls through using of different systems and tools among them are smart classes, learning management system (LMS), and digital contents..in response to a directive from the Custodian of the Two Holy Mosques, King Abdulla Ibn Abdulaziz which called for a national information technology plan and urged the adoption of e-learning and distance learning and their applications in higher education, and also called for a national center to be founded to provide the technical support, instruments, and aids needed to develop the content of digital education an integrated educational system that relies on the technologies of e-learning and distance learning was established. This system is in the form of a national center that supports the educational process in higher education institutions at all levels and in all its categories and segments, without time or place restrictions. The establishment of this center aims at fulfilling the Kingdom s mission of spreading learning and knowledge that are based on the magnanimous principles and values of Islam. It is also hoped that the center will unify the efforts of universities and build an e-learning and distance learning culture. The implementation of this new educational system in the Kingdom of Saudi Arabia began in This type of full-time education offers bachelor, master, and doctorate degrees. Today, ten Saudi universities offers parallel education in bachelor degree whereas only two universities offers graduate studies. E-learning is adopted in many Saudi universities in both their traditional and parallel education. E-learning is a new teaching and learning tool that employees various kinds of electronic media and information and communication technologies (ICT) including multimedia; images; search engines; e-libraries; and web portals in education. Hence, it is the use of all kinds of technologies to deliver information to learners in a short time with less efforts, to make them achieve the ultimate benefits. 38 Ministry of Higher Education Ministry of Higher Education 39

21 Chapter 3 Methods of Providing Higher Education 3-2 Distance Education. Distance learning is another learning type that uses different electronic tools and technologies in education process to manage the interaction in this process. This type of education is characterized with separation between learners and instructors and learners; among learners themselves; or between learners and learning resources. This separation is either in geography, out of campuses, or in time of learning. In distance education, the delivery of higher education goes from campuses to different geographic locations. It aims to attract those interested in higher education, but the cannot study traditional education due to their circumstance. The use of distance education started in some European and American universities back in late 1970s in which these universities send some learning materials to students through mail. These learning materials include books, cassettes, and videos. Students, in return, sent their homework in the same way. These universities, however, required the students to take their final examinations on campus in person, and those who passed their finals awarded the degree. Later on, distance education witnessed some new development, when it began to use several channels. The British Broadcasting Corporation (BBC) was a leader in this. Then, in the early 1990s, the Internet came as a fast and easy communication tool, through which the replaced traditional mail in exchanging learning materials and homework. The late 1990s and early 2000s witnessed the emergence of websites which offered integrated education services via the Internet. This service included the self-learning content, as well as the ability to communicate and participate with classmates through the website or through . Recently, interactive classes are used to allow instructor to directly sent their lessons to tens of students wherever. These classes were developed to give learners opportunities to participate. This type of learning has been introduced by many Saudi universities and colleges, such as Imam Muhammad Ibn Saud Islamic University and King Abdulaziz University Part-time Education This type of distance aims to spread higher education and offers opportunities for people who cannot study in campus people, but still want to pursue their study in certain fields. As the numbers of secondary education graduates increases, applications for this type of education do so. Among the first Saudi universities that first introduced part-time education were the College of Islamic Law (Shari a) at Imam Muhammad Ibn Saud Islamic University in 1955; the Faculty of Arts at King Saud University in In 1972 Colleges of Economics and Business, and Arts and Humanities at King Abdulaziz University started offering this type of education. In order to boost the academic achievement of students, guarantee the seriousness of applicants for this type of study, and improve the educational services provided to them, some universities choose to offer intensive courses covering the subjects offered in every semester. The percentage of part-time students out of the total number of higher education students in Saudi Arabia is about 15% Developed Part-time Education This type is similar to that of traditional part-time education, but it relies on the Internet through an integrated electronic education system that contains many assistant tools. This system allows students to download lectures into computers. It also offers communications tools for students to communicate with their instructors and advisers as well as some supporting services in which students can do all procedures related to their study including admission and registration of courses without coming to campus. Distance Education in Saudi Arabia is provided in two types: Part-time and Developed Parttime Education. 40 Ministry of Higher Education Ministry of Higher Education 41

