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

27 specializations that meet the job market needs. There are still, however, great efforts to be made in order to meet the needs for human resources with high qualifications and specific specializations. The interest of the Ministry of Higher Education and the universities in external efficiency is confirmed by their guiding the increasing numbers of students enrolled in higher education institutions to the specializations needed by the public and private sectors, in order to match the outputs of university programs with these needs. In recent years, the Ministry has effected a structural change through the following: the focus in opening new colleges and departments is on their suitability for the job market. The number of public and private universities has increased up to 32, with most of their colleges offering almost exclusively applied scientific studies that meet the requirements of the job market, such as colleges of medicine, dentistry, applied medical sciences, pharmacy, nursing, engineering, computer science, administration, and physical science. some specializations have been merged into other departments and their syllabi have been modified to suit the job market. new specializations have been introduced into existing universities. community service and continuing education centers have been transformed into colleges of applied studies and community service, offering programs of two or more years to serve the job market. community and technical colleges that qualify their graduates for the job market are supported. students who receive scholarships within the frame work of the program of the Custodian of the Two Holy Mosques for scholarship abroad are guided to fields that are suitable for the country s development plans, such as medicine, engineering, and computer science

28 Governance 54 55

29 7. Governance Governance is a set of laws, regulations, and resolutions that aim at achieving quality and excellence in performance through the choice of proper and effective ways to implement plans and achieve goals. In other words, governance means the system, i.e. the existence of systems that govern the relations between the major parties that influence performance. It also includes the components that give long-term strength to an institution and determine who is responsible and what the responsibility is, in order to allow the expansion of projects, development of their administrative system, boosting control mechanisms, the provision of a leadership to set strategic instructions for the institution, the management of important aspects of its work, control the institution s performance and reporting performance information to stake holders, ensuring that instructions are well observed, and preparation of the institution to face any risks or difficulties that may arise in its field of activity Organizational Bylaws The system of the Higher Education and University Council and its various bylaws is regarded as the rules that regulate the progress of academic research processes at universities. The Council has the task of supervising higher education affairs and coordination of the work of higher education institutions, as well as the tasks of supervising, guiding, and coordinating university education. The council of each university manages its academic, administrative, and financial affairs, approves academic plans, and proposes the establishment of colleges, departments, deanships, and research centers. The councils of colleges and departments are assigned the tasks of studying the development of programs and plans, employment, and recommendation to the university council of any proposals agreed on by the council. 7.2.Governance in Higher Education The rules and controls of governance aim at achieving transparency and equity, granting the right of holding the dministration of an institution accountable, and, consequently, providing protection for workers and clients, considering their interests, and limiting the exploitation of authority in ways that do not serve the public interest. The observance of these rules and controls lead to the growth of investment, encouragement of its flow, the cultivation of savings, and the provision of new job opportunities. They also emphasize the importance of observing the stipulations of laws and of ensuring that reviews of financial performance are conducted and that administrative structures exist to make the administration accountable to the government. A review committee is to be formed with multiple tasks, specializations, and powers to effect an independent supervision of implementation. In the past, the process of governance and accountability was limited was limited to a university s board of directors and president, some members of the top leadership of a university, and deans of colleges. Now in the age of knowledge, the groups of stakeholders who are connected by relations and interests with the universities and who wish to have a say on the trends and decisions of a university and to review its performance are increasing. These groups include, within a university, faculty members, students, administrative and technical staff members. Outside the university, there are the administration of the province or district where the university is located and the concerned institutions of the private sector. This calls upon universities to design additional mechanisms and instruments such as consultative councils, participation in the processes of reviewing and evaluation, and others to allow these groups to listen, participate, and review. In addition, a great number of indicators are designed for comparison and to determine the extent of performance efficiency of all university units. This is one of the responsibilities taken on by advanced universities. Such indicators and criteria help to determine the extent of a university s internal and external efficiency in all its dimensions, thus allowing the processes of revision, reform, and development to take place in a manner that allows a balanced continuity of the university s performance in an ever-changing environment Strategic Planning Active trends of developments cannot be based on arbitrary personal orientation or on fractional thought that have no scientific foundations of study, research, and analysis. Such foundations are imperative for development to realize its targeted returns and bring a real change that sets the Ministry and its institution on the right track to eliminate existing negative factors and difficulties and to utilize available potentials and capabilities constructively. Such a thing requires unanimity and conviction of the necessity of benefiting from modern scientific methods, such as total quality management (TQM), business process reengineering (BPR), and strategic administration and planning. All these have to be based on the accuracy and appropriateness of the data used and on analyzing them, within a framework of objective study and research. Undoubtedly, the application of these and other scientific methods can be accomplished within a framework of strategic thought and planning which lead to drawing a road map containing specific and flexible tracks to suit changing circumstances. The application of strategic thought allows an identification of current conditions, followed by a look at the future and the building of a vision and the mission, followed, in turn, by determining 56 57

30 the objectives and strategies in order to set executive plans and programs. This is to be done within a framework that identifies internal strengths and weaknesses and also the framework of negative and positive points in the surrounding environment where the university is located, with the multiple dimensions and levels of these points. Following strategic plans accomplishes a number of advantages which include the provision of a framework to rationalize the decision-making of the management, the augmentation of the administration s control of available resources, the allocation of these resources in a rational manner, the attainment of maximal returns from their utilization, the accomplishment of coordination of various activities, and the existence of ongoing dialogue on the organization s future between all stakeholders The Importance of Strategic Management The importance of strategic management lies in that it is helpful in cultivating interaction between managers at all organization levels, clarifying visions of the future, creating the ability to effect change, improving an organization s ability to address problems, limiting the resistance of change, enabling workers to participate, making collective decisions, clarifying roles, achieving long term interaction with the environment, boosting the organization s competitive position, allocating resources and capabilities effectively, and improving financial outcomes. Strategic administration and the setting of university strategies are not achieved in an arbitrary manner. They have to be based on intellectual approaches and integrated, regular mechanisms, and they have to be implemented in stages. They have to be based on the availability of comprehensive and objective data covering the experiences of the past and the forecasts for the future, in as far as many of the dimensions and aspects related to universities are concerned. Strategies have to be in accordance with the vision of certain experts specialized in the fields of university activities and of future decisions, as well as in strategic thinking. Not only considered personal opinions are required, but also sufficient time for implementation to succeed. Also required is getting acquainted with and benefitting from the best practices or the correct and successful practices in the fields that concern the organization. In the early 1980s, many colleges and universities began to explore the concepts and practices of strategic planning in order to be at an advantageous position, better prepared for the future. Recently, many universities and higher institutes have been inclined to apply the principles of Total Quality Management as an attractive approach, due to the increase demand of stakeholders and the society for quality and value. By looking at the strategic planning technique and total quality management, it is discovered that they are complementary and they suit each other, adding, when well utilized and implemented, positive returns for universities and higher institutes. Now, it is imperative for university thought to be increasingly oriented towards the future to draw the map of its systems in a framework of future trends, which involve alternative strategies, policies, plans, and programs that are adjustable to the requirements of future thought and that avoid being left behind when profound cultural changes take place. This necessarily calls for searching for tolls and purposes for the future, rather than focusing on the past Applications of Strategic Management in Higher Education The concept of strategic management can be applied in Saudi higher education institutions, to improve the quality of the educational process, by having these institutions identify their future vision of that process, determine its long-term purposes, and define the dimensions of their expected relationship with their environment. All this helps to identify the opportunities, surrounding risks, weaknesses, and strength, in order to make, review, and modify long-term strategic decisions. Applying the concept of strategic management in Saudi higher education institutions makes it necessary to develop the control system currently in use, which focuses on financial and bylaw implementation control, making sure that financial activities are sound and in line with the Kingdom s financial laws, bylaws, and instructions. The control that is sought is one which improves the quality of the educational process and contributes to the rationalization of general expenditure through a system that helps to highlight aspects extravagance and educational process inefficiency and to improve the aspects of economy, efficiency, and effectiveness related to the performance of Saudi higher education institutions. In coordination with universities, the Ministry is making strategic plans for higher education and the universities. One of the important projects initiated by the Minister of Higher Education is Horizons, which is to draw a higher education strategy for the next twenty-five years. Some universities, such as King Fahd University of Petroleum and Minerals and King Saud University, have made their own strategic plans E-management E-management leads to greater productive efficiency and effectiveness and provides support in preparing and rooting information technology and its applications. Electronic governance guarantees the introduction and success of e-services in the Kingdom. The experience of developed countries indicate that electronic governance, which takes care of the frameworks and legislations that govern the launching of e-services, guarantees their introduction to meet the needs of citizens and society and improve government performance. Moreover, e-services make the relationship between public administration and society closer

31 In addition, the partnership and positive cooperation with international organizations, such as the UN Development Program (UNDP), contributes in offering visualizations, support, and backing in the building and training of human abilities, and in clarifying the successful steps and practical experiments in the world in implementing e-government and electronic governance projects, which gives transparency to the work of government and creates an effective tool to elevate society. Citizens, as partners in the process of improving the information and communication situation, and Civil Society Organizations that are specialized in information technology play a role in making this process successful. E-management also aims at improving the abilities of departments to benefit from information and communication technology for development purposes. Adoption of the e-management concept will necessarily lead to improved efficiency, effectiveness, and productivity, as it supports the policies of information technology, infrastructure, communications, and applications. The has laid a gradual strategy to transform to e-management and to start developing the application of e-management that are intended to be introduced at this stage. The Ministry is doing so out of its awareness of the strengths of information and communication technology that enable it to induce the development of work and management styles at the Ministry, which in turn improves the delivery of services; saves time, money, and effort; and involves educational institutions and their faculty members, students, and administrators in applying e-services in a personal, interactive, and immediate manner. The trend towards e-management is represented by the ever-increasing high reliance on information and communication technology in performing tasks, particularly with the inclination to apply e-government in the various activities of the Ministry. After all, application of the concept of information technology governance, according to established international standards, is now an absolute necessity, in order to make proper information and communication technology services available to meet the daily needs of work. Moreover, it is the nature of information and communication technology to constantly renew itself. Thus, benefiting from it depends on an excellent management of its various components: equipment, systems, the human factor, and accumulative experience. Also needed is the definition and handling of renewable risks that might cause work delay or failure. The measures already taken to apply information technology governance at the include forming a team to study the standards used in the COBIT governance model, making efforts to introduce governance in departments and projects, and constant follow-up and supervision to keep up with all innovations. Added to that are the speedy efforts by the Ministries and universities to link the Ministry and the universities electronically together on the one hand, and the Ministry and cultural attachés on the other hand. These efforts aim at facilitating and speeding up the exchange and availability of information and improving administrative efficiency in carrying out academic tasks

32 Internationalization 62 63

33 8-Internationalization One of the most important trends in the developed world universities is the trend of internationalization, which is probably an important trend of higher education, as well. In all fields of activity, the inclination is towards globalization, openness, cultural exchange, and academic and research participation. This inclination is expressed through many activities. One of these is to open educational fields and university admission to students of other nationalities and from other cultural environment, and, on the other hand, granting scholarships to graduate assistants in order for them to be trained to serve as faculty members. Other activities are programs of educational and research cooperation and the conclusion of twinship and cooperation agreements with outstanding universities either to market their educational outputs or to develop, exchange knowledge, and integrate. Undoubtedly, one of the fields of activity in the inclination to internationalization is the accomplishment of faculty member diversity, because of the positive returns involved in this diversity. Another is participation in conferences and symposia for the purpose of exchange of ideas and viewpoints. Another element of this inclination is the effort to observe international standards, as well as the good practices that are common in advanced universities. 8.1 Student Mobility Inbound and Outbound International Student Mobility in the Kingdom Student cross-border mobility, whether inbound or outbound, has gained in recent years, great importance and interest that can be detected in the figures that express this mobility. According to the 2010 UNESCO report, posted on the organizations website ( org) the number of students pursuing their education in higher education institutions outside the borders of their home countries was 2.97 million in 2008, and the growth rate in the number of cross-border international students between 1999 and 2008 reached 58%, with the US being the largest host of such students. In fact, the US accounts for 21.4% of the world s students pursuing their studies abroad. The UK comes 2nd with 12.6%, followed by France and Germany (8.9% and 7.5%, respectively). Saudi Arabia receives 0.9% of the total number of international students world-wide, thus ranking 33rd among the 210 UNESCO-member countries. With respect to the countries that export students to study abroad, China and India take the lead, sending out 16.4% and 6%, respectively, of the world s outbound international students. Korea and Germany come 3rd and 4th with 4.1% and 3%, respectively, followed by Saudi Arabia, whose number of international students has grown by six-fold over the past decade, making up 4% of the world s international students. With 2.1% for each, Japan and France rank 6th and 7th, respectively General Indicators of International Student Mobility As indicated in Table (7), the total flow of international college students is 2.97 million. The Table shows that the US and Western Europe receive around 1.8 million inbound students and send nearly 0.49 million outbound students, thereby taking the lead among host countries of international students and ranking second in outbound mobility after East Asia and the Pacific, which have to around 0.85 million students pursuing their studies abroad. Groups of Countries Table (7): Inbound and Outbound International Flow of Students across Borders according to Groups of Countries Inbound Mobility Outbound Mobility Table (8) and Figure (5) show the proportional distribution of inbound and outbound international student mobility according to groups of countries, the global mean, and the percentage of females in this mobility. The US and Western European countries account for 62% of inbound international student mobility. East Asia and the Pacific come 2 nd with 19%, while South-Western Asia is classified last with only 1% of the inbound Population of Age Group (18 24) Number of Students Arab countries 132, ,549 32,436,653 7,308,000 Central and Eastern Europe 228, ,563 33,428,731 21,137,000 Central Asia 51,375 96,314 8,200,166 2,108,000 Eastern Asia and the Pacific Latin America and the Caribbean America and Western Europe 559, , ,451,368 48,608,000 57, ,995 51,913,132 19,723,000 1,841, ,981 48,755,818 34,423,000 South and West Asia 14, , ,017,656 20,889,000 Sub-Saharan Africa 79, ,181 73,889,093 4,517,000 All World Countries 2,965,840 2,965, ,092, ,713,000 Saudi Arabia 26, ,592 2,387, ,

