Higher Education in Saudi Arabia - Essay Example

Heading: Higher Education in Saudi Arabia Your name: Course name: Professors’ name: Date Introduction This paper focuses on ways in which the Saudi Arabian government is developing, implementing and fostering innovation in its higher education by using various theoretical perspectives. First, it explores number of universities and colleges that the country has established. Here, the number of both male and female students that enroll in higher education institutions and graduates is assessed. Secondly, the paper focuses on various ways in which some higher institutions are undertaking innovation, research, and development activities. Here, some innovative accomplishments are discussed according to the respective institutions. Thirdly, it explores works of both private and public sectors in an attempt to promote innovation in higher education. Fourthly, this essay discusses some technological milestones that have been realized in Saudi Arabian institutions, such as the use of computers, cameras, and websites. Lastly, the paper looks at scholarship programs initiated by the government to promote innovation. General Information on the Topic Just like in any other country in the world, Education has been a basic need in the Saudi Arabia. From elementary to higher education, education in the country is free and open to all citizens. Education is a responsibility of the Ministry of Higher Education, Ministry of Education, and the Technical and Vocational Training Corporation (Enriquez 2010, pp. 18-20). In higher education, there are 24 public universities that consist of departments and colleges offering PhD, masters, bachelor degrees, and diplomas. As part of promoting innovation in these institutions, King Abdullah created a scholarship program, in 2005, that sends Saudi students to the popular universities in the developed countries. Currently, through the imitative, there are over 100, 000 students abroad. In the technical and vocational training, the country has 60 vocational institutes and 30 technical colleges that are aimed at upgrading and developing plans and programs for industrial and vocational needs in the labor market. The concept of free education in Saudi Arabia is beneficial in that it gives its citizens power through knowledge, improves their quality of life, gives them equal opportunities, and focuses on learning (Hall & Rosenberg 2010, pp. 100-103). According to Hall & Rosenberg (2010, pp. 100-103), many schools were opened in the region that allowed similar education for both women and men. The country saw an increasing number of female graduates with the rising number of higher education opportunities. In spite of the great expansion of female schools in the region, they were inadequate for all the female students who wanted their admission. With the fast growing technology in the world, the country sought ways of coping with these changes as well as being part of its growth (Yoram 2008, pp. 78-81). Consequently, higher education centers were upgraded with science and technological courses incorporated in order to further development. Saudi Arabian government designed development plans that were charged with the indigenizing its labor force, copying with rapid social, technological, and economical changes in the region. Therefore, many higher education institutions were developed with an objective of cultivating research and innovation among students. King Abdullah City for Science and Technology (KACST) King Abdullah for Science and Technology (KAUST) have been developed in the region as part of the centers that promote innovation. Moreover, schools have adopted technological measures, such as, laboratories, email, internet, computers, blog, wikis, sms, websites, software, and workshops (Enriquez 2010, pp. 18-20). According to Yoram (2008, pp. 78-81), Saudi Arabia is one of the countries in the Arabic countries and the rest of the world that has fully embraced technological innovations in all its sectors of economy. Notably, higher education is one of the sectors that have faced serious scientific and technological innovations in the kingdom. Because education is an important human right in Saudi Arabia, the kingdom is working hard to ensure that its citizens can access it. In fact, it has made it free to everyone by allocating a total of 100 SR per month in order to support the youth in completing their higher education (Enriquez 2010, pp. 18-20). It provides free housing and financial aid. Besides, it offers books, transport, and meals at reduced prices. In addition, female students have an advantage over the male students because they are offered free transportation (Yoram 2008, pp. 78-81). Theoretical Approaches There are various theories that facilitate the understanding of innovation concept in the Saudi Arabian higher education. First, John Dewey argues that learning is a process rather than a preparation for the future life (Robinson 2001, pp. 76-80). He also says that art entails self-realization among people. Moreover, he states that aesthetic learning involves personal thought, experience, and belief, to imagine, create, and evaluate beautiful things. Therefore, in order to achieve this, teachers ought to integrate artistic practices in classroom activities. He further proposed some themes that help students achieve engaged learning experiences. These include connections, risk taking, active engagement, imagination, and sensory experience. Secondly, market approach is another influential way of understanding innovation in higher education. This theory explains the competition among private and public, local and foreign institutions; hence making individuals chose the ones that suit their needs (Robinson 2001, pp. 76-80). Thirdly, there is a professional approach that is