The Current Status of Higher Education

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2 , General Department for Planning & Statistics, 2011 King Fahd National Library Cataloging in- Publication Data Saudi Arabia.. Deputyship for planning and Information The current of higher education in the Kingdom of Saudi Arabia / Saudi Arabia. Ministry of Higher Education. Deputyship for Planning and Information - 2. Riyadh, p ;..cm ISBN: In the name of Allah, the Beneficent, the Merciful 1- Saudi Arabia - Higher Education 2 Saudi Arabia - Universities and colleges I-Title dc / L.D. no / ISBN:

3 The Custodian of the Two Holy Mosques King Abullah Ibn Abdulaziz Al Saud 4 5

4 His Royal Highness Prince Sultan Ibn Abdulaziz Al Saud The Crown Prince, First Deputy Premier, Minister of Defense and Aviation, and Inspector General 6 7

5 His Royal Highness Prince Nayef Ibn Abdulaziz Al Saud Second Deputy Premier and Minister of the Interior 8 9

6 Praise be to God, the Lord of Creation, and Peace be upon the foremost Messenger. The has been receiving in recent years unlimited support from our wise leadership, headed by the Custodian of the Two Holy Mosques, King Abullah Ibn Abdulaziz Al Saud; the Crown Prince His Royal Highness Prince Sultan Ibn Abdulaziz Al Saud; and the Second Deputy Premier, Prince Nayef Ibn Abdulaziz Al Saud. This support has taken the form of a decree to expand existing universities and their colleges and departments, and set up new universities in the provinces and districts of the Kingdom. The number of public and private universities has gone up to 32, and the number of colleges is now over 540. There are more than 2,384 departments in these institutions, which deal with applied studies, such as 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 the various universities, which are currently abut 46 billion Saudi riyals,which represents 8% of the total budget of the country. In addition, the Ministry is now oriented towards focusing on research and planning for the future, in order for the Kingdom to rise to the rank of advanced countries in the field of higher education. That ministry and higher education institutions responded to that support by being intent on raising the standard of the various higher education programs and types, such as parallel learning and distance learning, 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 economics. This report seeks to monitor the conditions of higher education and the aspects of its development along the following themes: A historical and geographical profile of higher education The methods of offering higher education Higher education quality Equity and equal opportunities Efficiency Governance and management Internationalization Higher education projects and achievements Research and innovation Scholarships abroad Higher education funding Societal partnership Indicators and international comparisons International evaluation of Saudi 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 and enhance its progress. Dr. Khaled Ibn Muhammad Al-Angari Minister of Higher Education 10 11

7 Table of Contents Executive Summary 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 Part-Time Education Distance Learning E-Learning Parallel Education Quality in Higher Education The Program of International Leadership in Saudi Universities The International Classification of Saudi Universities The National Center for Measurement and Evaluation The National Commission for Academic Accreditation and Assessment The General Department of Certificate Equivalency Electronic Services The Research and Study Center Higher Education Statistics Center Center for E-Learning and Distance Learning Equity and Equal Opportunities Competitive Admission for the both Genders Geographical Diffusion Students with Special Needs and Gifted Students Efficiency Efficiency in Higher Education Internal and External Efficiency Governance Bylaws Governance in Higher Education Strategic Planning E-management Internationalization Student Mobility Faculty Member Mobility International Agreements Other Forms of Internationalization Projects and Achievements in Higher Education Campus Expansion The Construction of Universities and College Compuses Academic Research Research Excellence Centers Research Chairs Scientific Research and Creativity Consultative Research and Services Institutes Nanotechnology Research Centers University Scientific Research Incubations (Valleys) Scientific Societies Support Projects Twinning Program Projects Academic Publication and Translation Scholarships Abroad Geographical Distribution of Scholarship Students Total Number of Students Abroad Quantitative and Qualitative Comparisons The Custodian of the Two Holy Mosques Scholarship Program Funding Higher Education Government Funding Self-Funding Social Partnership Community Service and Continued Education Centers Guiding Scientific Research towards Knowledge Society Participation in Community services Participation in Solving Social Problems International Comparisons and Indicators Data Sources Measuring Indicators Enrollment Ratio and Gender Parity Index Enrolled Students and Gender Parity Index Percentage of the Distribution of Students Enrolled in Terms of Field of Study Graduates Comparisons with Selected Countries Funding Higher Education Teaching Staff and Student-teacher Ratio International Evaluation of Saudi Higher Education Saudi Universities on the World Map Saudi Knowledge Society on the World Stage Saudi Women in Higher Education