22 Chapter 4 Quality in Higher Education

23 Chapter 4 Quality in Higher Education 4 Quality in Higher Education The Ministry of Higher Education has been endeavoring to guarantee high standards of quality in higher education through programs and channels that emphasize the human factor and research, which together constitute the major artery of higher education. These programs and channels will be discussed under several themes, as follows: 4-1 International Ranking of Saudi Universities QS World University Rankings 2012.The QS World report ranked King Saud University 197th, King Fahd University for Petroleum and Minerals 208th, and King Abdulaziz University 334th among top 400 world universities in Imam Muhammad Bin Saud Islamic University came in the 451st place Times Higher Education Ranking (THE) One Saudi University, King Abdulaziz University, ranked among the top 350 universities worldwide in the US News & World Report.US News & World Report is based on QS World University Ranking. This American Ranking System ranked King Saud University 197th, King Fahd University of Petroleum & Minerals 208th, and King Abdulaziz University 334th. All these three Saudi universities came among top 400 universities worldwide The Spanish Webometrics Ranking of World Universities.In 2012, the Spanish ranking system webometrics ranked 1200 universities worldwide, including Saudi universities. King Saud University came 236th; King Fahd University of Petroleum & Minerals ranked 544th; King Abdulaziz 701st; and Umm Al-Qura University came in the 1165th place in this report The Chinese Shanghai Jiao Tong University s Academic Ranking of World Universities King Saud University ranked among the top 300 universities worldwide whereas King Abdulaziz University and King Fahd University of Petroleum & Minerals came among the best 400 universities in the world. At the same time, King Saud Universities and King Fahd University of Petroleum & Minerals were ranked among top 150 university worldwide in science, engineering and information technology majors. King Saud University also ranked among 200 top university in life sciences and agriculture The SCImago Journal & Country Rank Seven Saudi research institutions appeard in the report of SCImago published in King Saud university came 1st among all Saudi universities, ranked 22nd in the Middle East, and came in the 724th place worldwide. King Fahd University of petroleum & Minerals followed King Saud University, came 2nd at national level and 45th among Middle Eastern research institutions. King Abdulaziz ranked 78th in at Middle East level and 3rd in Saudi Arabia. 4-2 The National Center for Assessment in Higher Education.Established in 2001, the National Center for Measurement & Evaluation in Higher Education was founded as an essential contributory body to develop higher education in Saudi Arabia in matter of quality control and measurement of inputs to higher education in order to reach high efficiency of education systems and manage performance and link it to international indicators. The vision of the Center is to achieve global leadership in making tests and standards in the educational and professional fields. The Center s mission is to provide educational and professional assessment that contributes in achieving equity and to elevate the efficiency of the institutions of the society. It measures the inputs to higher education through standardized tests which the score in these tests are, in addition to high school diploma, one of the university admission standards. The Center, after a decade, has reached a competitive level worldwide. Today, it offers different types of tests including educational, vocational, and language tests that all help education and its output at national and regional levels. The number of test takers has grown steadily which indicates the vital role the center plays in developing education. The number of test takers in 2012 reached 1,184,344. The following chart shows the increase of test takers since the foundation of the Center in This increase in number of test takers was not in one or two tests, but in all 13 educational, vocational, and linguistic tests the Centers offers. Some of these tests are offered in Arabic and English. The following are the types of tests the center offers. 44 Ministry of Higher Education Ministry of Higher Education 45