34 international mobility. Saudi Arabia receives 0.9% of international students. Insofar as outbound international student mobility is concerned, East Asia and the Pacific group of countries take the lead with 29%, followed by the US and Western Europe with 16%. Sub-Saharan Africa, the group of Arab countries, and Central Asia rank last in this respect with 3%, 7% and 8%, respectively. Notably, the global mean of the percentage of females out of the total number of international students according to the inbound mobility data is 48%. With a percentage of 53%, sub-saharan Africa takes the lead in this respect among the groups of countries, while the group of Arab countries is classified last with only 33%. As indicated in Figure (35), the percentage of females among non-saudi students in the Kingdom is 39.7%. Figure (5): Proportional distribution of inbound and outbound international student mobility in higher education according to groups of countries Table (8): Proportional distribution of inbound and outbound international student mobility in higher education according to groups of countries Groups of Countries Inbound Mobility Outbound Mobility Female Students Inbound Mobility Rate Arab countries 5% 7% 33% Central and Eastern Europe 8% 11% 38% Central Asia 2% 3% 41% Eastern Asia and the Pacific 19% 29% 46% Latin America and the Caribbean 2% 6% 46% America and Western Europe 62% 16% 46% South and West Asia 1% 9% 50% Sub-Saharan Africa 3% 8% 53% All world countries 100% 100% 48% Saudi Arabia 0.9% 4.0% 39.70% The outbound mobility in the Kingdom of Saudi Arabia makes no exception to the dominant world pattern. However, it is rather more outspread and diverse. The total of 81.5% of Saudi students abroad are in the US and Western Europe, 18.2% in the other Arab countries, and the remaining 0.3% pursue their education in other countries of the world. Insofar as the students pursuing their education in Arab countries are concerned, most often they tend to live in those countries and pay their own way through college there. A number of such students (a percentage of 33.2%) have been awarded scholarships. Table (9) shows that the East Asia and Pacific group has the highest number of students studying in higher education institutions abroad (outbound mobility rate), where the number of these also is 846,618. This is followed by the US and Western Europe group with 486,981 students, then the Central and Eastern Europe group and South-West Asia with 330,563 and 275,840 students, respectively. The number of Saudi students abroad is as high as 119,592. The Table also shows that the US is the largest host for outbound mobile students, as it hosts 595,900 of them. The UK comes next with 351,500, then France, Australia, and Germany with 246,600, 211,500 a n d 2 0 6, 9 0 0, respectively. The table also shows that USA and Britain come first in receiving Saudi students: USA hosts 42,724 and Britain receives 14,991. It shows also that Canada and Australia host 12,595 and 8,108 respectively, then Egypt with 6,652. This indicates that the outbound of Saudi students is spread and diverse due to the government scholarship programs

35 International Student Outbound Mobility (Student Studying Abroad Groups of Countries Table (9): Inbound and outbound higher education student mobility and the top five host countries Total Student Number Outbound Mobility % The Top Five Host Countries for Students Abroad Total International Inbound Mobility Total Student Number International Mobility of Higher Education Students Net Mobility Rate of net Flow % Non-Saudi Students at Saudi Universities Due to the determination of the Kingdom of Saudi Arabia to fulfill its mission in the world, particularly in the Islamic world, it has decided to award scholarships to Muslim students from many world countries. The government pays all study and living expenses for those scholarship students until they graduate. The statistics in 2008 shows that the number of Saudi undergraduate students were 8,966. Students working for their master degree were 971 and those working for doctorate were 301. Table (10): Non-Saudi Students at Saudi Universities Arab countries 206, Central and Eastern Europe 330,563 1 Central Asia 96, Eastern Asia and the Pacific 846, France (69,629), USA (17,510), Jordan (16,106), Germany (12,294), Britain (11,267), Germany (66,486), USA (33,322), France (19,564), Russia (19,249), Italy (17,862) Russia (34,522), Kazakhstan (24,441), Germany (7,417),Turkey (4,625), Kirgizstan (433) USA (248,201), Britain (183,461), Australia (126,375), Japan (112,049), Germany (33,830) 132,752-73, , , ,375-44, , , Stage Men Women Total Diploma ,201 Bachelor 13,629 9,967 69,532 Higher Diploma Master 1, ,666 Doctorate Total 16,213 10,658 26,871 Latin America and the Caribbean 177, America and Western Europe 486,981 1 USA (66,349), Cuba (20,058), France (8,786), Spain (8,179), Germany (6,496) Britain (126,452), USA (75,855), Germany (38,300), France (28,347), Austria (19,215) 57, , ,841,933 1,354, Table (10) shows that the number of non-saudi men and women students numbered 26,871 in 2010 which is a good indicator of the government s commitment to its educational and religious mission. Most of these are students who are financially supported by the Saudi government Faculty Member Mobility South and West Asia 275, Sub-Saharan Africa 223, All world countries 2,965, USA (107,263), Britain (66,348), Australia (35,816), Germany (6,782), Japan (3,580) France (45,221), South Africa (43,399), USA (32,487), Britain (28,301), Portugal (11,371) USA (595,900), Britain (351,500), France (246,600), Australia (211,500), Germany (206,900) 14, , , , ,965,840 Nonapplicable Nonapplicable Saudi universities have more than 19,921 non-saudi faculty members, amounting to more than 40.2% of the total number of faculty members and representing over thirty Arab, American, European, and other nationalities. In addition, there are outstanding professors, with international experience, on the advisory councils of King Fahd University of Petroleum and Minerals and King Abdulaziz University. The Kingdom is one of the Arab countries that most encourage the exchange of knowledge. Saudi universities employ more non-saudi Arab faculty members than any other Arab country. In addition, some Saudi faculty members are deputized to work in other countries of the world. Saudi Arabia 119, USA (32,313), Britain (16,235), Canada (11,382),Australia (7,990), Egypt (7,235), 26,871-83,

36 8.3. International Agreements The (MOHE) is interested in international partnerships because of the experiences that they add and of their contribution to raise the level of higher education. Because of this, the Ministry makes a point to cover several areas in these agreements. The Ministry and the Saudi universities have international agreements and cooperation memoranda in several educational areas with more than 30 world countries, located on five continents. The number of these agreements is 263. Figure (6) shows the distribution of these higher education agreements in the five continents MOHE Agreements The number of international agreements made by the Ministry is 16. One of these is the agreement with the Republic of France in the field of higher education and research. It calls for joint research projects and the exchange of books and other publications. Another is the memorandum of understanding with the Ministry of Universities and Research in Italy, calling for academic and educational cooperation of the academic institutions of the two countries. Figure (6): International higher education agreements Universities Agreements Saudi universities have signed more than 247 agreements with a number of international universities covering the fields of medicine, engineering, technology, training, exchange of knowledge, research and others. Examples of these are the agreements concluded by King Saud University, which include 11 international agreements in the field of medicine, 6 in computer science and information, and 10 in engineering. King Abdulaziz University signed seven memoranda of understanding in the areas of research, training, and exchange of knowledge with a number of French universities. In addition, Tabuk University signed five service contracts with some Chinese universities in areas of research, education, and training, and Najran University signed two contracts with French universities in medicine and engineering Other Partnerships These are represented by the project of King Fahd University of Petroleum and Minerals to recruit international expertise to serve on advisory councils; contracts between King Saud University and a number of outstanding scientists who have received the Nobel Prize; the projects of creativity and excellence, such as those concluded between Imam Muhammad Ibn Saud Islamic University with the universities of Pennsylvania and New England, and the Depono think tank; and other partnerships. 8.4 Other Forms of Internationalization The scholarship program of the Custodian of the Two Holy Mosques is a clear form of internationalization. More than 83,777 men and women students have been sent on scholarship to more than 60 world countries. They study in the best and most reputed universities of the world. In addition to these, there are self-supporting students and more than 23,179 public servants on scholarships. More than 33 cultural attaché offices, affiliated with the Ministry of Higher Education serve these scholarship students. The number of Saudi students on scholarship in other Arab countries is the highest. They total more than 21,759 men and women students. Yet, another form of internationalization is the encouragement to universities by the to build and design their Internet portals, matching what is practiced internationally. These portals are linked to famous international search engines. In addition, a form of internationalization is the translation project launched by the Ministry. More than 68 books have been translated into Arabic and published. They cover higher education related subjects, and some of them are used as text books. Japanese Students at the Islamic Arabic Institute, Tokyo 70 71

37 Projects and Achievements in Higher Education 72 73

38 9-Projects and Achievements in Higher Education The has its own projects, as well as projects on campuses, which are supported by the government. Recently, more than 55 billion Saudi riyals have been spent on such projects, which included the expansion of some existing campuses and the addition of buildings, college facilities, and services. The Ministry has also sought to sign contracts for projects of new campuses that were approved in the past few years. Reference should also be made to the new 12-floor building of the Ministry of Higher Education. Attached to the building is a conference hall composed vertically of three levels. The area of main building is 38,427 m 2. The allocated cost of the project is 184 million riyals. Also attached to the building is a two story car-park with an area of 14,365 m 2 and a capacity to receive more than 400 cars. Among the most important projects for universities are those of faculty member housing. The amount of 1.5 billion riyals has been allocated for this purpose, with 502 millions for King Saud University, 548 millions for a faculty member housing contract for Jazan University, 400 and 73 millions respectively for similar contracts for Tabuk University and the Islamic University. Moreover, about eight billion riyals of the budget surplus have been allocated to university campus projects Campus Expansion The great achievements worth mentioning include the projects undertaken by the Ministry on a number of university campuses. For examples, contracts have been signed for a number of huge projects on the campus of King Saud University, such as the women student campus project, for which 7 billion riyals were allocated; the completion of the university medical city for SR 1.8 billion; the construction of faculty-member housing, which includes 400 houses and 500 apartments in 12 buildings, for SR 2.1 billions; and the building of colleges inside the campus for students, for SR 1.1 billion. At Imam Muhammad Ibn Saud Islamic University, the Custodian of the Two Holy Mosques laid the cornerstone for a female student campus in About two billion riyals are allocated for that project. Other projects include buildings for the colleges of science; economics & administration; computer science; and languages and translation. The Ministry has recently granted a contract for expanding faculty-member housing at the university. For King Faisal University, financial allocations are almost SR 5.5 billion to finance four projects that include two campuses and their hospitals in Al-Hasa and Dammam. The Dammam University project is one of these. In Umm Al-Qura University in Makkah, Development projects at Imam University projects costing 450 million riyals have been approved. They include a university hospital with a 400-bed capacity, the first stage of faculty-member housing, and a number of other projects. The total cost of approved projects that are under construction at the female student campus is 1,377 million riyals The Construction of Universities and College Compuses As it is the Ministry s role and concern to make higher education available in all provinces of the Kingdom and provide the necessary building and support facilities for universities, it has supervised the planning and design of a number of universities and colleges, such as Tabuk University; Al-Baha University; Najran University; North Border University; Jazan University, Hail University; Al-Jouf University; Shaqra University; Majmaah University; AlKharj University; the College Campus of Al-Zulfi, the College Campus of Muzahmiyya, the College Campus of Dawadmi, the College Compus of Oneizah, the College Campus of Aflaj, and the College Compus of Huraymila. The Ministry also implements and supervises a number of university projects that are financed either from the budget surplus or university budgets. These include other universities and college compuses in various provinces, and they vary, including infrastructure projects, college construction projects, facultymember housing, support service projects, and others.a good portion of these projects have been completed, which will be discussed in some detail. The Campus of Taiba University University Projects Jazan University The project consists of the university city that includes two college complexes one for men and the other for women. The total size of the university city is about 8,975,000 m 2. It includes the following: 74 75

39 the general location, fences, and gates; Community College the College of Science faculty housing university hospital, with 400-bed capacity (to be built) student housing. in addtion to construction projects for colleges. Hail University The campus of Hail University is located in the northern part of Hail city, next to Hail Technical College, and it is surrounded by four 30-meter wide streets, not intersecting at right angles. On 15 June 2006, the Custodian of the Two Holy Mosques, King Abdulla Ibn Abdulaziz laid the cornerstone for the Hail campus, which includes two college compuses, one for men students, and the other for women; a fully integrated medical city; faculty housing; housing for men and for women students; a recreation center; a mosque; a student center; houses; car parking lots; a covered court; a soccer field; schools for boys and girls; a tourist The Campus of Jazan University city; a research city; an information city; a delicate industry city; other fields and courts; hospital staff housing; a sports city; and a service center. The total campus area is about 8,915,055 m 2. The projects being implemented by the Ministry for this university are ten. Implementation of the following projects has already started: the general location, fences, and gates Community College College of Science Student Housing School of Medicine College of Computer Science College of Engineering University Hospital Faculty Members Housing Al-Jouf University The project is located to the west of Al- Jauf airport on an area of 7,623,610 m 2. It is bordered on the south by the Skaka- Dawmat Al-Jandal Road, and on the other sides by projected wide roads. The university is comprised of two college compuses, one for men students, and the other for women; a fully integrated medical city; faculty housing; separate housing compounds for men and for women students; a sports city; a service compound for women students; a research city; a clean industry city; and men and women school compuses Construction has already started on the following projects: the general location, fences, and gates College of Applied Medical Sciences College of Science It, now, is expected that the university campus will host fourteen colleges for men and the same number for women students. Tabuk University The university is located in the western part of Tabuk, alongside two major roads, King Fahad Road and King Faisal Road. The total area allocated for the campus is over 9,000,000 m 2. The gates of the university have been connected with the Ring Road, so that the different parts of the campus can be connected to each other. The campus is divided into the following major parts: the men student section, which includes colleges, the university administration, and the central plaza the women student section the Medical City the Sports City The Ministry is currently working on eight projects, and construction has already started on the following: the general location, fences, and gates the School of Medicine the College of Applied Medical Sciences faculty housing the College of Science student housing the administration building the mosque in the housing area. Al-Baha University The campus of Al-Baha university consists of two college compuses, one for men students, and the other for women; a fully integrated medical city; the main administration building; the support deanship buildings; an auditorium for ceremonies; a central library; a teaching aid center; faculty housing; a faculty club; a main banquet hall; housing for men and for women students, and for physicians and nursing staff members; a sports city; school complexes with housing; and a service compus. The total campus area is 6,258,062 m 2. The eastern part of the project area has been allocated for the medical city. Taif University The project includes two college campuses, one for men students, and the other for women; a fully integrated medical city; a university hospital; faculty housing; and separate housing for men and for women students. The total campus area is over 17 million square meters. Northern Border University The total area of Northern Border University project is 12,000,000 m 2. The project consists of two college compuses: one for men students and the other for women; faculty housing; and separate 76 77