8 Executive Summary The conditions of higher education up to the year (2011), 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 the literature and sources, whether they are 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 man, 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 societal partnership, 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, consultative services by the universities, and paid programs. As for research, the report discusses the centers of research excellence, academic chairs, research institutes, consultative 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

9 A Historical and Geographic Profile 16 17

10 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; the first unit being the College of Islamic Law (Shari a) in Makkah, which was founded in After that, 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 The Stage of Foundations ( ) 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) 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 branches in other provinces, in addition to their main campuses. These included the Abha and Qassim branches 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 (1): The Stage of Foundations in Higher Education (1960) Figure (2): The Stage of Expansion in Higher Education (1980) 18 19

11 1.3. The Stage of Comprehensiveness ( ) Figure (4): The Three Stages of Higher Education This stage is one in which the government of the Custodian of the Two Holy Mosques was evidently intent on spreading the institutions of higher education in the various provinces and districts of the Kingdom, the latter being over 77 in number. The first step was the opening of King Khaled University in 1998, and the last was a 2009 royal decree that approved the establishment of four universities in the districts of Kharj, Dammam, Shaqra, and Majmaah. Also in this stage, the Ministry of Higher Education 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 2010, these universities and colleges numbered 32 public and private universities, with 540 public and private colleges. As for departments, they exceeded 2,384, including those of technical colleges for men and women and of private colleges. The growth in the number of higher education universities, colleges, and departments in the last two decades is illustrated in Table (1). Figure (3): The Stage of Higher Education Comprehensiveness (2010) Table (1): Higher Education Growth ( ) Year Universities Colleges Departments Public Private Total Public Private Total Public Private Total , ,

12 Types of Higher Education, Students and Faculty Members 22 23

13 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 the junior college diploma to the PhD level Undergraduate Studies This is divided into tow types: The Diploma This is a stage that follows secondary school and consists of two- or threeyear 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 high-level, 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. 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. 50% of the study program is devoted to practical training in workshops, factories, and fields. 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 postsecondary diploma. The most important fields of specialization are: Accounting; Computers; Technical Support; Cosmetology; Clothes Production and Design. There are also two industrial 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 (1,953) 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 postgraduate studies The High Diploma The period of study for this diploma is either one year or two, and high diploma programs offer courses similar to those of undergraduate, but students are also required to submit a simple research work, which is referred to as the graduation project, in order to receive the degree The Master Degree As Saudi regulations explain, this degree has two modes of study. The first combines courses with a thesis, with the condition that the course units should not be less than 24. The second mode requires no thesis, but the course units required are 42 or more, and they include a research project that counts at least as three units The Doctorate Degree Programs of this degree also have two modes. The first combines courses and a dissertation provided that the course units should not be less than 30. The second mode requires a dissertation with only few courses. The course units should not be 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. Table (2) shows the numbers of the various higher education programs in the Kingdom

14 Table (2): The Numbers of Higher Education Programs in Public and Private Universities (2009) Number Public Private Total Junior College Diploma Bachelor High Diploma Students and Faculty Members Due to the increasing demand for higher education, the has been endeavoring to provide admission for and accommodate male and female 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 in the Past Decade Master Table (3): Newly-admitted Students in the Past Decade Doctorate Fellowship Total 2, ,176 Year Men Women Total ,742 62, , , , , , , , , , ,632 From Table (3), the increase in the numbers of newly admitted students in 2010 over those in 1999, which amounts to 173%, is evident