24 Chapter 4 Quality in Higher Education Figure (10). Number of Test Takers at the National Center for Measurement & Evaluation in Higher Education in Ten Years ( ) , , , , , , , , ,000 1,184,344 1,127, These tests are offered in 185 centers in different 65 cities. In addition, the Center also issues smart identification for women test takers in their schools all over Saudi Arabia. The Center has also moved from paper-based tests to computer-based test. in the center also offes exams in 13 different countries. 4-3 The National Commission for Academic Accreditation and Assessment (NCAAA) The Commission aims at raising the quality of private and public higher education, ensuring clarity and transparency, and providing codified standards for academic performance. For this, the Commission performs several tasks, which include setting rules, standards, and requirements for evaluation and academic accreditation; and formulating the controls that have to be observed in the various academic institutions. NCAAA also regularly reviews and evaluates regularly the academic performance of existing university institutions, and academically accredits their departments and study plans. It is expected that the commission will make a contribution in controlling the quality of higher education to guarantee the efficiency of its outputs in order to meet the job market requirements and national development plans. First: Educational Tests: 1. General Aptitude Test (in Arabic & English) 2. Educational Attainment Test (in Arabic & English) 3. Postgraduate Aptitude Test. Second: Vocational Tests: 1. Teachers Test (24 different tests) 2. Provincial Tour Guide License Test 3. Employment Selection Test for The Bureau of Investigation and Public Prosecution Third: Language Tests: 1. Standardized Test for English proficiency (STEP) 2. Arabic Language Test for Non-Native Speakers 46 Ministry of Higher Education Ministry of Higher Education 47

25 Chapter 4 Quality in Higher Education 4-4 General Department of Certificate Equivalency The General Department of Certificate Equivalency is a specialized academic body that examines postsecondary degrees awarded in other countries and determine where they fit on the Saudi qualification framework in terms of period of study, courses, conditions, and requirements. The Department has a degree equivalency committee that consists of more than twenty university professors specialized in various disciplines including the humanities, social sciences, and natural and applied sciences. In addition, the membership of the committee includes representatives of the Ministries of Higher Education and the Ministry of Civil Service and a legal consultant chosen by the Ministry of Higher Education. The committee holds usually four meetings a month to look into the degrees referred to it and other items on its agenda. The degrees equalized by the committee are bachelor degrees; postgraduate diplomas; master; and doctorate degrees. The committee also determines the universities whose degrees are accredited. 4-5 E-Services.The Ministry of Higher Education, represented by Deputyship for Planning & Information, has worked to facilitate procedures within the Ministry s different departments through activating e-services. It has developed a group of systems and applications that offers many services to users inside and outside the Kingdom. These e-services offered to universities, students, cultural missions, and the Ministry staff. E-services are offered to university through different integrated systems to facilitate and organize procedures of universities, students, and teaching staff. In addition, universities use these services to provide the Ministry with required reports and information needed for development and improvement of the quality. Study-abroad student benefit from these e-services through Study Affairs System, Workflow, and SAFEER WORK system. Both systems aim at facilitating students communication with cultural missions and the Ministry. SAFERR financial and Administrative System offers staff at financial departments several services. The Ministry Deputyship for Planning & Information supports information technology (IT) in all higher education system components, including universities; cultural missions; students; and faculty members and this is represented in these following systems: Electronic System for King Abdullah Scholarship Program (KASP); Study Affairs (SAFEER WORK); Degree Equalization System; Student Web Portal; The Ministry Web Portal; Societal Communication Program; Recommended University System; Higher Education Statistics System; Conference & Symposium System; and Scholarships and University Follow up The Informational Technology Department at the Deputyship works to continuously develop these systems and seeks to meet all technological needs of the Ministry s bodies to improve the performance and guarantee the quality of the outputs. 4-6 Center for Research and Studies The Center is an important intellectual unit for research projects and specialized studies dealing with higher education and its various concerns, whether these studies are diagnostic or prognostic. The Center also conducts comparative studies of Saudi higher education and studies on future international trends. The Center has already published a number of studies and research works on higher education. 4-7 Higher Education Statistics Center This center was established to collect, calssify, and analyze statistical data and information related to higher education. At present, the Center is constructing an electronic system for higher education statistics that will connect the Ministry with universities in order to get and periodically update statistical information. The most important of information collected by the Center includes faculty and staff data; and data of newly registered students, enrolled students, and graduates. The center also conducts statistical studies and provides researchers and other concerned parties with updated and accurate data. 48 Ministry of Higher Education Ministry of Higher Education 49