40 student housing compounds for men and women. The campus of the University of the Northern Borders Dammam University The total cost of projects for Dammam University reached SR 4 billion. It covers the university campus construction; university administration building; colleges and support deanships buildings; labs; and housing complexes. One of the main projects is that for university hospital with a total cost of 500 million riyal. Other projects include the completion of Prince Mohammad bin Fahad Center for Research and Consulting Studies and its infrastructure with a total cost of SR 63 million; Family & Community Medicine Center (SR 62 million); The third phase of student housing (SR 48 million); and computer center (SR 40 million). The last project will offer technical support for the new university campus as well as the new university hospital. Al-Kharj University The total area size of Al-Kharj University is m 2. The university project consists of four colleges (Community College; College of Science; College of Applied Medical Science; and College of Engineering) and two housing projects. Majmaah University The project at Al-Majmaah city includes the general location; Community College; College of Science; Housing; and the Office of Supervision with an estimated cost of SR 400million. Shaqra University The project here consists of college building, housing, and the Office of Supervision. The total size of area allocated for this project is about 1,000,000 m 2 with a total cost of SR 130,827,299 million College Compus College Compus at Zulfi The project includes the construction of College of Science, the office of supervision, and housing with a total cost of SR 320 million. College Compus at Dawadmi Dawadmi project consists of construction of general location, College of Science, and the Office of Supervision. The size of area allocated for this project is 4,807,000 m 2 with a total cost of SR 143 million. College Compus at Oneizah This project consists of construction of general location and faculty housing with a total cost of SR 305,152,306 and total area of 1,809,545 m 2. University College Compus at Aflaj University College Campus at Aflaj includes the construction of general location; Community College; faculty housing; and the Office of Supervision with a total size of 145,055 m 2. The cost of thsi project is more than SR 445 million. University College Compus at Al- Muzahmiyya. Ther project consists of the following: general location and infrastructure; College of Computer Science; College of Science ; College of Business Administration; and faculty housing. University College Compus at Huraymila The total area size of the project is more than 358,700 m 2 and includes the construction of colleges. College Compus University College Compus at Hafr Al- Batin The compus lies in Hafrul Batin a district of the Eastern Province. In addition to eleven colleges for men students and eight for women students, the compus has a university hospital, administration building, faculty housing, men and women student housing and, support deanships and services. The Complex of Wadi al-dawasir The project consists of the general location, the Permanent Office of Supervision, and the College of Science and Arts. The total area is 4.8 million square meters, and the total cost exceeds SR164 million

41 Academic Research 80 81

42 10. Academic Research Academic research is as essential function of universities. It is the canonized and systematized basis for discovering and generating various types of scientific knowledge. Academic research also contributes to alleviating human suffering, and to playing a humane role if research deals with vital issues. This makes it not only a social responsibility but also a humane message. Academic research aims at encouraging university staff members and students to do original researches dealing with vital social issues and to publish them in world-renowned academic journals. This is particularly important in universities with good numbers of academic staff, researchers, resources, laboratories as well as sound infrastructure and information technology. Academic research is carried out through a wide spectrum of resources mainly staff researches geared toward promotion, master and doctorate theses in addition to researches done at the college research centers. Research centers are supervised by deanships of academic research at their respective universities. Further, universities have specialist research centers such as Prince Sultan Research Center for Environment, Water, and Desert. Seismology Research Center, Islamic Economics Research Center, etc. However, new features have emerged in the form of contracting researches carried out by the university on behalf of the public and private sectors through research institutes and consultation services. Moreover, the universities have adopted modern world concepts to recruit researchers and to develop inventiveness and creativity through university scientific research incubators and parks. Such initiatives will contribute to the development of knowledge economy based on creativity, new forms of knowledge, and partnership with the public and private sectors and world universities. Furthermore, the private sector may contribute to research through academic research chairs funded by endowment projects encouraged by universities with a view to specializing in vital fields related to development plans and social issues. The supports universities in the field of academic research through a variety of initiatives such as the Research Excellence Centers, the Higher Education Fund for Academic Research, etc. The percentage of the Kingdom s budget (SR 540,000 million) allocated for spending on scientific research reached 3.242% in It represents 1.074% of Gross Domestic Product (GDP) of Saudi Arabia (SR 1,630,000 million). The next table summarizes both state and non-state spending on scientific research compared to GDP and government budget for year In Million Riyals Ratio of Spending on Scientific Research and Development in Research Excellence Centers State Spedning Research Excellence Centers have been established at universities with the support and funding of the Ministry of Higher Education with a view to developing academic research and disseminating knowledge of vital fields. These include Research Excellence Center for Osteoporosis King Abdul Aziz University Research Excellence Center for Desalination King Abdul Aziz University Research Excellence Center for Jurisprudence of Contemporary Issues Imam Mohammed bin Saud Islamic WvWUniversity Research Excellence Center for Corrosion King Fahd University of Petroleum and Minerals Research Excellence Center for the Development of Science and Mathematics Teaching King Saud University Hajj and Omrah Research Center Umm Al-Qura University Palm and Date Research Center King Faisal University Medical Genome Research Center - King Abdul Aziz Research Center Environmental Studies Research Center King Abdul Aziz University Non-State Spending Biotechnology Research Center King Saud University Engineering Materials Research Center King Saud University Renewable Energy Research Center King Fahd University of Petroleum and Minerals Chemicals and Petroleum Refining Research Center King Fahd University of Petroleum and Minerals Research Chairs Total Speneing on Research & Development 12,250, ,645 17,506,602 Total of State Budget (540,000) 2.268% 0.974% 3.242% GDP( 1,630,000 ) 0.752% 0.323% 1.075% Through academic research chairs, universities aspire to foster the academic research system in scientific and technological fields and to elevate them to international levels through effective sociological partnership to which the private sector contributes through supporting academic research. The program patronizes research centers engaged in generating knowledge, presenting creative ideas, attracting distinguished scientists of valuable expertise, and allying themselves with world renowned universities and research centers in the same field. In some universities, these programs attract distinguished scientists, including Nobel Prize laureates, and outstanding graduate students. The latter are patronized and encouraged to enroll in research projects attached to each chair

43 Research Chairs in Saudi University Saudi universities have over 195 research chairs the most important of which are King Abdullah Bin Abdul Aziz Foundation for Developmental Housing Research Chair funded by the Custodian of the Two Holy Mosques King Abdulla bin Abdul Aziz in King Saud University His Royal Highness Prince Sultan Bin Abdul Aziz Chair for communication and Information Technology in King Saud University Prince Nayef Bin Abdul Aziz Chair for the Promotion of Virtue and the Prevention of Vices Studies in the Islamic University Prince Nayef Bin Abdul Aziz Chair for National Unity Studies Imam Mohammed Bin Saud Islamic University Princess Al-Anood Bint Abdul Aziz Bin Musaid Chair for Faith and Contemporary Mathahib in Imam Mohammed Bin Saud Islamic University SABIC Chair in Heterogeneous Catalysis in King Abdulaziz University Mohammad Hussein Al-Amoody Chair for Water Network Studies in King Abdulaziz University Chemical and Petroleum Refining Chair in King Fahd University of Petroleum and Minerals funded by Saudi Aramco Mohammad Hussein Al-Amoody Chair for Peroleum Geology King Khalid Chair for Scientific Research at King Khalid University funded by King Khalid Charity Foundation King Faisal and Ghassan Group Inc. have concluded an agreement to establish the Kingdom s first Quality and planning chair. The Group will extend three million riyals to the Chair over the next three years that can be renewed Scientific Chairs and Programs Abroad Funded by the Kingdom Based on its humanistic role in supporting scientific research and activating scientific partnerships among communities for advancement of communications among cultures and peoples, the Kingdom of Saudi Arabia has contributed in establishing many scientific research chairs and programs abroad. The total estimated amount allocated for supporting these chairs and programs abroad reached US $ million (SR 442 million). The following are some of these chairs and programs. Princess Al Johara bint Ibrahim Al Ibrahim Chair for Molecular Medicine, Genetics and Genetic Diseases. King Abdulaziz Chair for Arab and Islamic Studies Prince Nayef Program for Islamic Studies King Fahd bin Abdulaziz Chair for Biotechnology Kamal Adham Center for Journalism Training and Research Prince Alwaleed Bin Talal Bin Abdulaziz Alsaud Center for American Studies and Research Custodian of the Two Holy Mosques Chair for Studying Islamic Sharia The King Fahd Center for Middle East and Islamic Studies Essam and Layla Khashoggi Chair in Letters and Science Prince Alwaleed bin Talal Center for Muslim-Christian Understanding Scientific Research and Creativity The has a great interest in developing creativeness among academic staff. With a view to enabling academic staff to benefit from international expertise and experiences and transferring them to Saudi universities, the Ministry has earmarked 60 million riyals for executing 439 specialist programs in the universities, and 35 programs in conjunction with distinguished centers in world renowned universities. These efforts will help society move towards knowledge society and will contribute towards the development of scientific research skills and aspects, and enhance effectiveness in realizing orientation programs among staff members. The Ministry encourages universities to communicate with institutions and world renowned experts specialized in these areas. To this end, it expresses keenness on encouraging universities to establish centers for research excellence that have now exceeded thirteen. These aim at encouraging staff members to exploit and develop their research and intellectual and scientific capabilities. The Ministry has launched the Promising Research Center Project. Eight construction contracts have been signed for this purpose in several Saudi universities costing over than 63 million riyals and expected to be completed in 3 years. These promising research centers include information technology research center for the service of the Holy Qur an in Taibah University; center for social research and women s studies in Princess Nora Bint Abdul Rahman University; center for maxillofacial deformities in King Khalid University; center for biological control and agricultural information in Qassim University; center for high altitude medicine and research in Taif University; center for illicit substances (psychoactive drugs) in Jazan University; center for sensor networks and cellular systems at Tabuk University; and center for electronic sensors research in Najran University. Through this project, the Ministry aims to support promising research centers established in Saudi universities, particularly in the newly founded universities or those with no research centers. It also aims to build and enhance scientific research structure; support and develop research capacities and professional activities in different disciplines; highlight the strengths; and crystallize research areas in all universities to be within specialized research centers in order to be leading research at local and regional levels. It is also expected that these promising research centers will be the nucleus of research excellence centers offering pioneering research environment for faculty members, researchers, and students. It is also expected that the initiative project of promising research centers will support the scientific and research standing of Saudi universities and their role in supporting the development goals of the Kingdom in general and the development goals of their hosting areas in specific. The initiative will also support the interdisciplinary scientific projects and link different disciplines together for better development of new methods and solutions as well as better achievement of clear results for stakeholders of these centers, particularly in hosting societies