15 B. Enrolled Students in the Past Decade C. Graduating Students in the Past Decade Table (4): Enrolled Students in the Past Decade Table (5): Graduating Students in the Past Decade Year Men Women Total Year Men Women Total , , , ,124 32,611 56, , , , ,748 44,255 83, , , , ,549 66, , , , ,567 From Table (4), the increase in the numbers of total enrollment in 2010 over those in 1999, which amounts to 124%, is evident. From Table (5), the increase in the numbers of graduating students over the past ten years is evident, with the total number being as high as 120,797 in 2010, thus realizing an increase amounting to 113%. When comparing the percentage of enrolled students to the total number of young people in the age group, it is clear that the Kingdom has a relatively high percentage (37.8%) among world countries, particularly countries of the Arab World. In Algeria, the percentage is 24%, and in China 23%. Meanwhile, it is 59% in Britain. These figures suggest that, as far as the percentage of students enrolled in universities our of the total population of the age group, the Kingdom ranks in a high position. The three tables illustrate that unprecedented growth has taken place in the university student statistics. With a 173% increase in newly-admitted students and 124% in the number of enrolled students, it was possible to offer society a 113% 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 newlyamditted students number surpasses other numbers which means the expansion in openining new colleges and universities to host high school graduates

16 Faculty Members over the Last Decade Table (6): Faculty Members over the Last Decade Year Men Women Total ,483 6,442 18, ,813 8,753 26, ,488 14,101 41, ,439 18,089 49,528 Table (6) shows that the number of faculty members increased from 1999 to 2010 at the rate of 19%, thus keeping up with the growth in the number of universities and colleges. 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. As for the student to faculty member ratio, it was 18:1 by 2010, which is a good ratio, compared with the global average

17 Methods of Providing Higher Education 32 33

18 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 Full-time Education These are full-time students who attend lectures and practical lessons, with a record of attendance of no less than 75% of all lectures in every course. Regular students are encouraged with a regular stipend paid by the university in return for their full-time devotion to their study. The percentage of regular students is 85% Part-time Education Universities offer this alternative with the aim of spreading education and allowing opportunities for working people whose circumstances do not allow them to register as regular or full-time students but still want to pursue their studies in certain fields of specialization. As the numbers of secondary education graduates rise, applications for admission as irregular students increase. Among the first institutions to introduce this system were the College of Islamic Law (Shari a) at Imam Muhammad Ibn Saud Islamic University, which introduced in 1955; the Faculty of Arts at King Saud University, in 1960; and the colleges of Economics and Business, and Arts and the Humanities, at King Abdulaziz University in In order to boost the learning of irregular 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 parttime students out of the total number of students is about 15% Distance Learning Distance learning can be defined as the transfer of an educational program from its place on the campus of an educational institution to different geographic locations. This type of learning is designed to attract students who, in normal circumstances, are unable to enroll in a traditional learning program. Actually, distance learning was first introduced by some European and American universities in the late 1970s. They used to send various teaching materials to students by mail. The materials included books and audio and video tapes. The students, in turn, sent back their assignment also by mail. These universities, however, required the students to take their final examinations on campus in person, and those who passed their finals were awarded the proper degrees. A development in this field took place in the late 1980s, when distance learning began to use several channels. The British Broadcasting Corporation (BBC) was a leader in this. Then, in the early 1990s, the Internet forced itself as an easy and fast substitute medium of communication, and electronic mail replaced traditional mail as a medium for dispatching small-sized materials and assignments. The late 1990s and early 2000s witnessed the emergence of websites which offered integrated learning services via the Internet. This service included the educational content, as well as the ability to communicate and participate with classmates through the website or through electronic mail. Recently, interactive classes allowed instructors to deliver their lessons directly to scores of students all over the world, without restrictions of location. In fact these media have developed so that students can make contributions and engage in dialogues This type of learning has been introduced by certain universities and colleges, such as Imam Muhammad Ibn Saud Islamic University and King Abdulaziz University E-Learning E-learning is a modern method of learning which utilizes modern communication mechanisms,such as computers, networks, multimedia, graphics, search engines, e-libraries, as well as Internet portals, whether this is distance or in-class utilization. In other words, all types of technology are employed to bring information to the learner in the shortest time possible, with minimal effort and optimal benefit. This type of learning is related to the information revolution, which is largely represented by the Internet as the most important technological achievement that 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 and learning are readily accessible. This new reality has made distance learning an important trend, which contributes in providing opportunities for those who wish to join higher education institutions. Both e-learning and distance learning rely on optimal utilization of the Internet, develop ment of the teaching process, 34 35