26 4-8 National Center for E-learning and Distance Learning The Center of E-learning and Distance Learning supports the efforts of the higher education institutions in the kingdom to develop and enrich the educational content of digital courses, and to cope with the difficulties encountered by learners. The aim of this support is to raise the level of the educational process in general. In order to facilitate the provision of these services, a main electronic channel has been put up to promote communication, raise the level of these services, and allow coordination among higher education institutions. The most important objectives of the Center are: spreading the application of e-learning and distance instruction in institutions of higher education in accordance with quality standards; contributing to the expansion of the capacity of the institutions of higher education through the application of e-learning and distance instruction;.promoting technological awareness and the culture of e-learning and distance instruction as a contribution to the construction of an information society;.contributing to the evaluation of e-learning and distance instruction projects;.giving support to research and studies that deal with e-learning and distance instruction; and.setting high-quality standards for design, production, and circulation of digital learning materials. The most important projects supervised by the Center are: The Learning Portal; Jusoor (Bridges): the Jusoor e-learning management system; Maknaz (Treasury): the National Warehouse of Educational Units; E-learning Excellence Award; The Qualification and Training Project; The Saudi Digital Library; and Saneed (Support): the Saudi Center for Support and Guidance. Chapter 5 Equity and Equal Opportunities 50 Ministry of Higher Education

27 Chapter 5 Equity and Equal Opportunities 5 Equity and Equal Opportunities The 1978 education policy of the Kingdom defines higher education as the stage of specialization in all its types and levels, which nurture those with competence and intelligence, develop their talents, and meet the various current and future needs of society, to maintain useful development which realizes the nation s goals and noble objective. The definition suggests that opportunities are open, with full equity, to men and women citizens who are willing and capable to undertake undergraduate and graduate studies. 5-1 Competitiveness for Admission for both Genders In order to guarantee equal opportunities and equity for all men and women students of the Kingdom, the mechanism of university admissions is competitive. In addition to the secondary school diploma, universities require, a certain score in the competence and achievement tests conducted by the National Center for Measurement and Evaluation. Although it is important to provide sufficient opportunities, there must be an appropriate and equitable instrument that inspires the university, the students, and their families with some confidence that a student is suitable for admission into the chosen field of specialization, and able to go on with his/her study until he/she graduates. This is not a matter to be left to unguided personal wishes, particularly with the strong competition that exists for admission into certain specializations. Each student should be placed in the right place, and opportunities should be guaranteed for the competent. Determining who is competent cannot be done by only looking into high school diploma; it is only one criterion; and not the only one. The important thing is the extent to which tests are reliable in achieving the goal set for them. Nor should test be used as obstacles for those who are qualified for admission into a certain field. They must contribute to the provision of opportunities for those who have not been very fortunate in the secondary school examinations. 5-2 Geographical Diffusion Universities in the Kingdom exist in all provinces and cover more than 85 provinces, providing opportunities to the people in these districts, towns, and villages to join universities without having to move to one of the metropolises. This shows the desire of the government to make knowledge and learning available in all parts of the country. Specializations in the colleges that exist in the provinces are diverse in order to meet the needs of the job market, the national development plans, and the needs and aspiration of the society. The fields of specialization include medicine; engineering; natural sciences; computer science; and humanities, including Islamic Law (Shari a), education, and social studies. 5-3 Students with Special Needs In order to guarantee equity and equal opportunities, the Ministry, in coordination with the universities, offers opportunities to students with special needs, both in local and study abroad programs, offering them certain advantages that help them to realize their learning ambitions. For example, study abroad program has assigned many scholarships to special need students., waiving the fees of standard tests for them, and granting them some material and moral advantages. 5-4 Gifted Students Saudi universities offer annual financial awards to gifted students. Moreover, a special talent and creativity unit has been established at King Faisal University. Taibah University has also founded a center for gifted students. King Saud University, on the other hand, has approved a program of tutorship for its gifted students, which has been launched by Preparatory Year Deanship. 52 Ministry of Higher Education Ministry of Higher Education 53