44 By such initiatives, the Ministry takes into consideration the competitive methodology that based on technical standards required for each initiative. This allows all Saudi universities to submit proposals based on specific conditions and specifications of the initiatives. Each initiative is annually reviewed at both local and international levels. The number of universities submitted proposals for establishing promising research centers reaches 12 with 41 proposals that have been reviewed by experts in each field. All these 12 universities were approved to set up promising research centers. Promising research centers will work on achieving cooperation among researchers in medium and long term goal projects that require high level of cooperation, especially among research teams at both local and international levels. They also seek to achieve clear and direct benefits for stakeholders of research programs and activities Consultative Research and Services Institutes These institutes connect universities with society via providing high quality scientific and research services compatible with the highest scientific standards on behalf of government and private agencies. Revenues from these services are used towards developing university scientific research and submitting scientific researches and documented surveys to the agencies concerned. The establishment of institutes comes in response to the government movement towards privatization and to meet the needs of the private and the public sectors for a research institution capable of coordination between both sectors and university experienced and qualified personnel. Listed below are the most important institutes: King Abdulla Institute for Reseach and Consulting Studies King Saud University Prince Naif Institute for Reseach and Consulting Services Imam Mohammad Bin Saud Islamic University Reseach and Consulting Institute King Fahd University of Petroleum and Minerals Reseach and Consulting Institute King Abdul Aziz University Reseach and Consulting Institute King Faisal University Reseach and Consulting Institute Taibah University Reseach and Consulting Institute Umm Al-Qura University King Abdullah recieves a trophy from King Abdullah Institute for Nanotechnology Nanotechnology Research Centers Nanotechnology is a state-of-the-art technology a new means to measure ultra small dimensions in nanometer which is one thousandth of micrometer, (i.e. one millionth of a millimeter). Nanotechnology covers a plethora of applied sciences and involves a vast array of subjects. The state has been keen on supporting this type of technology and the Custodian of the Two Holy Mosques has allocated 36 million riyals in support of university nanotechnology centers. The most important nanotechnology centers are King Abdulla Institute for Nano Technology King Saud University Center of Nanotechnology King Abdul Aziz University Nanotechnology Center King Fahd University for Petroleum and Minerals Taibah University Nanotechnology Program University Research Incubators and Valleys The importance of science parks emanates from their ability to help researchers achieve intellectual creativeness and industrial development. Researchers are equipped with adequate economic and technological means that supports the Kingdom s move towards knowledge economy. The Kingdom s science parks are comparable to those in Singapore, Cambridge, and Silicone Valley in California, USA. In fact KSU s Riyadh Techno Valley and KFUPM s are the promising national science oases capable of creativity and innovation Scientific Societies Support Projects In coordination with the universities, the Ministry supports some 100 scientific societies. Support involves all scientific purposes such as developing scientific activities, organizing conferences, publication of journals and enhancing intersocietal competition. An example of the Ministry s support is the recent establishment of the Association of Scientific Societies in KSU and KAAU Twinning Projects This includes the attachment of departments, colleges, programs and medical, engineering and science specialist laboratories in Saudi universities with comparable institutions in outstanding foreign universities of world reputation Academic Publication and Translation The Ministry supports academic publication and encourages translation through motivating staff and students to do research and to publish their work in refereed Saudi university journals and outstanding international publishing outlets. In addition, the Ministry encourages staff members to attend conferences and forums and to present papers all over the world. Moreover, the Ministry encourages universities to establish and support translation centers in a bid to support translation from English and other languages into Arabic with special emphasis on scientific books and journals. It is worth noting that the Ministry has had a number of scientific books translated in cooperation with Al-Obeikan Publishing and Distributing Establishment

45 Scholarships Abroad 88 89

46 11. Scholarships Abroad Geographical Distribution of Scholarship Students The government of the Kingdom of Saudi Arabia has been granting scholarships to students to enable them to pursue higher studies abroad. Previously, missions were restricted to a limited number of government agencies and universities. However, when the Custodia n of the Two Holy Mosques Scholarship Program was implemented in 2005 with a view to exchanging scientific, educational, research and cultural expertise with other countries, and achieving high academic and professional standards through mission programs, in addition to building qualified Saudi personnel distinguished in work environment. The Ministry s undersecretariat for missions offers habilitation courses to mission candidates emphasizing the cultural and social aspects and acquainting them with the environment of the prospective host countries. With a view to benefiting from the greatest number of countries, the government has been keen on diversifying host countries; there are now over fifty five countries with Saudi students. Figure (7) illustrates the geographical continental distribution of students abroad. Figure (7): Students distribution as per continents Total Number of Students Abroad Learners vis-à-vis category Table (11) illustrates that the total number of male students studying abroad is 82,266 (76.7% of the total students), and that the total number of female students is 24,953 (approximately 23.3% of the overall number). Student category Scholarship Students Civil Servants Self-Sponsored Students Table (11): Learners vis-à-vis Category Male 64,273 9,762 8,234 The total number of accompanying personnel learning language is 12,370 (nearly 10.3%). Therefore, the total number of male and female students in various programs is 119,592. Men students outnumber the women in all categories scholarship students, civil servants, and self-sponsored students. Female 19,504 2,463 2,986 Total 83,777 12,225 11,220 Language Students 12,370 Total 82,269 24, ,

47 60,000 70,000 60,000 50,000 50,000 40,000 40,000 30,000 30,000 20,000 20,000 10, Figure (8): Saudi Students Abroad by Student Category And Gender أنثى ذكر Male Female 64,277 64,273 51,932 19,504 19,506 15,953 9,762 9,102 11,849 8,224 8,227 2,463 2,235 2,986 3,844 طالب مبتعث أو ملحق بالبعثة Sponsored Students موظف مبتعث Sponsored Employees دارس على حسابه الخاص Self-Sponsored Students Table (11) and Figures (8) and (9) above show that the total number of scholarship students, or those attached to missions, is 83,777; that is 70.1% of the total number of the students; 64,277 of them are male and 19,504 female. The total number of civil servants is 12,225 or 10.2% of total students; 9,762 are male and 2,463 female. The number of self-sponsored students reached 11,220; that is 9.4% of the total number of students; 8,234 are male and 2,986 female. In addition, there are some 12,370 language students forming 10.3% of the total number. A comparison of the total number between civil servants and the independent reveals that the total number of the scholarship students is 96,006 or 80.3% whereas the number of the self-sponsored is 11,220 students constituting no more than 9.4%. Verification Centers of the Custodian of the Two Holy Mosques External Missions Program. Self-Sponsored Students 15% 10% Figure (9): Saudi Students Abroad by Student Category Accompanying Personnel 10% 10% This reflects the great interest taken by the in supporting and developing higher education and highlights its unrelenting efforts in this regard. The Ministry grants scholarships to students wishing to pursue various programs abroad. Sponsored Employees 11% 10% Sponsored Students 64% 70% 92 93

48 Scholarship Students Categaries and programs Table (12) shows that there are 48,708 bachelor degree students, that is 24.3% of the total number, and this is the highest percentage among the students in all programs. The Table also shows 21,655 (18.1%) master degree students and Student category Scholarship students 5,387 (4.5%) doctorate degree students. The 2,058 fellowship students constitute 1.7%, which is the smallest percentage of all. The 29,414 students pursuing other programs not included in the Table, form approximately 24.6%. Moreover, there are some 12,370 (10.3%) accompanying personnel studying language. Table (12): Number of students vis-à-vis category and program Bachelor 41,050 Master 15,511 Doctorate 2,138 Fellowship 941 Others 24,137 Total 83,777 Students Abroad by Category and Study Degree - Sponsored Students Figure (10-A): Students Abroad by Category and Study Degree - Sponsored Students , , , , , ,500 1, ,050 بكالوريوس ماجستير دكتوراه زمالة أخرى 3,803 2,627 15, , , , ,667 أخرى Other زمالة Fellowship دكتوراه Doctorate ماجستير Master بكالوريوس Bachelor Civil servants 1,640 3,728 2,754 1,112 2,991 12,225 Self-Sponsored Language students Total 6,018 48,708 2,416 21, , ,058 2,286 29,414 11,220 12, ,592 Figure (10-B): Students Abroad by Category and Study Degree - Sponsored Employee أخرى زمالة دكتوراه ماجستير بكالوريوس , , , , , , , , ,803 2, ,991 2,627 2, ,640 1,301 1, بكالوريوس Bachelor ماجستير Master دكتوراه Doctorate زمالة Fellowship أخرى Other 94 95

49 Figure (10-C): Students Abroad by Category and Study Level - Self Sponsored أخرى زمالة دكتوراه ماجستير بكالوريوس ,418 10, ,424 9,000 8, , ,000 5, , , ,000 2,792 2,990 3, , , Other أخرى زمالة Fellowship دكتوراه Master Doctorate ماجستير Bachelor بكالوريوس The number of learners vis-à-vis gender and program Table (13) illustrates that most of the 40,872 male students are reading for the bachelor degree, followed by 22,094 students enrolled in other programs. Then come 13,950 master degree students, and in forth place come the doctorate students (3,809), followed by 1,544 fellowship students. Gender Male Bachelor 40,872 Table (13): Learners vis-à-vis gender and program Master 13,950 Doctorate 3,809 Female students show a different order. The majority of female students are at bachelor degree (7,836) followed by 7,705 master students. In third place come the 7,320 students at other programs. The 1,578 doctorate students come in fourth place, and in the last place come the 514 fellowship students. Fellowship 1,544 Other 22,094 Accompanying personnel studying language - Total 82,269 Female 7,836 7,705 1, ,320-24,953 Total 48,708 21,655 5,387 2,058 29,414 12, ,592 Figures (10-a), (10-b), and (10-c) illustrate that the 41,050 bachelor degree students form the majority at 49%, followed by students pursuing other programs not included in the Table 12. and they represent 28.8%. Master degree students fcome next at 18.5%. In fourth place are the doctorate degree students at 2.8%. Fellowship students come last at 1.1%. The majority of the civil servants, according to the table, are master degree students at 30.5%, followed by 2,991 students in other programs not included in the table at Doctorate degree students at 22.5%. Bachelor degree students come in fourth place at 13.4% and fellowship students come last at 9.1%. Table (12) shows that the majority of the self-sponsored students are pursuing the bachelor degree at 53,6%, followed by master students at 21.5%. The total of 2,286 students not included in the Table comes at third place at 20.4%. In fourth place are the doctorate degree students at 4.4%, and finally fellowship students at less than 0%

50 Figure (11-a): Numbers of Students Abroad by Gender and Study Level - Female Other Fellowship 27% 18% 3% 2% Doctorate 5% 4% Bachelor Master 50% 55% 17% 20% Figures (11-a) and (11-b) show that male bachelor degree students abroad make 49.7%, master degree 16.9%, doctorate degree 4.6%, Fellowship 1.9% and the other programs they make 26.9%. However, 31.4% of female students are bachelor degree students, 30.9% master degree students, 6.3% doctorate degree students, 2.1% in Fellowship and 29.3% are in other programs. A comparison between male and female students reveals that bachelor degree male students make 83.9%, whereas female students make 16.1%. In the master degree programs, male and female students make 64.4% and 35.6% respectively. In the doctorate programs, however, they make % and 29.3% respectively and in the fellowship program 75.1% and 24.9% respectively. As for the other programs not included in the chart (the language program, the pre-bachelor program, the disabled, etc.) male students make 75.1%, whereas the female make 24.9% Students international sector and student category Table (14) shows that the total number of students in Arab countries is 21,747 which is 18.2% of the students abroad, and the total number of students in the countries designated in the Custodian of the Two Holy Mosques program is 97,469 which makes 81.5%. This is the highest percentage in the international sectors (Arab countries, countries designated in the Custodian of the Two Holy Mosques program, and other countries). The number of students in other countries stands at 376, making less than 0.3%. Figure (11-b): Numbers of Students Abroad by Gender and Study Level - Female Table (14): Students vis-à-vis international sector and category: Other 24% 29% Bachelor 33% 32% International sector Scholarship Students Civil Servants Self- Sponsored students Language Students Total Arab countries 9, ,113 3,044 21,747 Fellowship 2% Countries designated in the Custodian of the Two Holy Mosques program 74,126 11,964 2,066 9,314 97,469 Doctorate 7% 6% Other countries Total 83,777 12,225 11,220 12, ,592 Master 34% 31% 98 99

51 Figure (12-a): Students in Arab Countries group by Student Category Figure (12-C): Students in Other Countires by Student Category مرافقون يدرسون Students اللغة Language 14% %14 Scholarship طالب مبتعث Students أو ملحق Sponsored بالبعثة Students 43% %4334% self-sponsored دارس على حسابه الخاص Self-Sponsoered students Students 11% %11 21% Civil Servants موظف مبتعث 11% %11 مرافقون Language يدرسون Students اللغة 3% %3 self-sponsored حسابه Self-Sponsoered دارس على students Students الخاص %42 42% 65% Civil Servants Sponsored 1% Employees موظف مبتعث %1 1% Sponsored Employees 8% Sponsored Scholarship Students طالب Students مبتعث أو 71% ملحق 75% بالبعثة %75 Figure (12-b): Students in Scholarship Countries by Student Category self-sponsored دارس 2% على حسابه Sponsored students الخاص Employees %2 Civil Servants 14% موظف مبتعث 12% %12 Self-Sponsoered Language Students Students مرافقون 10% يدرسون اللغة 5% %10 Scholarship Sponsored Students طالب مبتعث أو Students ملحق 81% 76% بالبعثة %76 Figures (12-a), (12-b) and (12-c) and Table (14) indicate that there are 9,369 students in Arab countries making 43.1% of the total number. Civil servants, however, make no more than 1%, self-sponsored students make 41.9%, whereas those studying in countries designated in the Custodian of the Two Holy Mosques program make 76.1%. Civil servants make 12.3%, and self-sponsored students does not exceed 2.1%. Accompanying personnel learning language make 9.6%. Note also that students in other countries make 75.1%, civil servants 10.6% and self-sponsored students 11.1% respectively. Note that, due to geographical proximity, similarity of traditions and relatively low tuition and living expenses, the majority of learners in Arab countries are selfsponsored Number of students vis-à-vis field and level of study Table (15) shows the number of students abroad in terms of various fields and levels of study (bachelor, master, doctorate, fellowship, etc.). Note that the majority are bachelor degree students 48,708 (45.4%), then come 29,414 students of other degrees not included in the table (language, pre-bachelor, and disabled students, etc.) at 27.4% followed by master degree students 21,655 (20.2%). There are 5,387 (5%) doctorate students. Last come fellowship students with 2,058 (1.9%)