19 change in the performance style of both teacher and learner, and realization of interaction between them in a paperless world, and through educational institutions without fences and what is known as smart or virtual classes or e-classes. These classes are similar to traditional ones in as far as the presence of a teacher and students, but they are conducted on the Internet without constraints of time or space. Students participate in cooperative and collective learning situations based on understanding and comprehension, away from the traditional style. 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. Among the universities that use the services of the center, King Saud University and King Faisal University stand out Parallel Education Parallel education is a new academic style which creates an opportunity for a student to join a desired college to which he has not been admitted, in return for tuition fees that he has to pay and that differ in amount from one field of specialization to another. The implementation of this new educational system in the Kingdom of Saudi Arabia began in Bachelor, master, and doctorate programs are offered within this system. The universities implementing this system include: King Saud University King Abdulaziz University Umm Al-Qura University Imam Muhammad Ibn Saud Islamic University 36 37

20 Quality in Higher Education 38 39

21 4. Quality in Higher Education The 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. The Program of International Leadership in Saudi Universities The Ministry has launched the program of international leadership in Saudi universities as a project of augmenting the quality of higher education institutions. Through this program, the Ministry hopes to achieve a qualitative leap in Saudi universities and to support them in order to accomplish international leadership in the various areas and specializations, particularly those that are well-suited to the Kingdom s mission and aspirations in this field. It is hoped that this program will give additional support to Saudi universities and contribute to the success of their programs. It is also hoped that an increase will be realized in research projects and specialized studies, leading to publications in outstanding international publication vehicles, to the undertaking of joint research, and to partnerships with various, reputed academic and research institutions all over the world. The program aspires to achieve a greater exchange of faculty members and researchers, and to benefit from the experience of these institutions in higher education programs through visiting student programs and scholarships. The international leadership program is expected to lead to advanced levels of academic accreditation for several Saudi universities The International Ranking of Saudi Universities The Chinese Shanghai Jiao Tong University s Academic Ranking of World Universities King Saud University was ranked as one of the best 400 universities in the world in the 2010 Shanghai Jiao Tong University s Academic Ranking of World Universities. It is the first university of the Arab and Islamic world to be included in this classification, whose academic importance at the international level is asserted by classification specialists QS World University Rankings Two Saudi Universities, King Saud University and King Fahd University of Petroleum and Minerals, ranked among the best 300 universities worldwide in the 2010 QS World University Rankings The Spanish Webometrics Ranking of World Universities Published in July 2010, Webometrics Rankings of World Universities ranked King Saud University 164th, King Fahd University of Petroleum and Minerals 178th, and King Abdulaziz University 291st worldwide. In its ranking report published in January, 2011, King Saud University ranked 212th, King Fahd University of Petroleum and Minerals placed 544th, and Imam Mohammed Ibn Saud Islamic University came 998th. It is worth noting that the Saudi universities keep their position in 2010 due to increasing efforts made by the Ministry of Higher Education and universities themselves to keep up with international academic excellence The US News and World Report King Saud University ranked 222nd and King Fahd University of Petroleum and Minerals 255th in the world according to the US News and World Report 4.3.The National Center for Measurement and Evaluation The center conducts a number of tests for secondary level students, whose results provide a standard to be used alongside the results of general secondary school examinations. This is done through admission tests in the various higher education institutions and the sorting of applicants for admission into these institutions, based on their academic qualification. The center aims at realizing equity and giving equal opportunity to those applicants, and at raising the level of efficiency on sound scientific and academic grounds. The center conducts ten tests, and it is accredited by Saudi universities, military academies, the University of Bahrain, and the Sultan Qaboos University. The major activities of the center include: writing and revising over 32,600 questions preparing more than 60 different tests in 40 forms publishing what amounts to 1,000,000 booklets of questions having 80 locations in 65 provinces and districts in the Kingdom where the center s tests are conducted having about 1,100,000 male and female students take the tests since the center was established having the General Ability Test Approved and conducted in the Kingdom of Bahrain (the University of Bahrain ) having the General Ability Test Approved and conducted in the Sultanate of Oman (Sultan Qaboos University)