client-orientated and knowledge-based. Furthermore, Robinson (2001, pp. 76-80), says that this theory promotes the arming of teachers with expertise that is required in educational change. This enables them to produce innovative students who can solve social, environmental, and economical issues in the society. Therefore, these theories explain the strategies that the Saudi Arabian government has taken in order to achieve innovation in higher education. Innovative Strategies In its attempt to satisfy manpower needs of increased demand for higher education, Saudi Arabian kingdom has facilitated the establishment of 16 colleges and universities. In these institutions, various courses are offered, such as, engineering, geology, medicine, Islamic, and social studies. Moreover, the kingdom has managed to expand the number of these institutions in order to accommodate the rising number of students seeking admission. For instance, between 1989 and 1993, the number of secondary schools rose from 1,103 to over 1, 700, while teacher training institutions increased from 40 to 43. In its 6th development plan, the government’s objective was to increase the number of male and female graduates of bachelor’s degree levels and general education. In fact, there is a considerable advancement in the fields of vocational training and technical education. This is as a result of the development of properly-staffed and well-equipped training institutions in the region. This expansion is instrumental in creating a highly-skilled, innovative work force in Saudi Arabia, charged with the responsibility of contributing to its economic development and high productivity. Additionally, in order to cope with technological and economic changes, the government is making great efforts of qualitatively, and quantitatively expanding its vocational training system. Therefore, its 6th development plan aims at increasing the number of technical graduates in the country (Momani, Ihmeideh, & Momani 2008, pp. 23-26). According to Eugene (2010, pp.56-62), colleges and universities make great contributions to scientific qualification of personnel in science and technology, and in the dissemination innovation, technology, and science. In the first four years, there was an establishment of eight universities with 52 scientific colleges. It is believed that a boom in higher education in Saudi Arabia began in 2006, at time when king Abdullah took leadership. In 2005, there were only seven universities in Saudi Arabia; thus, the number of graduates was limited. However, King Abdullah noted the deficiency and strategized on ways of improving the country’s education system, especially in higher education (Momani, Ihmeideh, & Momani 2008, pp. 23-26). One of his strategies was to increase the number of universities so as to raise the number of graduates in the country. Currently, there are over 30 technical training colleges, and 24 governmental universities in the region (Hall & Rosenberg 2010, pp. 100-103). Some of these institutions include the King Abdullah University of Science and Technology, King Abdullah City of Science and Technology, King Abdul Aziz University, King Saud University, Islamic university, King Fahd University of Petroleum and Minerals, and Umm AL-Qura University. He has also facilitated the establishment of private colleges, girls’ colleges, and community colleges that constituents of universities (Banlaoi 2005, pp. 34-40). In addition, there was an increase in the number of science faculties in the country to 171, and the enrolment scientific disciplines rose to 181, 000 in 2008. Moreover, the number of scholarships awarded increased in 2008 to 584. To add to this, Eugene (2010, pp.56-62), states that KACST offered 130 scholarships, hence making the total awards under the Custodian of the Two Holy Mosques Program for scholarships Abroad to 70,000. Further expansion was realized when 17 private institutions and three private universities were established in the country to focus on technical and scientific fields. Hall & Rosenberg (2010, pp. 100-103) says that KACST is a science agency in Saudi Arabia whose main is to become the best center in the world for science and technology, and to create a considerable economic activity in the region that is based on technological development and innovation. Its main function is data collection, policy making in science and technology, funding of researches in universities and hospitals, and as a patent office. It also facilitates Saudi technology and national innovation transfer activities, and science and technology global cooperation. Moreover, the university has a total of seven institutes, five national research, innovation, and development programs, four centers, and numerous joint centers. Therefore, it forms the widest research, innovation and development center in the country (Banlaoi 2005, pp. 34-40). In addition, under the 8th development plan, the university achieved a substantial progress in that it received grants for advanced and strategic technologies provided by the National Plan for Science, Technology and Innovation. As a result, the research and development system in the kingdom greatly improved (Ben & Zayzafoon 2011, pp. 34-36). For instance, in 2009, more than SR500 million was set aside to support university research projects and those in other research centers. Furthermore, KACST has a continuous annual grants’ program implementation with an estimation of SR796.11million for 2,388 projects in 2008. Hall & Rosenberg (2010, pp. 100-103) further points out under the 8th development plan, there research projects, especially the advanced programs and technological projects that are carried out in KACST centers and institutes. Out of these projects, over 200 technical products were realized; hence enhancing social and economic advancement. Some