52 Education Humanities and Arts Social Sciences, Business, and Law Science Engineering and Manufacturing & Construction Industries Agriculture Program of Study Table (15): Students vis-à-vis field and program of study Bachelor Master Doctorate Fellowship Others M F Total M F Total M F Total M F Total M F Total Education , ,790 Teacher Training ,368 Arts Total Humanities , ,854 2,043 4,897 7,420 Social and Behavioural Sciences ,006 Media and Journalism Business and Management 12,604 1, ,964 2,304 7, ,262 2, ,800 Law 1, , ,245 Life Sciences ,156 Physics ,181 Mathematics and Statistics Information Technology 5, , , , ,502 Engineering & Engineering Industries 9, , , , ,563 Manufacturing Industries and Production Architecture & Construction 1, ,098 Agriculture, Forestry, and Fisheries Veterinary Medicine 2,867 1, , ,685 Figure (13) shows the total number of scholarship, civil servants, and selfsponsored students in various fields and programs (bachelor, master, doctorate, 20,000 18,000 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2, ,000 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 fellowship and other). Note that the majority are those studying for other programs. Figure (13): Numbers of Students by Field and Level of Education Bachelor Master Doctorate Fellowship Other أخرى الزمالة دكتوراه ماجستير بكالوريوس أخرى الخدمات الصحة والخدمات الزراعة االجتماعية الهندسة العلوم والصناعات اإلنتاجية العلوم اإلجتماعية واألعمال التجارية والقانون الدراسات التربية اإلنسانية والفنون Health & Social Services Services Medical Services 1, , ,235 Nursing Dentistry 1, ,505 Social Services Personal Services Transportation Services Environment Protection Security Services Others Others 1, , , ,267 Accompanying Personnel Total By sex Studying Language 40,872 7,836 48,708 13,950 7,705 21,655 3,809 1,578 5,387 1, ,058 22,094 7,320 29, ,222 Language Students 12,370 Grand Total ,592 Below is the distribution of students in descending order vis-à-vis field of study as shown in the Table above: Social Sciences, Business, and Law, 37, 569 students ( 35%). Engineering and Manufacturing & Construction Industries, 17,248 student (16.1%). Health and Social Services, 16,951students (15.8%). Science, 15,772 students (14.7%). Humanities and Arts, 8,018 students (7.5%). Others, 7,267 students (6.8%). Education, 3,158 students (3%). Services, 1,137 students (1.1%). Agriculture, 99 students (0.1%)

53 More than 65.8% of the learners studying abroad were in three areas: Social Sciences, Business, and Law 37,569 (35%), Engineering 17,248 (16.1%) Health and Social Services, 16,951 (15.8%). However, the three fields which students avoided most are: Education 3,158 (3%), Services 1,137(1.1%) and Agriculture 99 (0.1%) Learners vis-à-vis category, program and gender Table (16) shows the total number of students vis-à-vis program (bachelor., master, doctorate, fellowship other fields) based on the student category (scholarship student, civil servant, or self-sponsored learners). Table (16): Number of Learners vis-à-vis Student Category, Level and Gender Student category Scholarship students Bachelor Master Doctorate Fellowship Other Total M F M F M F M F M F M F Total 35,046 6,004 9,070 6,440 1, ,138 5,999 64,276 19,501 83,777 Civil Servants 1, , , , ,761 2,464 12,225 Self-Sponsored Students Accompanying personnel studying language 4,294 1,724 2, , ,232 2,988 11,220 12,370 Grand total 48,708 21,655 5,387 2,058 29, , ,592 The Table indicates that male always outnumber female students at all levels, and that various categories of bachelor degree students are the majority of the students abroad. Note also that the majority of those studying for the bachelor and master degrees and of those in levels not included in analysis (e.g. language students, pre-bachelor stage, the disabled, etc) are scholarship students. Civil servants, however, are the majority of master and doctorate students. 60,000 40,000 35,000 50,000 30,000 40,000 25,000 20,000 30,000 15,000 20,000 10,000 Figure (14): Numbers of Student Category, Level of Study and Gender دارس على Students حسابه الخاص Self-Sponsored موظف Employees مبتعث Sponsored طالب Students مبتعث أو ملحق Sponsored بالبعثة 5,000 10,000 - F أنثى M ذكر أنثىF ذكرM F أنثى M ذكر F أنثى M ذكر F أنثى M ذكر - ماجستير بكالوريوس Bachelor Master Doctorate دكتوراه Fellowship زمالة Other أخرى Male Female Male Female Male Female Male Female Male Female Male Female Bachelor Master Doctorate Fellowship Other Total

54 11.3. Quantitative and Qualitative Comparisons The great interest of the in external missions has caused a rise in the number of scholarship students in the past three years. Quantitative development of learners abroad is represented in Table (17). Table (17): Learners abroad in the past three years Year Program Male Female Total Total Diploma 7,694 3,651 11,345 Table (18). Students abroad in some countries in relation to the number of students Country Number of students abroad in 2009 Ratio to students abroad in the world China 1,930, % United States 205, % India 139, % Saudi Arabia 119, % 2007 Bachelor 34,128 5,967 40,095 Graduate Studies 17,515 6,966 24,481 80,929 Korea 98, % Germany 62, % Language 5,008 Japan 61, % Bachelor 37,221 6,413 43,634 France 57, % 2008 Graduate Studies 19,885 8,936 28,821 Other 9,560 4,106 13,666 95,691 Turkey 54, % Greece 51, % 2009 Language 9,570 Bachelor 40,070 7,327 47,397 Graduate Studies 19,886 9,345 29,231 Other 12,927 5,360 18, ,290 Country Table (19): Students-population ratio in some countries Students abroad in 2009 Population Students-population ratio Greece 51,000 11,000, % Language Saudi Arabia 119,592 26,000, % Bachelor 40,872 7,836 48,708 Korea 98,000 48,000, % 2010 Graduate Studies 19,303 9,797 29,100 Other 22,094 7,320 29, ,592 China 1,930,000 1,321,000, % France 57,000 65,000, % Language 12,370 Germany 62,000 82,000, % Table (17) indicates the growth of external missions. This is a good indicator of matching international development and deriving knowledge from solid sources. Students abroad will meet the university need for teaching staff required for the new colleges and departments. With study abroad students, ratio of 4.3%, the Kingdom holds 4 th place in the world as indicated in Table (18). Table (19) shows that the Kingdom holds second place vis-à-vis students-population ratio which stands at 0.45%. Turkey 54,000 72,000, % United States 205, ,000, % Japan 61, ,000, % India 139,000 1,147,000, % The world 3,000,000 6,500,000, %

55 11.4.The Custodian of the Two Holy Mosques Scholarship Program The Custodian of the Two Holy Mosques Scholarship Program was launched in The first group included 2800 students, and the five year development of the program developed raised this number to 81,043 students in the fifth phase. The program has been extended for the coming five years. The number of students benefiting from the program at the end of May, 2011 reaches 119,592. The program involves the following: Bachelor Degree Master Degree Doctorate Degree Fellowship Having always been keen on meeting the job market demands, the government of the he Custodian of the Two Holy Mosques has focused on the required specializations such as Medicine Engineering Computer and Information Technology Economics and Management. universities Achieving a high level of academic and professional standards through the mission program Exchanging scientific, educational and cultural expertise with other countries Building qualified and professional Saudi personnel in the work environment Enhancing and developing professionalism among Saudi personnel. The government decision is based on the desire to meet the job market demands, and those of the private and the public sectors for a particular kind of qualified graduates. The program aims to raise the capacity of universities, to ease the pressure they are currently sensing, and to provide them with human resources. Funding Higher Education The most important aims of the program are: Providing Saudi qualified personnel with scholarships to study in top world

56 12.Funding Higher Education Higher education financial support is an international challenge, and our country that has exerted every effort to support higher education and spent generously on opening other channels that play a positive role in this regard. This is illustrated by the following: Government Funding Considering the state s budget in the past five years, we realize that the funds earmarked for higher studies have doubled over 200%. The budget has jumped from approximately 10 billion riyals in 2005 to approximately SR 32 billion in In 2010 the Ministry, the universities and the Council of Higher Education accounted for over 6% of the overall state budget a fact that proves the state s invested interest in fostering and supporting the Ministry s efforts in various fields including external missions, research, courses, etc. Tables (20) and (21) indicate the current improvement in the Ministry and universities budget, which points clearly towards the qualitative and quantitative move in higher education. There has been a substantial rise in the number of students admitted to universities and in the number of colleges, departments, and specializations. A similar increase has been noticed in the facilities and building of the university campuses. It should be mentioned that establishing the deanships of scientific research to supervise research centers in various universities together with specialized research and excellence centers stress this qualitative move the Ministry has taken. Table (20): The Ministry s Budgets between 1998 and 2009 budget 1998 budget 2009 Increase percentage 360,123,000 4,748,630, % Table (21): Universities budgets between 1998 and 2009 University 1998 budget 2009 budget King Saud University 2,062, 145,000 5,423,782,000 King Abdul Aziz University 1,249,672,000 2,906,650,000 King Fahd Petroleum and Mineral University Imam Mohammed Bin Saud Islamic University Islamic University at Al-Madina Al-Munawwara 411,957, ,060,000 1,074,154,000 2,192,698, ,690, ,908,000 King Faisal University 554,135,000 2,741,146,000 Umm Al-Qura University 658,221,000 1,693,515,000 Total 6,240,974,000 16,372,759,000 An indicator of Kingdom s higher education expenditure is the average expenditure per student in state universities (which varies among universities, colleges and specializations). A comparison of this average for all state universities which amounts to SR 42,000 per annum with its counterpart of private universities, which ranges from SR 400, per annum, we realize that there is a tremendous similarity between the expenditure rates of each university separately. The big discrepancy between the expenditure of each university may be explained by the fact that the budget contains some huge items that include projects. Table (22) indicates university budgets for 2010 and shows the keenness of the government of the Custodian of the Two Holy Mosques on pursuing its support of higher education and its requirements with a view to enabling these institutions to implement their university projects and service facilities

57 Table (22): Government Funds Approved for State Universities in 2010 (in million Saudi Riyals) University Government funds approved King Saud 7,843,4 King Abdul Aziz 3,916,1 King Fahd Petroleum and Minerals 1,124,3 Imam Mohammad Bin Saud 2,723,3 Islamic University 655,8 King Faisal 1,601 Umm Al-Qura 1,919,7 King Khalid 2,697,2 Taibah 1,420 Qaseem 1,707,5 Taif 1,266,2 Jazan 1,083 Al-Jouf Hail 882,9 Tabook 793,1 Al-Baha 626,8 Najran 630,1 Northern Border 549 Princess Nora Bint Abdul Rahman 834,7 Dammam 2,008,6 Al-Kharj 624,7 Al-Majmaahh 359 Shaqra 575, Self-Funding The Ministry and higher education agencies have been keen on finding financial resources to support them. This may be considered as diversification of financial resources in addition to the activation of the contribution of non-governmental agencies to fund and develop higher education institutions. The most important alternatives are as follows: University endowments This is done through encouraging the wellto-do people to contribute to university endowments as in Taibah University; Islamic University; King Saud University; King Fahd of Petroleum and Minerals; and Umm Al-Qura Endowments University Facilities This is done through investing in some university facilities so long as this investment has no detrimental effects on the learning process. Investment is done through works and technology parks and the towers to be built therein, namely in King Saud University and King Fahd University of Petroleum and Minerals Research Chairs Business men in big corporations and foundations such as SABIC, Aramco, Saudi Telecom and Electric Company may be encouraged to fund a number of research chairs in Saudi universities. King Saud University, for instance, has succeeded in signing up 80 research chairs at a total funding of over SR 400 million. The university is trying to double this figure in the coming two years University Investments Management Management is carried out by establishing a board of trustees for these investments and in bidding for strategic development and cooperation with the business sector in the form of contracted research projects and a number of research projects with external funds University Consulting Services Some university institutes offer consultation services to the private and public sectors with revenues reaching 25% of the university budget as is the case of King Fahd University of Petroleum and Minerals. These institutes play a pivotal role in organizing consultations, and seconding staff members to various agencies, companies and ministries Paid Programs Some universities offer various paid programs leading to university degrees. These include the parallel learning, distance learning and part time learning which are available in King Abdul Aziz University and Imam Mohammad Islamic University. Saleh Al-Rajhi Endowment- The Islamic University

58 Social Partnership

59 13. Social Partnership Higher education institutions aim to realizing their social responsibility towards all categories and strata of society. Social partnership means the participation of various sectors of social institutions in the realization of certain aims. Partnership, however, means communicative succession that enables the parties concerned to identify and realize their aims and obligations and leads to decisions and recommendations that take into account the opinions and demands of all the parties concerned. Further, partnership represents a framework of communication wherein every party contributes their potentials, qualifications and specialization with a view to realizing the aims set by the partners. Partnership has become one of the most important concepts currently used in economic, agricultural, social, and research services field. The concept has been the focus of attention of researchers in these areas as one of the most vital foundations of sustained development. In this connection, universities try to identify the needs of institutions and agencies dependent on the planning and execution of economic development programs. They also work toward stepping up the relations with these institutions, and to provide staff members with the opportunity to be acquainted with social realities and to coexist with Saudi society. Universities are keen on consolidating academic, social and industrial partnership to enhance research and educational status in the service of the kingdom s various productivity sectors and to cooperate with the government and private sectors through numerous programs and channels. Insofar as positive indicators in partnership between scientific research and economic institutions in the kingdom are concerned, a number of important initiatives have been taken. These include Foundation of King Abdullah University for Science & Technology (KAUST) Implementation of the future higher education plan, Afaq (Horizons) Dissemination of knowledge and supporting the transformation of Saudi universities to research universities Encouraging creativeness and patents in science and technology and motivating partnership with international research institutions Expansion of research partnership agreements with international universities and institutions Community Service and Continued Education Centers Community service centers aim at providing vital services to society with a view to developing people s skills and making them better qualified to give. These centers aim to concentrate and develop services of the universities through colleges, departments, and academic units and to expand the range thereof. This will make them a specialized agency able to facilitate the university potentials readily available to all social classes. Further, these centers attempt to identify the needs of the institutions and agencies responsible for the planning and implementation of economic and social development programs and enhancing relations between the universities and these institutions. In addition, they aim to give members of staff the opportunity to study and be acquainted with the reality of society so as to show in practice that the university lives the reality of society and is not isolated from it. Continued education allows for the continuation of the series of educational stages, with special emphasis on selfeducation. This has a tremendous impact on both the individual and the society. It also gives members of the community the opportunity to receive education regardless of age, level of education or profession. The most important aims of these centers are as follows: Participating in the development of the human force through the provision of learning, training and continued education programs presented as courses and developmental or training programs with a view to developing human forces in the Kingdom regardless of category and qualification. Extending professional help and scientific support Participating in the dissemination of culture, knowledge and scientific and technological awareness among all social sectors using various methods such as courses, forums, and conferences. Simplifying the findings of studies and researches in various types of knowledge relevant to the professions and functions of all community members and casting them in a procedural mold before conveying them to the public. Spreading Islamic, hygienic, technical, professional, cultural, social, and educational awareness among the members of the community in cooperation with relevant agencies. Enhancing the local community s awareness of the important role of universities as educational institutions. This will help encourage society work toward supporting their efforts to achieve their goals. Agreement to habilitate 140 Trainees in the Maher Program

