Educational Change In Saudi Arabia

Alnahdi, Ghaleb H.

doi:10.19030/jier.v10i1.8342

Cited by 31 publications

(38 citation statements)

References 5 publications

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“…10, No. 5;2017 recognised by Ball as (2008:20) "critical to a nation's competitive advantage". Within the Saudi context, reform began on the principles of addressing underachieving students who lacked motivation and productivity.…”

Section: The Regional Contextmentioning

confidence: 99%

“…10, No. 5;2017 nor imposed action primarily because there are no "overt actors pushing for KSA [Saudi Arabian] participation particularly" (Wiseman, 2010, p. 34). For Tatweer, participation in TIMSS allows for the effective education comparisons of nations which can then create improvements in local education policy.…”

Section: Timss-a Knowledge Policy Instrument In Tatweer Reformmentioning

confidence: 99%

“…10, No. 5;2017 by a multi-billion dollar Saudi Public Investment Fund (SPIF). The SPIF was to provide financial support to productive projects of a commercial nature in order to assist in the development of the national economy (SWFI, 2015;Tatweer, 2010).…”

Section: The Tatweer Reforms In Focus: Teacher Development and Ictmentioning

confidence: 99%

“…10, No. 5;2017 learning. A UNESCO (2007) published research report emphasised the significance of promoting greater ICT utilisation as part of any future Saudi state reform package.…”

Section: Tss: Ict As a Support Structure To Educational Development Amentioning

confidence: 99%

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The Saudi Tatweer Education Reforms: Implications of Neoliberal Thought to Saudi Education Policy

Tayan¹

2017

IES

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The King Abdullah Public Education Development Project or the 'Tatweer' education reforms were created to improve the quality of teaching and learning in Saudi Arabia. It was a response to develop generations of Saudis who would contribute to the economic well-being of the nation. The Saudi Tatweer education reforms have been important in highlighting questions about power, globalisation and divergence. Therefore, set against a background of neoliberal discourse, I will assess the influences and impact of the drivers within Tatweer -a seemingly market-driven set of education reforms. With reference to Foucauldian thought on power and governance, I will also raise some questions on whether the Tatweer reforms were rigorous and effective enough in improving the level of education within the Saudi context. Finally, I will consider the importance of Ball's (2003) perspective on performativity, and how market forces and international influence have impacted on Saudi education policy reform.

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Section: The Regional Contextmentioning

confidence: 99%

Section: Timss-a Knowledge Policy Instrument In Tatweer Reformmentioning

confidence: 99%

Section: The Tatweer Reforms In Focus: Teacher Development and Ictmentioning

confidence: 99%

“…10, No. 5;2017 learning. A UNESCO (2007) published research report emphasised the significance of promoting greater ICT utilisation as part of any future Saudi state reform package.…”

Section: Tss: Ict As a Support Structure To Educational Development Amentioning

confidence: 99%

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The Saudi Tatweer Education Reforms: Implications of Neoliberal Thought to Saudi Education Policy

Tayan¹

2017

IES

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“…Studies (e.g., Ibrahim, Al- Kaabi, & El-Zaatari, 2013;Al-Mahdy & Sywelem, 2016) claimed that teachers in Saudi Arabia and the rest of Arab States are not involved in the planning process and not provided with effective training programs. Definitely, that ignorance of teachers has a negative impact on teachers' performance; Alnahdi (2014) claimed large numbers of Saudi teachers display a lack of a sense of responsibility, desire, and enthusiasm for teaching, which reflects on their students' achievement. Al-Mahdy & Sywelem (2016) referred to the absence of sharing practices among teachers which are considered as an obstacle in front of improving school performance, as teachers won't be able to get benefit from the expertise of one another.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2019

eqr

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This paper explores the perceptions of a sample of teachers as far as the teaching of experiential, participatory educational techniques to foreign pupils is concerned. The sample of the survey consisted of 50 teachers of primary schools throughout Greece while the data were collected through a questionnaire. Based on the findings gathered, conclusions are drawn on the cognitive and empirical background of the sample, on the use of techniques, as well as its perceptions on their effectiveness, the difficulties of their application and their training in them. In particular, the survey results show that almost all teachers had formed a good cognitive background about these techniques, but there is a need for further training and modernization of their knowledge on teaching. Finally, further discussion on the issues can be accomplished under study.In the present study, fifty (50) teachers working in the Primary Schools participated. Most participants were women aged between 25 and 35, having a service of more than 10 years and a postgraduate diploma. Data collectionIn the present study, a structured questionnaire of 34 questions was used. This questionnaire consists of thirtyfour questions, including questions about events (Vamboukas, 1998). Ten of them correspond to demographic data (sex, age, marital status, years of teaching experience, workplace, type of public school, postgraduate or other studies) and the rest refer to four factors: the cognitive and empirical background of respondents about specific experiential, participatory educational techniques, the effectiveness of teaching these techniques, the causes of the difficulties in their application and the teachers' training in specific techniques. Given that this is a sample survey based on a standard questionnaire characterized by stability and coherence, it has given the prospect of reaching a part of the population in order to test the theoretical data. Consequently, the results derived from a sufficient number of teachers, and for this reason, the cases have been theoretically formulated and subjected to rigorous and valid control.In order to formulate the content of the questions, the contribution of relevant references on experiential, participatory educational techniques, and experiential learning was important. In addition, the prevailing conditions in the Hosting Classes were taken into account in accordance with the official educational policy texts, which in the current period support refugees in many regions. Finally, the official educational material available to teachers is a factor that has been taken into account when formulating the content of the questions. Limitations of the researchThis research is limited by specific elements based on the research purpose, formulation, and control of research questions, as well as the sample of participants/teachers. These methodological constraints and delimitations are identified in the following key points:• The cognitive background and the perceptions of the participating teachers on specific experie...

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Science Education in Saudi Arabia

Alyoubi

Essalmi

2022

Science Education in Countries Along the Belt &Amp; Road

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Educational Change In Saudi Arabia

Cited by 31 publications

References 5 publications

The Saudi Tatweer Education Reforms: Implications of Neoliberal Thought to Saudi Education Policy

The Saudi Tatweer Education Reforms: Implications of Neoliberal Thought to Saudi Education Policy

Untitled

Science Education in Saudi Arabia

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