of KACST’s numerous achievements are several patents, innovative methods and techniques, and advanced technologies that minimize water desalination and solar energy costs. As a result, the country is enjoying water desalination technology that uses solar energy. The project’s first phase has been useful in meeting the needs of Khafji city residents in that they enjoy about 30,000 cubic metres of desalinated water every day. In addition, the project’s second and third phases would greatly benefit the rest of the country (Hall & Rosenberg 2010, pp. 100-103). What is more, KACST innovative success is in the manufacture, development, and launch of 12 satellites in the country (Abbas 2009, pp. 67-71). It has also managed to design and construct an Electrostatic particle Accelerator. Moreover, KACST has developed a radar system that is useful in the protection of the aircrews form lasers. Furthermore, the development of an Arabic morphological analyzer, an automated Romaniser of Arabic terms, and an automated diacritizer of Arabic text are part of KACST’s innovative achievements. Additionally, by using nanotechnology, the university managed to develop catalytic materials that are instrumental in the production of clean, affordable fuel. Besides, it has produced heat-and-fire-resistant polypropylene plastics, and a technique of uncovering Red Palm Weevil. More so, KACST has successfully cloned and produced an Arabian camel insulin hormone. It has also managed to advance in palm genome studies. KACST has also designed detailed plans for advanced, strategic technologies in oil, water, gas, nanotechnology, petrochemicals, biotechnology, information technology, genetic engineering, photonics, aviation and aerospace, electronics and communication, energy, environment, and advanced materials (Hall & Rosenberg 2010, pp. 100-103). Additionally, it has developed plans for physics and mathematics that aid target technologies, agricultural, building and construction technologies, and medical and health research. Furthermore, Rudner (2009, pp.21-23), state that it has completed research related to the establishment of Technology Innovation Centers in Saudi Arabian universities, which advance close connections among universities, City, and industrial sector. This also helps in the incorporation of scientific study findings in the commercially marketed services and goods. In addition, KACST has two incubators in biotechnology and information and telecommunications. It also has plans for studying the establishment of eight additional incubators, with five of them produced in universities. On the other hand, the KAUST was established mainly to promote scientific research and graduate studies in Saudi Arabia (Hirschl 2008, pp. 56-62). The university targets to produce unique science graduated because its staff consists of a team of world-leading experts and scientists. It offers doctorate and master degrees in eleven scientific areas, and eleven research centers. These centers are clustered into energy and environment, resources, life sciences, bioengineering, materials, computer science, and applied mathematics. According to Rudner (2009, pp.21-23), KAUST was established to speed up the creation of new jobs in innovation economy through education, research, commercialization and innovation. Moreover, the university organizes mentorship programs, speaker series, seminars, and venture fund to aid incorporating its innovations from the laboratories to the world market. Besides, it aims at becoming the leading center and a role model to other universities in bringing change in economy through innovation (Rudner 2009, pp. 21-23). Sarah (2009, pp. 87-90) state that through its partnership with the Dow Chemical, KAUST has invested in innovation in Saudi Arabia. The two institutions collaborated on a variety of academic study programs designed to fit the university’s areas of excellence in education and research. In the partnership, Dow will carry out research and development in KAUST Innovation Cluster equipments till the completion of its facility in the KAUST Research Park. The study focuses on water, oil and gas, water treatment technologies, and infrastructure. In addition, Dow provides chances and financing to train and educate Saudi Arabians. Moreover, it has provided academic advancement opportunities and offered permanent employment to the university students. Furthermore, Dow provides financial aid to students participating in the research challenge competitions. In relation to Dow’s 2015 Sustainability Goals, the university administers Dow Sustainability Innovation Student Research Challenge Program that rewards students for their research and innovation of solutions to global economic, social, and environmental challenges (Ács & Szerb 2011, pp. 47-56). Therefore, the collaboration will enable the country advance in its innovative projects that solve current developmental problems, such as, sustainable living and clean water supply. In addition, Ramady (2010, pp. 45-60) says that Saudi Arabian institutes of higher education collaborate with governmental agencies in the promotion of innovation in the country. There are numerous such agencies that carry out Research and Development activities. For instance, in the Ministry of Agriculture, there are many research centers in fisheries, livestock, and agriculture. Moreover, in health sector, there other research centers that include those at King Faisal specialist Hospital, Joint center for Research in Prosthetics Devices, King Khalid Eye Specialist Hospital, Prince Salman Center for Disability Research, and the National Center for Vaccine Production based in National Guard King Abdul-Aziz Medical City. Moreover, there are other study centers in Saudi Wildlife Commission, and Saline Water Conversion Corporation. In addition, most