60 organizing short-term (one week one month) or long term (one term two terms) habilitation courses and diplomas. For instance, In addition to habilitation diplomas, the Community Service and Continued Education Center at King Abdul Aziz University supervises part-time programs and the preparatory year required by some colleges and specializations. It also supervises graduate programs such as the master degree and the higher diplomas. It also offers training courses to male and female students. Similarly, in order to meet the dire need for executives in the public and private sectors, King Saud University offers a distinguished program leading to master degree in business administration (MBA) for executives with a view to preparing distinguished administrative staff at the high and medium level of the executive scale. Table (23): The Extent of Financial Support SABIC Extends to some Universities. University Scientific research support in thousands of riyals The program aims at developing the administrative abilities of managers and chief executives of corporations and foundations, whether private or public, so as to enable them to manage their establishments in a scientific and systematic way in light of fierce international competition, and perilous globalization and to qualify them to confront competition and venture into the world market Guiding Scientific Research towards Knowledge Society Social knowledge partnership is embodied in the agreements, programs and scholarships concluded between the universities and the private sector. Examples of such partnerships include the support extended by SABIC to Saudi universities as it donates some SR 13.8 million in aid for research and studies, as shown in Table (23). Annual conference grants in thousands of riyals King Saud 1,750 1,750 2, King Fahd 1,750 1,750 1, King Abdul Aziz King Faisal Umm Al-Qura King Khalid Qassim Total 3,675 3,725 4,025 1,400 On March 18 th, 2009, King Saud University concluded an agreement with SABIC for the development of plastic applications with a view to establishing a center for developing this industry in Riyadh Techno Valley. This SR 375 million will be built on 100 thousand square meters and is expected to provide job opportunities for 100 researchers, distinguished specialists and technicians. The center is also expected to help connect university researchers with plastic manufacturers. Furthermore, three scientific research chairs have been established: polymers research chair at King Saud University, materials and corrosion chair at King Fahd University for Petroleum and Minerals, and catalysts at King Abdul Aziz University. Each chair has been allocated a million riyals in aid initially renewable for three more years. In collaboration with King Saud University, King Abdul Aziz University, King Faisal Specialist Hospital and Research Center, KACST Irradiation Technology Center has transferred and settled food irradiation technology in the Kingdom. This national research project has led to the establishment of a food preservation company using irradiation technology. An example of social partnership is the joint study conducted in the industrial city of Yanbu by King Abdul Aziz University, KACST, and the Royal Commission. The result of the study showed the city s safe environment Participation in Community services Universities communicate with all social categories through extending many educational and training programs as well as services useful to all. In this connection, the universities offer short-term courses through the continued education program, organize public lectures, and convene conferences, forums, and symposia attended by a vast array of governmental and industrial bodies and the private sector. For instance, King Saud University has adopted the Mathematics Olympics Project implemented by many countries with a view to encouraging competition among secondary school students and to enriching social culture. The university also encourages the authoring and translation of textbooks as well as other scientific books useful for the university and society. The University has recently adopted the open entry initiative aimed at publishing all research output of the staff members on the web and making it available to the public

61 In cooperation with the Human Resources Development Fund, the University is implementing Maher a three-theme training and habilitation program. The themes include cognition, skill and application. The University spares no effort to ensure that the graduates of this program are well qualified for the job market and well-equipped with knowledge, skill and experience before they take up employment. The one-year program aims at training and habilitating secondary school graduates and includes five terms as per the specialization agreed upon between the two parties: accounting, marketing, and CAD (computer-assisted drawing). Acing upon the vital role the university plays in developing human resources, King Fahd University for petroleum and Minerals earmarks SR 150 million per annum for scientific researches and projects. Similarly, Prince Sultan Bin Abdul Aziz Center for Science and Technology organizes the annual national competition of small project plans that encourages young people to take up free enterprise. The competition also helps young people prepare working plans for their investment ideas based on applied scientific methodology aimed at establishing burgeoning projects and awarding prizes to the best. The competition aims at spreading the culture of free enterprise and business leadership, and building the knowledge foundations for the development and assessment of investment ideas. Further, it aims at supporting the state s efforts in diverting the youths efforts away from looking for jobs to creating jobs and building new channels for community service. This attitude enhances the positive picture of the parties taking part in patronizing the competition Participation in Solving Social Problems Universities offer social programs that contribute towards solving and alleviating social and psychological problems. Examples include efforts exerted by some universities in anti-smoking campaigns and establishing clinics that help smokers kick the habit. Other staff members cooperate with various media channels to find solutions for social problems such as domestic violence, divorce and drug abuse. Signing a memorandum of Cooperation between University of Hail and prince Salman Center for the Handi - Capped

62 International Comparisons and Indicators

63 14. International Comparisons and Indicators The Kingdom of Saudi Arabia has occupies a good standing in the world insofar as higher education is concerned. This will become evident from the various comparisons and indicators related to the number of students enrolled and gender equality, and expenditure of higher education in comparison with selected countries. This theme focuses on comparing the Kingdom s higher education indicators with their counterparts in selected countries with international average of each indicator. The comparison is done in accordance with express methodology wherein the indicator is exhibited in relation to country groups in addition to the indicator in the Kingdom. Indicators are illustrated by figures and followed by comments. The following indicators have been chosen: Gross enrollment indicator Gender parity indicator Ratio of students enrolled in higher studies institutions vis-à-vis level Percentage of distribution of registered students vis-à-vis field of study Female ratio in each field of study Percentage distribution of graduates vis-à-vis field of study Female graduates ratio in each field of study International flow of graduate incoming and outgoing students across the borders Percentage distribution of the mobility of incoming and outgoing international graduate students Percentage of incoming international students Saudi students abroad vis-à-vis category Percentage of outgoing international students Percentage of net international students mobility NFRMS. Net mobility to gross number of students enrolled The ratio of total enrollment Compared with internationl outbound flow of students Country groups, teacher-student ratio and international average Data Sources In calculating indicators, two sources have been adopted: International sources. This is data collected from the UNESCO s statistics office being one of the accredited organizations specialized in the collection of higher education data and from its web site Local sources. These are the data adopted by the report in calculating the Kingdom s indicators from the data available in the Saudi Ministry of Planning and Ministry of Higher Education data systems Measuring Indicators The present report uses the international definitions and classifications adopted by most countries and accredited by UNESCO. Indicators have been scientifically calculated as the Kingdom s data have been calculated and coordinated in accordance with international definitions and classifications. Indicators have been calculated on the basis of these methods and parities. Fields and levels of study have been defined in accordance with the 1997 International Standard Classification of Education (ISCED) adopted by the UNESCO Enrollment Ratio and Gender Parity Index Enrollment ratio means the percentage of full-time or part-time students in various stages of education who are pursuing their studies at private and government higher education institutions at a particular academic year in proportion to the same age population which is theoretically 18:24. Table (24) indicates the good rank achieved by the Kingdom s success in making higher education available to people; the enrollment ratio reached 37,8%, which is generally over the international average and that of the Arab and Asian countries. It is only surpassed by America and Europe. This evidences the fact that the Kingdom has made a great progress in spreading higher education among the youths aged Note that the Kingdom has also ranked high in spreading higher education among the age group for male and female students. Table (24) shows the Kingdom s rank which is over the international mean. The GPI has also exceeded that of all members of the comparison group. The lease GPI ratio has been 0.66% the one of Africa and Southern African Sahara; the greatest at 1.32% has been that of America and Western Europe. The Kingdom, however, has scored approximately 1.11%. Table (24): Enrollment ratio vis-à-vis Gender for Country Groups and the International Mean Groups Female % Male% Total % GPI Arab countries 21% 22% 21% 0.97 Central and Eastern Europe 72% 57% 64% 1.28 Central Asia 27% 24% 25% 1.1 East Asia and the Pacific 26% 26% 26% 1.01 Latin America and the Caribbean 42% 34% 38% 1.25 North America and Western Europe 80% 61% 70% 1.32 South and West Asia 11% 14% 13% 0.76 Sub-Saharan Africa 5% 7% 6% 0.66 International mean 27% 25% 26% 1.08 Saudi Arabia 39.9% 35.8% 37.8%

64 14.4. Enrolled students and GPI Table (25) and Figure (15) show the number of students enrolled in the higher education institutions vis-à-vis internationally recognized levels. These are as follows: ISCED (5a) which is equivalent to Diploma or bachelor levels, ISCED (5b) which is equivalent to master level, and ISCED (6) which is equivalent to doctorate level. The Table shows that the students enrolled in ISCED (5a) are 85.6% of the total number of students registered in the Kingdom. This is one of the high ratios among the comparison groups and the international mean. We should bear in mind, however, that the international average for students enrolled in ISCED (5a) is 74.56%. Students enrolled in ISCED (5b) in the Kingdom are approximately 14.1%. This is again one of the smallest ratios in country groups and less than 23.9% - the international mean. The Kingdom also scored low on the scale of ISCED (6) i.e. the doctorate level visà-vis the country groups. It scored 0.3% which is less than the international average that stands at 1%, it is less than the Arab countries mean that stands at 3%. This may be explained by the fact that students abroad are not included in the Kingdom s data. Figure (15): Total Registration Rate of all Students at Institutions of Higher Education by Education Level % % 80.00% 60.00% 40.00% 20.00% 0.00% Level (5A) Level (5B) Level (6) Table (25): Ratio of students enrolled in higher education institutions vis-à-vis level, country groups, and international average. Country groups Level (5a) % Level (5 b) % Level (6) % Arab Countries 85% 12% 3% Central and Eastern Europe 82% 17% 2% Central Asia 96% 3% 1% Eastern Asia and the Pacific 65% 34% 1% Latin America and the Caribbean 83% 17% 1% America and Western Europe 76% 21% 3% Southern and Western Asia 95% 5% 0% Sub-Saharan Africa 67% 31% 1% International mean 77% 21% 1% Saudi Arabia 85.6% 14.1% 0.3% The ratio distribution among the various international educational levels depend on the first place on the state economy and development plans in addition to the training skills of the work force they need. Therefore, we can judge the quality of these ratios in relation to its adequacy of the economy and the job market Percentage of the Distribution of Students Enrolled in Terms of Field of Study Table (26) shows the percentage of the distribution of students enrolled in terms of field of study in the Kingdom and country groups. Note that the Kingdom appears to have scored 4.8% of the total number of students enrolled in education and 34.1% in the humanities and arts, and 17.9% in social sciences, economics and law, 15.4% in science, 0.7% in agriculture, 11.6% in engineering, and 7.5% in health science and services. Figure (16) shows that the distribution of students enrolled in most of the fields of study is acceptable in the Kingdom except in engineering and agriculture and engineering, 0.7%, which is considered one of the lowest percentages in the world where the pecentage is 2.16%. The Kingdom has achieved high percentages in natural sciences compared to country group and internatinal mean reaching 15.4% which is higher than international average which is 9.19% and more than Arab countires average which is at 13.22%

65 Table (26): Distribution Percentage of Students Enrolled vis-à-vis Field of Study in the Country Groups and International Mean. Groups Education Humanities and Arts Social Sciences, Business and Law Science Engineering, Manufacturing and Construction Agriculture Health And Social Services Uspecified Arab Countries 7.6% 17.5% 41.6% 13.2% 9.9% 1.6% 7.8% 0.9% Central and Eastern Europe 10.8% 8.3% 44.2% 7.8% 14.0% 2.9% 6.8% 5.2% Central Asia 21.9% 14.6% 30.7% 5.4% 12.4% 3.1% 7.6% 4.2% East Asia and the Pacific Latin America and the Caribbean North Ameica and Euroe 11.4% 12.0% 35.7% 6.9% 19.1% 3.1% 8.4% 3.4% 16.4% 3.7% 40.4% 7.8% 13.2% 2.3% 13.4% 2.8% 10.1% 13.5% 33.0% 10.8% 10.7% 1.2% 15.8% 5.0% Graduates Table (27) and Figure (17) show that the highest percentage of graduates of higher education were majored in humanities and arts 29.3%, which higher than international average 12.22%. Engineering graduates score 18.2% to the total number of all Table (27): Percentage of Saudi graduates as per field of study in the country groups and international average. Country groups Education Arts and Humanities Sociology. Economics and Law Biology graduates of the Kingdom. The ratio of medical sciences graduates was 7.5%, which is acceptable compared to ratio of the country group. It is worth mentioning that the international average ration in engineering is 12.54% and 12.44% in medical and health sciences. Engineering Agriculture Medical Sciences Services South and West Asia 5.2% 16.9% 35.3% 11.6% 20.5% 3.6% 5.3% 1.6% Arab Countries 7.9% 18.2% 40.5% 13.4% 10.7% 1.1% 7.2% 1.0% Sub-Saharan Africa 13.4% 8.9% 45.0% 10.7% 7.7% 4.4% 8.3% 1.5% The Global Average 11.3% 11.3% 36.5% 9.2% 13.9% 2.2% 11.8% 3.9% Central and Eastern Europe 13.5% 8.0% 42.4% 7.4% 12.1% 2.7% 8.6% 5.4% Kinddoom of Saudi Arabia 4.8% 34.1% 17.9% 15.4% 11.6% 0.7% 7.5% 8.0% Central Asia 20.9% 15.1% 33.0% 5.5% 11.9% 3.3% 6.5% 3.9% Figure (16): Proportional Distribution of Saudi Enrolled Students by Education Fields 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% Eastern Asia and the Pacific Latin America and the Caribbean America and Western Europe Southern and Western Asia Sub-Saharan Africa 11.5% 16.3% 25.4% 5.9% 20.3% 2.1% 11.4% 7.1% 19.3% 3.4% 39.4% 7.4% 11.3% 2.5% 13.4% 3.3% 10.5% 13.3% 35.3% 9.7% 9.8% 1.3% 15.1% 5.0% 6.7% 13.8% 23.5% 9.8% 31.2% 4.9% 7.6% 2.6% 20.3% 5.4% 43.5% 9.9% 8.2% 5.4% 7.2% 0.1% International mean 12.5% 12.2% 34.5% 8.4% 12.5% 2.3% 12.4% 5.2% Saudi Arabia 12.3% 29.3% 14.6% 17.6% 18.2% 0.5% 7.5% 0.0%