22 4.4. 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 conditions for evaluation and academic accreditation; and formulating the controls that have to be observed in the various academic institutions that admit students after the general secondary certificate. The commission also reviews and evaluates regularly the academic performance of existing university institutions and their equivalent, 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 General Department of Certificate Equivalency The Degree Equalization Committee is a specialized academic body that undertakes, in the first place, to examine academic degrees that are higher than the general secondary certificate and that is awarded in other countries to Saudi or non-saudi students and determining where they fit on the Saudi qualification frameoork in terms of period of study, courses, conditions, and requirements. The committee 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 Civil Service and a legal consultant chosen by the. 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. 4.6.Electronic Services The Ministry has sought to facilitate the services provided to the people through electronic services. A package of services is made available for stakeholders within the Kingdom and abroad. These include electronic services for students, universities, cultural attachés, and Ministry staff. One of the most prominent electronic systems are the system of study affairs, which simplifies the communication between students on scholarships and cultural attachés, and consequently their communication with the Ministry; the system of administrative and financial affairs which offers a set of basic services to the staff of financial departments at the Ministry s study attachés; and other systems. Moreover, the Ministry s Deputyship for Planning and Information supports information technology at the universities. This support includes the following: electronic system for King Abdullah Scholarship Program study abroad student electronic gate electronic gate of Minsitry of Higher Education 4.7. The Research and Study Center The center is an important intellectual units for projects of research and specialized studies dealing with higher education and its various concerns, whether these studies are diagnostic or prognostic. The center also undertakes comparative studies of the conditions of higher education in the Kingdom in relation to its counterparts in the world and the future international trends. The center has already published a number of studies and research works on higher education Higher Education Statistics Center This center was established to collect and file 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 items of information collected by the center include faculty and staff data, and data of newly registered students, enrolled students, and gradates. The center also conducts statistical studies and provides researchers and other concerned parties with updated and precise data. The main information that the center collects are: information on faculty members and staff newly-admitted, enrolled, and graduated student The center also conducts statistical studies and provides researchers with latest and accurate information if required

23 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 institution. IN addition, the Saudi Treasury of Digital Units has been established, with the aim of facilitation the processes of storing, retrieving, and reusing educational units that serve as a support to the efforts of Saudi universities and a basis for construction digital courses with a better quality and at a lower cost. Another aim of the project is to review the gist of the academic experiences of universities and benefit from that in the production of the educational content to meet the latest international standards and applications. The most important objectives of the Center are: 1. spreading the application of e-learning and distance instruction in institutions of higher education in accordance with quality standards; 2. contributing to the expansion of the capacity of the institutions of higher education through the application of e-learning and distance instruction; 3. promoting technological awareness and the culture of e-learning and distance instruction as a contribution to the construction of an information society; 4. contributing to the evaluation of e-learning and distance instruction projects; 5. giving support to research and studies that deal with e-learning and distance instruction; and 6. setting high-quality standards for design, production, and circulation of digital learning materials. The most important projects supervised by the Center are: the learning gate Jusoor (Bridges): the Jusoor e-learning management system Maknaz (Treasury): the National Warehouse of Educational Units e-learning excellence award The qualifiacation and training project The Saudi digital library Saneed (Support): the Saudi Center for Support and Guidance. Equity and Equal Opportunities 44 45

24 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 postgraduate studies 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 certificate, universities require for admission into the various colleges of the universities a certain average 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 student, and his/her guardian with some confidence that the student is suitable for admission into the chosen field of specialization, and able to go on with his 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 looking into the general secondary school certificate only; the certificate 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 Geographical Diffusion Universities in the Kingdom exist in all provinces and cover more than 80 provinces, providing opportunities to the dwellers of districts, towns, and villages to join universities without having to move to one of the metropolises. This shows the desire of the government of the Custodian of the Two Holy Mosques to have 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 the humanities, including Islamic Law (Shari a), education, and social studies Students with Special Needs and Gifted Students In order to guarantee equity and equal opportunities, the Ministry, in coordination with the universities, offers opportunities to students with special needs, both in the programs of scholarships abroad and in university admission, offering them certain advantages that help them to realize their learning ambitions. For example, scholarships have been awarded to a number of these students, waiving the fees of standard tests for them, and granting them some material and moral advantages. In the case of gifted students, universities offer annual financial awards to excelling students. Moreover, a special talent and creativity unit at King Faisal University, and the University of Taibah has set up a center for the gifted. King Saud University, on the other hand, has approved a program of tutorship for gifted students, which has been launched by the Deanship of the Preparatory Year at the university