66 Figure (17): Proportional Distribution of Saudi Graduates by Education Fields Table (28): Indicators of students enrolled in higher education institutions in 2007 in selected countries. 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% Comparisons with Selected Countries A certain group of Arab and non- Arab countries have been selected for comparison with the Kingdom s data visà-vis enrollment and distribution ratios of students registered in various educational stages and enrolled students. A number of features have been taken into account in the selection of Arab and non-arab countries; these include population proximity, and if possible, similarity of economic conditions. Care has been taken that the selected countries be designated by the Kingdom as host countries, provided that data is available. Table (28) shows the data relevant to a number of indicators related to students of higher education institutions in the Kingdom, and a number of selected countries for Arranging these countries in terms of the ratio of students registered for 2008, one finds that Cuba got the highest percentage of registration at 109%. This high percentage may be explained by the fact that there are a huge number of foreign students enrolled. Ethiopia had the lowest ration at 3%. The total registration ratio was 37.8% in the Kingdom. This comes in 13 th pace of the total number of the selected countries. It comes before Gulf States of Kuwait and Oman. In the Arab world, Lebanon had the highest ration at 52%. These numbers indicate acceptable percentages of registration in the Kingdom. Though they are less than some countries, they are still better than others. It is considered average among Arab and GCC states. Countries Enrolled in level 6 Enrolled in level 5b Indicators Enrolled in level 5a GPI Total registration 1 Ethiopia Azerbaijan Jordan Australia Ukraine America Indonesia , Iran Pakistan Britain Poland Turkey Tunisia South Africa Georgia Saudi Arabia Switzerland China 5, Oman France Venezuela Cuba Korea Kuwait Lebanon Malaysia Egypt Mexico India Japan

67 14.8. Funding Higher Education The expenditure on the higher education student as a ratio of the individual share of the gross national product has been the focus of study. Suffice it to compare the Kingdom with the selected group of countries representing the majority of accredited international groups. Figure (18): The ratio of government expenditure on the higher education student from the individual s share of the gross national product for ( ) as per country group. Table (29): The ratio of government expenditure on the higher education student from the individual s share of the gross national product Country Korea 0.0% 5.1% 9.34% 8.94% %9.30 Lebanon 19.2% 16.7% 18.37% 17.18% 14.83% Japan 17.4% 19.9% 20.80% 19.22% 19.08% Italy 26.4% 23.5% 22.69% 22.30% 23.50% Hungary 31.9% 31.4% 24.31% 23.82% 23.82% Australia 23.3% 23.4% 23.97% 23.12% 24.78% America 25.7% 26.7% 23.52% 23.43% 25.39% Ukraine 36.1% 32.4% 32.30% 31.17% 25.47% Iran 31.7% 26.2% 23.22% 30.01% 27.73% New Zealand 35.3% 34.0% 25.40% 26.45% 30.04% Britain 23.3% 28.9% 27.95% 27.45% 32.34% France 28.9% 33.8% 33.95% 33.31% 33.80% South Africa 47.9% 45.3% 50.12% 44.28% 44.36% UAE 62.8% 68.3% 67.53% 55.87% 53.98% Saudi Arabia 8.15% 9.24% 18.63% 34.1% 42.6% Tunisia 2.78% 2.87% 54.47% 95.18% %88.37 Kuwait 134.8% 144.5% % 98.35% 79.83% Cameroon 0.0% 71.6% 70.36% % % Madagascar 0.0% 210.9% % % % As illustrated by Table (29) and Figure (18), expenditure per higher education student in relation to the individual share of the gross national product varies among countries and communities. In countries the ratio is less than 25%. In Korea, Lebanon, Japan, and Italy, for example, the ratio is 9.3%, 14.8%, 19.1% and 23.5% respectively. However, most countries fall between 25% and 75%, and these include America, Iran and France at 25.4%, 27.7% and 33.8% respectively. As for UAE, Saudi Arabia and Tunisia the ratio is 54%, 42.1% and 74% respectively. In countries like Cameroon and Madagascar the ratio is over 100%; the former has 126.3% and the latter 145.2%. Note that there are certain elements that affect and determine the value of this ratio up or down such as the gross national product, and the excess of registration, funding sources, and the shape and solidity of the economy Teaching Staff and Student-Teacher ratio This indicator shows the availability of sufficient numbers of teaching staff that impacts knowledge acquisition both qualitatively and quantitatively and the education output. Table (30) and Figure (19) indicate that the Kingdom scores acceptable ranks in comparison to country groups and the international average. The staff-student ratio in the Kingdom is 18, which means that there is a university professor to every 18 students

68 Table (30): Staff-Student Ratio for the Country Groups and the International Average Staff-student ratio Country group Gross Male Female Arab Countries A male female comparison of staffstudent ratio reveals that it is 14 for males, which is close to the international ratio standing at 13, and 26 for females which is much higher than the male ratio and the international average standing at 19. This is explained by the fact that there are male staff members teaching at female colleges through closed circuit TV and do not count among the female members of the teaching staff. Central and Eastern Europe Central Asia Eastern Asia and the Pacific Latin America and the Caribbean North America and Western Europe South and West Asia Sub-Saharan Africa Int. average Saudi Arabia Figure (19): Ratio of Student to Teaching Staff by Groups of Countries and the Global Average Total Male Female Arab Countries Central and Eastern Europe Central Asia East Asia and the Pacific Latin America and the Caribbean United States and Euroe South and West Asia Sub-Saharan Africa The Global Average Kinddoom of Saudi Arabia

69 International Evaluation of Saudi Higher Education

70 15. International Ranking of Saudi Higher Education Higher education institutions have been keen on gaining a high rank on the world map heeding the requirements of international ranking agencies, taking a great interest in international competitiveness indicators and enabling women to reach international leadership. This is clear from the following themes: Saudi Universities on the World Map International and regional ranking and the scientific publication and research centers record evidence that the Kingdom is witnessing a noticeable development in research output surpasses that of other Islamic countries and even developed countries. This means that the Kingdom, through its quick and steady scientific and technological development, has started to occupy an advanced place in the regional and international arenas. Basing its conclusions on many factors including government expenditure, the Economist of Britain has ranked the Kingdom the 7th in 2007 ahead of many countries including France, Russia, Italy, Spain and Malaysia International rank First, British Ranking: Quacquarelli Symond QS-World university rankings The Times Educational Supplement, a British publication published in conjunction with Quacquarelli Symonds that publish ranking of world universities, have issued a list with the world s top 400 universities. The Times ranking allocates 40% to experts opinion in addition to other factors such as assessment of job owners of university graduates and the recruiting of staff members from different countries and the admission of students at the international level and the staff-student ration, and the cumulative average of all these criteria. The Quacquarelli Symonds world university rankings for 2009 and 2010 places two Saudi universities among the top 300 world universities, as shown in Table (31). Table (31): The Quacquarelli Symond university rankings (QS Times) for 2010 Country University Rank Saudi Arabia King Saud University 221 Times Higher Education World University Rankings (THE) In 2010, Time Magazines adopted five new standards for ranking the best 200 university worldwide. These five standards include: higher education and its surrounding environment (30%); production and reputation of scientific research (30%); the impact of research produced by the university (32.5%); the international presence of the university s faculty members and students (5%); and the creativity and returns from interaction with industry (2.5%). Each of these five standards has further details, for example, the annual number of doctorate diplomas offered by the university, the ratio of doctorate degree holders compared to those of bachelor degrees, and the ratio of published research by faculty members. Two Saudi universities came among the best 400 universities in this ranking in 2010 as shown in Table (32). Table (32) Ranking of Saudi Universities according to THE (2010) Country University Rank (2010) Saudi Arabia King Saud University 363 Saudi Arabia Second: American Rankings Two Saudi universities entered the list of the best 400 university worldwide in US News and World Report. King Saud University ranked 222nd, and King Fahd King Fahd of Petroleum and Minerals 349 of Petroleum and Minerals ranked 255th. It is worth mentioning that this American ranking depends of QS rankings of best universities. Table (33) illustrates the place of the two Saudi universities. Table (33) Ranking of Saudi Universities according to US News and World Report (2010) Country University Rank (2010) Saudi Arabia King Saud University 222 Saudi Arabia King Fahd of Petroleum and Minerals 255 Saudi Arabia King Fahd University of Petroleum and Minerals

71 Third, Webometrics Ranking of Saudi University The Spanish National Research Council Informatics Lab gathers information about 4000 of world universities according to each university web site. It is a computerized assessment of the university size, according its extent and size of its exploitation of the internet. Information is organized in accordance with data bank that includes 13,000 universities and over 5000 research centers. The basic group includes the top 4000 universities though there are other universities in the regional lists. The educational institutions in developing countries benefit from this policy; they can get information about their current rank even though they are inferior to world universities. Ranking and classification started in 2004 based on a number of several indicators pertaining to the electronic content on the university web site and the influence of its internet publications according to the number of callers. Ranking is updated twice a year in January and July when world level university and research centers internet indicators are set. The extent and size of scientific activities represented in the academic site are taken into account; these may not expressed clearly by the indicators available in libraries. According to the July 2009 Webometrics rankings, two Saudi universities are ranked among the top 400 world universities: King Saud University came in 197th position and King Fahd University of Petroleum and Minerals ranked 303rd as seen in Table (34). In July, 2010, another two Saudi universities: King Abdulaziz University and Umm Al-Qura University have been added to the list of best 400 universities as appears in Table (34). In addition, four Saudi universities: King Saud University; King Fahd University for Petroleum and Minerals; King Abdulaziz University; and Umm Al-Qura University came as the top four universities among the best ten Arab universities. In addition, six Saudi universities, namely King Saud University; King Fahd University for Petroleum and Minerals; King Abdulaziz University; Umm Al-Qura University; King Faisal University; and Najran University were among top first ten Arabian Gulf universities. King Saud University and King Fahd of Petroleum and Minerals ranked 8th and 9th respectively among the top universities in Asia. Three Saudi universities: King Saud University, King Fahd University for Petroleum and Minerals, and King Abdulaziz University came as the first three among the top 10 universities in the Islamic World, in addition to Umm Al- Qura university which ranked 5th. Table (35) illustrates the rankings of Saudi universities in Arab, Islamic, and Asian levels. Table (34) Rankings of Saudi Universities according to Webometrics Country University Rank (2009) Rank (2010) Rank (January, 2011) Saudi Arabia King Saud University Saudi Arabia King Fahd of Petroleum and Minerals Saudi Arabia King Abdulaziz University Saudi Arabia Umm Al-Qura Table (35) Rankings of Saudi Universities according to Arab, Islamic, and Asian Ranking Institution The Standing Committee on Scientific and Technological Cooperation (COMSTECH), of the Organization of Islamic Conference (OIC) ranked the Kingdom 4th among the best ten countries in scientific and technical production out of 57 countries in the Islamic World. This ranking was according to one measure of technological and scientific research the publication of scientific researches in specialized journals and magazines. Fourth, The Chinese Shanghai Jiao Tong University s Academic Ranking of World Universities A wide range Chinese project for ranking world universities enjoys a far reaching reputation and aims at measuring the difference between Chinese and distinguished world universities. The Shanghai Jiao Tongo University Ranking uses a number of compound aspects to rank each university on the world level. These are based on evaluating the quality of education, and the level of staff members and graduates in relation to Rank in Arab World Rank in Islamic World Rank in Asia King Saud University King Fahd University for Petroleum and Minterals King Abdulaziz University Umm Al-Qura University King Faisal University award winnings such as the Nobel Prize. Excellent researchers and graduates on the world level are evaluated through calculating the number of published articles in scientific journals and in Nature and Science magazines. Shanghai ranking takes into account the size of educational institutions and allocates to this aspect 10% of the total grades. According to the 2009 ranking of world universities, a Saudi university_king Saud University_stood out among the top 500 world universities, as shown in Table (36). It was the only Arab university in the list. However, in 2010, two Saudi universities entered the list of the best 500 universities worldwide; King Saud University came among the best 400 and King Fahd University for Petroleum and Minerals entered the list of top 500 universities. Table (36) shows the rankings of Saudi University in Shanghai Jiao Tong University s Academic Ranking of World Universities

72 Table (36) Rankings of Saudi University in Shanghai Jiao Tong University s Academic Ranking of World Universities. Country University Rank (2009) Rank (2010) Saudi Arabia King Saud University Table (37): Countries with highest research output in the Islamic World Country Publications in 10 years Highest specializations Turkey 82,407 Surgery Egypt 27,723 Applied Mathematics Saudi Arabia King Fahd of Petroleum and Minerals Iran 19,114 Chemistry Saudi Arabia 17,472 General Internal medicine Figure (20): Saudi universities on the world map 2009 Malaysia 10,674 Crystallography Morocco 10,113 Physio-chemistry Nigeria 9,105 Food Science and technology Pakistan 7,832 Botany Jordan 6,384 Chemical Engineering Kuwait 5,930 General Internal Medicine These statistics cover research in the period Regional Ranking The Islamic Conference Academic Cooperation Ministerial Committee has ranked Islamic countries and universities according to researches published in Table (37) and Figure (21) show the ten member states of the Islamic Conference Organization according to one measure of technological and scientific research the publication of scientific researches in specialized journals and magazines. The Kingdom has been ranked fourth among the 57 OIC member states. Figure (21): The ten states with highest research output in the Islamic World Saudi Knowledge Society on the World Stage Few of the industrialized countries offer true technological creativeness; that is why they occupy an outstanding position on the world economic map. Those that lag behind will immediately lose the opportunity of reaping the fruit of creativity, and will end up as backward countries in knowledge, economy, and industry not to mention the world scale. The Kingdom is now building King Abdullah Economic City in addition to three more economic cities as part of the 10x10 Program aimed at making the Kingdom one of the top ten countries in the world vis-à-vis competitive investment by These cities will contribute to the diversification of the oil-based economy of the Kingdom through attracting foreign and domestic investments. King Abdullah Economic City will provide approximately one million jobs for Saudi youths. The, therefore, has put forth a number of scientific and technological initiatives with a view to offering the creativeness potentials and preparing an atmosphere capable of granting Saudi economy the ability to compete in the 21 st century. The Kingdom enjoys a number of economic and geopolitical advantages. As a leading state in the Arab and Islamic worlds, and being the host of the Two Holy Mosques in Makkah and Madinah, the Kingdome comes face to face with tremendous

73 responsibilities. In addition, it occupies a central position in European and South and East Asian markets, not to mention that it stores a quarter of the world s known oil reserves. As the biggest world oil exporter, it represents the biggest free economy in the Arab world. The Kingdom s joining the Club of Twenty considered the most economically influential countries in the world is a pivotal change in the Kingdom s role on the world stage. Hence it has become inevitable for the Ministry to make sure that the role of the Kingdome be compatible with what its rank dictates and up to the colossal challenges lying ahead. Since the majority of the Kingdom s population (60%) belongs to the young age group, the Ministry, under the leadership of the Custodian of the Two Holy Mosques, is trying to benefit from this tremendous number of talents. In an effort to establish the lasting foundations of the Saudi knowledge society in the 21 st century, the Ministry has launched a number of initiatives aimed at developing human resources and encouraging scientific and technological discoveries and innovations. According to world reports such as the world competitiveness, and world indicators of intellectual possession, the world report on information technology and the cultural development in the Arab world, the Kingdom has been able to secure an advanced rank on the regional and the international levels and in a number of areas such as the creativeness, technological readiness, and higher education potentials. In these areas the Kingdom has surpassed developed countries including Italy, Portugal, Spain, and France and knowledge economies such as India, Brazil and Turkey. At present, the Kingdom is on its way to establishing knowledge industries with a view to meeting the demands of economic competitiveness and the requirements of the economy and society. In addition to laying the foundation stone for the 21 st century economy and enhancing its position as an industrial and educational research center, the Kingdom is paying special attention to nanotechnology, biotechnology, and information and communication technology which are the cornerstone of knowledge industry Definition of Knowledge Society Knowledge society, generally speaking, is the one in which knowledge constitutes the first source of product rather than the capital or work force. The term also signifies the value that society pins on information which, having been discovered and spread, is used to realize people s prosperity and well fare. In this type of society, knowledge is a chief ingredient in any human activity where all human activities, be they economic, social or cultural depend on a huge amount of information and knowledge. In other words, knowledge society is the one in which knowledge constitutes one of the forces of creativity and innovation Knowledge society in the Kingdom of Saudi Arabia and its world rank. The 2009 Global Competitiveness Report The 2009 World Economic Forum report states that the Kingdoms economy has entered the list of the top 30 countries visà-vis competitiveness. The report ranked 28 from 133 countries participating in the study. The improvement in the Kingdom s rank as illustrated by the world competitiveness indicator points to the success achieved by the ambitious government efforts. It also opens the door to further reform in higher education. The world competitiveness report, which provides an overall picture of all developmental stages in world s countries, is based on the following 12 aspects of competitiveness: institutions, infra structure, overall economic stability, health and basic education, higher education and training, effectiveness of commodity market, effectiveness of job market, progress of money market, technological readiness, the market size, progress of business administration and creativity. The report also contains a detailed survey of the economy of the 133 countries participating in the study. It also gives a comprehensive synopsis of the general economic condition of the country, the most important opportunities, and the most serious challenges it has to face according to the analysis adopted in ranking countries. The report offers an evaluation of the states ability to achieve high living standards for their citizens, and this, naturally, depends on the amount of success it accomplishes in benefiting from its resources. The world competitiveness indicator, therefore, measures the performance of institutions, policies and the factors controlling the levels of economic prosperity at present and on medium range. The Kingdom has been ranked high in certain areas, namely creativity, technological readiness and the extent of opportunities that higher education offers to citizens. Innovation Capacity In this area the Kingdom surpassed developed countries including Italy, Portugal, Spain, and France as well as knowledge economies such as India, Brazil and Turkey. In addition to securing rank 37 among 133 countries vis-à-vis the quality research institutions ahead of Spain, Russia and Italy, the Kingdom has achieved the same rank vis-à-vis cooperation between the industrial sector and universities in research and development surpassing France and Poland. As for the availability of scientific researchers and engineers, the Kingdom ranked 47, ahead of Egypt, Russia and Brazil. Moreover, surpassing India and Brazil, the Kingdom ranked 45 vis-à-vis the number of patents granted in 2008 with relation to population

74 Technological Readiness The Kingdom has improved its technological readiness as it has secured rank 43 vis-àvis the availability of most recent technology and ranked 13 in technology transfer, and 59 in using the internet, and 53 in the number of personal computers to every 100 people. Higher Education and Training The report explains that the Kingdom ranked 72 among the total number of university students, ahead of Brazil and South Africa. It ranked 60 vis-à-vis quality of education, that is, ahead of Italy and Portugal. As for teaching mathematics and science,, the Kingdom ranked 76, ahead of Spain. It ranked 42 in training facilities and specialized researches surpassing China, Turkey and Russia, as shown in Figure (22). Figure (22): World ranking of Saudi Knowledge society. The 2009 World Indicators of Intellectual Property Creativity Product With the rise of the importance of knowledge as a stimulsting power of creativity and international economic growth, intellectual property rights have become one of the basic pillars of modern economy. This is particularly true of the challenges the world is experiencing at present such as economic recession, climate change and global political issues including health and food security. In all these aspects, human creativeness become extremely important vis-à-vis the solutions that guarantee the future. Hence the importance of intellectual property rights as a means to encouraging creativity and rewarding creative minds. Patent indicators are extensively used as a measure of creativity output of a country. Patent statistics helps us understand the role of intellectual property in encouraging and spreading creativity and preparing markets for new products and rewarding the creative. These statistics help in the ongoing discussions of advancing successful policies on intellectual property to deal with a host of general political issues. Thus we see that intellectual property is a successful means of national development enhancing the country s ability to compete in the economic arena. A 2009 report of the world intellectual property organization has disclosed that intellectual property indicators evidence that the Kingdom has registered 60 patents in 2008 as Patent Cooperation Treaty (PCT) which stands for 16.5% increase over the period The Kingdom came first in the Arab World in number of registered patents in 2010, 78 patents were registed in the Kingdom. The World Intellectual Property Organization (WIPO) can watch patents through PCT protecting patents in a number of countries by filling out an international form at a single patent office. The 2009 world report on information technology The kingdom has been ranked 40 in the 2009 annual report VIII on information technology issued by the Geneva-based World Economic Forum in collaboration with France s College of Administration. The report features evaluations of 137 countries vis-à-vis elements such as the cost of mobile phone calls and the internet range allowed in order to find countries with best ranks able to compete in a 21st century economy based on information technology Saudi Higher Education Rank on the Arab map The 2nd report on the Arab world cultural development issued by the Foundation of Arab Thought in December 2009 indicates that the Kingdom has come in first among Arab countries and 7th in the world vis-àvis creativity. It has also ranked 1st among Arab countries and 8th on the world s level vis-à-vis education expenditure. The report shows that whereas the government expenditure per student does not exceed $800 in Egypt, Jordan, Syria and Morocco, and $1800 in Lebanon and Tunisia, it reaches $8000 in Saudi

75 Arabia. In Israel and France, however, the expenditure per student is $10,000, but it exceeds $22,000 in the US. Note that the second cultural development report raises questions regarding the status of culture in the Arab world. The report investigates five basic themes intimately connected with cultural development indicators and their development level in our societies. These include education and informatics, in a bid to delineate the Arab cultural map and locate the weak and strong spots therein and establish a cultural work methodology that is comprehensive, watchful of the aspects of Arab culture environment Saudi Women in Higher Education At present, there are over 300 girls colleges and higher institutes spread all over the Kingdom and supervised by the Ministry of Higher Education. Females account for 56% of the total number of Saudi students, and over 20% of scholarship students abroad. The foregoing Figures (23 and 24) illustrate the ongoing progress during the past three years. This ratio is expected to rise more rapidly in the years to come especially with the establishment of a number of new universities in big cities. Figure (23): Saudi women pursuing higher education. In pursuit of development in the Kingdom of Saudi Arabia, the Ministry of Higher Education spares no effort in supporting women s efforts to finish their higher education and be employed. To this end, the Ministry tries to play an active role that may contribute to the country s economic, cultural and social development. The Kingdom has put forth a number of initiatives aimed at enhancing women s opportunities to pursue higher education which include the Princess Noura Bint Abdul Rahman Girls University. The university will be the world s biggest girls university. These accomplishments are clear in world statistics and reports. The 2009 UNESCO report shows that Saudi women have developed in the field of science as their graduation percentage surpassed that of Western women. The 2009 world indicator of the gender gap. Saudi women have captured the attention of world observers when they secured a pioneering role in a number of scientific research fields. Further, some Saudi women have won international prizes and patents

76 Figure (24): Gender ratio of University Education International recognition of some Saudi women pioneers in scientific research Saudi women also have captured the attention of international observers when they became pioneers in a number of fields particularly science and scientific research. In the past few years, Saudi women have accomplished a lot of feats surpassing others in the Arab world and their male counterparts. prize in two competitions for her invention of the device dubbed Diagnosis for All. Dr. Ghada Al-Mutairy, head of research center in California, has won the pioneering general manager award. This three million-dollar grant was divided among 32 professors for their scientific research that that helped identify the ray reflecting elements that help treat disease without surgery Saudi leadership shows appreciation of creativity and excellence In December 2009, the Saudi leadership, represented by the Custodian of the Two Holy Mosques King Abdullah Bin Abdul Aziz, believing in the importance of encouraging Saudi scientists in the fields of medical research and inventions, awarded the King Abdul Aziz Medal of the First Order to Dr. Khawlah Bint sami Al- Krii, chief scientist of cancer research and head of the research center at King Fahd National Center at King Faisal Specialist Hospital and Research Center in Riyadh. The Medal was awarded in recognition of Dr. Al-Krii distinguished achievements in medical research that won her a number of prizes and certificates of merit. Dr. Al-Krii has joined the editorial board of BMC Genomics one of the world s most prestigious journals in the field of genomics. Dr. Hwaida Al-Gathami, chief cardiology surgeon at Prince Sultan Center for Cardiology and Vascular Disease in Riyadh s Military Hospital, has won the King Faisal Medal of the Fourth Order in recognition of her medical achievements. She is first woman cardiologist consultant in the Middle east. Thuraya Al-Terky, Hayat Sindi, Ghada Al-Mutairy, Samira Ibrahim Islam have all become examples of Saudi women who have accomplished a great deal of scientific and academic research. In pharmacology, and as a distinguished scientist, Dr. Samira Islamwas nominated to the 2000 L Oreal and UNESCO prize for women in the field of science. She has important contributions to drug safety through defining Saudi perception of drug metabolism. She has occupies a number of top academic posts in the Kingdom as well as internal and diplomatic posts with WHO. Dr. Islam played a significant role in the establishment of the academic infrastructure started in the seventies of the 20 th century with a view to supporting women s bid to pursue higher studies in the Kingdom. Dr. Hayat Sindy and her team have accomplished an important feat when she invented a device that makes medical analysis drugs available and easily produced. Dr. Sindy was awarded first Dr. Faten Abdulla Khorshid is Associate Professor at the Department of Medical Biology, College of Medicine, and supervisor of Al-Zamel Chair for Cancer research at KAAU in Jeddah. Her invention came in 6 th place out 600 contestants in Kuala Lumpur, Malaysia. She has won a gold medal having proved excellence in her research on camel urine nano molecules treatment of cancer. In academia, Dr. Thuraya Al-Terky of the Department of Anthropology, AUC, has distinguished herself as an excellent epitome of Saudi academics lecturing in world-renowned universities such as Harvard and George Washington. In science, Dr. Intissar Bint Suleiman Al- Suhaibani of the College of Science has won two international awards for her research in chemistry. The first was from the International Trade Organization of Korea, and the second was the Silver medal from the International Women Inventors Fair that was held in Seoul in She has previously won gold in the International Geneva Conference in the same year

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