25 Efficiency 48 49

26 6.Efficiency In its concern for to improve the quality of the inputs and outputs of all he institutions in all their levels, whether undergraduate or graduate, the Ministry of Higher Education have been making great efforts, which focus on both internal and external efficiency Efficiency in Higher Education All institutions, whatever their roles in society are, aspire for efficiency in their performance of their various activities and the outputs they produce. Efficiency acquires special importance in institutions that have an active influence on society. Universities and higher education institutions are among these institutions. The UNESCO defines efficiency as an ability to perform well or to achieve a result without wasted resources, effort, time, or money. This means using the minimum possible resources to accomplish what is required at the required level. The Ministry, in dealing with the question of efficiency, takes into consideration two dimensions. The first is to upgrade the internal efficiency of universities by ensuring the high quality of university education inputs, for which purpose the National Center for assessment in Higher Education was established in The second is upgrading the external efficiency of universities by controlling their outputs, checking their quality, and gaining academic and institutional accreditation. For this purpose the National Commission for Academic Accreditation and Assessment was established in 2003 to serve as the authority in charge of academic accreditation affairs and of quality in postsecondary school institutions of higher education. The Partnership Conference sponsored by King Khaled University for developing the quality of graduates Internal and External Efficiency Efficiency is of two major types: Internal Efficiency This type is either quantitative or qualitative. Quantitative efficiency is the ability of the educational institution to graduate the students admitted into a program within the period specified for it. This means that an institution enjoys high internal quantitative efficiency when the number of failing students and dropouts is minimal. Qualitative efficiency, on the other hand, it means the ability of the system to produce graduates of a high caliber in terms of their knowledge, skills, conduct, orientation, and values. In regards to internal quantitative efficiency, the universities have been making efforts to use their resources in a way that contributes to the effectiveness of the educational process and its high efficiency, and seeking to reduce financial waste, from which no educational system in the world is completely free. Some researched studies indicate that the turnover of some university classes average 30% and that the years spent by student in completing the programs of fouryear colleges are 5.5 years in average, which exceeds the specified period by 37%. Some studies of women s colleges in the Kingdom assert that that the average period spent by a student in a four-year college is six. In order to increase their internal efficiency, universities follow up student performance through providing academic counseling, monitoring the annual results of students, studying the cases of sluggishness, helping students to overcome their difficulties, endeavoring to provide an attractive and favorable academic and social environment at the university that leads to a reduction of the rates of failure and dropouts, and improving the rates of the internal quantitative efficiency of universities. In regards to qualitative internal efficiency, universities have accomplished good standards of training for their students, and they constantly develop and improve their study plans and programs, keeping up with the information revolution and scientific progress. Many standards of qualitative efficiency are focused upon by the universities. These standards include syllabus comprehensiveness and building the personality of a student in order to become a graduate demanded by several sectors. Qualitative studies of certain universities indicate that undergraduate and postgraduate programs with high qualitative efficiency are those that cater for the needs of society, the job market, and the students themselves, and that are characterized by efficiency in teaching methods, evaluation methods, research aids and tools, reviewing and evaluating study plans, the utilization of electronic technologies in teaching, and the international communication of knowledge External Efficiency This term refers to the ability of an educational institution to fulfill the requirements of the tasks set for them. In other words, higher education external efficiency is usually high when the competence of graduates meets expectations of what they master and what they know. Therefore, some universities make a point of offering programs and To improve the efficiency of its graduates, King Faisal University signs a cooperation contact with the Honeywell corporation