public bodies and ministries in the country have research and studies departments (Sarah 2009, pp. 87-90). Many private-sector organizations also participate in the higher education, innovative strategies. Imperatively, Saudi Basic Industries Corporation (SABIC), Arabian Metals Company, and Saudi Arabian Oil Company (Saudi Aramco) have research units and centers. In addition, companies in the Economic Offset Program like International Systems Engineering Company, Aircraft Complementary Equipment Company, United Lubricant Oil, and Obeikan Technical Fabrics Company also have such centers (Marriot 2008, pp. 45-56). For example, SABIC made many accomplishments, under the 8th development plan, in science and technology. Therefore, by 2009, it had a total of 7,096. It also has partnerships with many Saudi universities as it funds their scientific study and technology. On the other hand, Aramco has involved many national and international universities in its innovative plans. Its main focus is on the nanotechnology, gas, oil, energy, microbiology, biotechnology, and new materials (Ramady 2010, pp. 45-60). This way, company is promoting research and innovation among university students by attracting gifted researchers and scientists. In fact the company is planning to design a research, innovation and development activities that entail new activities like programming and planning oil production. With the aforementioned facts, it is explicit that Saudi Arabian government is determined to promote innovation in its higher education. In order to enhance innovation in higher education, the government has established strategies of recognizing and awarding individuals that display great creativity and giftedness. This is done through sponsorships that are organized by governmental and non-governmental agencies. This was largely developed under the 8th development goal, for instance, there is a foundation called Mawhiba (King Abdul-Aziz and his Companions Foundation for Giftedness and Creativity). This is an agency that was tailored to promote innovativeness, creativity, and giftedness among students in higher education institutions (Ács & Szerb 2011, pp. 47-56). Its vision entails the development of a creative nation that is rich in gifted and talented individuals who are influential in solving environmental, economic, and social issues in the country (Sarah 2009, pp. 87-90). This is achievable by maintaining a steady, economic growth and prosperity in the kingdom. Some of the foundation’s goals include expansion and improvement of the existing educational chances for the talented, mobilizing community awareness on the significance of innovation and education, and the effects of a sustainable development. More so, in the 9th development plan, Mawhiba aims at partnering distinguished institutions, capacity building activities and programs, improvement of work environment to sustain creativity, and education on creativity, innovation, and giftedness (Marriot 2008, pp. 45-56). Besides, there are other national agencies that improve talents like Riyadh Philanthropic Society for Science and the Gifted Students Department of KACST. The latter organizes annual competitions in physics and mathematics. There are also other private institutions that support scientific and innovative excellence in higher education. What is more, support and honor for scientists and science has been done through numerous private and public awards. Some of them include King Abdullah Translation Award, King Faisal International Prize, Prince Sultan Bin Abdul-Aziz International Prize for Water, and Al Marai Prize for Scientific Innovation under KACST (Ács & Szerb 2011, pp. 47-56). Ács & Szerb (2011, pp. 47-56) further say that innovation in higher education in Saudi Arabia is demonstrated by sophisticated equipment, excellent buildings, modern laboratories, computers, workshops and software in the universities and colleges. Because of the scientific studies carried out by students in the country, higher institutions for learning have build modern laboratories that facilitate extensive and adequate research activities for the students. Besides, the laboratories are well-equipped with sophisticated facilities that enhance innovation, research and technology. Innovation is also promoted by using information technology in research and lecture. In fact, lectures have can watch their students while sitting by using cameras. This also aids them in determining their progress and achievement in lectures and class. As a result, movement from offices to classrooms is minimized by technology. In addition, lecturers can further monitor the students’ activities in classroom and laboratories through computers. They can also give assignments to the students through computers, mark and provide feedback using this technology. What is more, Marriot (2008, pp. 45-56) says that information technology allows students and lecturers to interact through short messages and emails. Here, a lecture can send a task to the students who, in turn, work on it and submit the responses via the same means. Additionally, students can access information on their study topics on various websites provided by the lecturers. They can also write and read blogs as way of learning and sharing knowledge. Institutions also have their own websites where students, lectures, parents and other people can access current affairs, notices, developments, news, and available opportunities. For instance, universities and colleges advertise their programs through such websites. They also announce their career opportunities through such sites since they are accessible to a variety of people. Apart from improving efficiency in their work, information technology also fosters accuracy and consistency in teaching and learning process (Ramady 2010, pp. 45-60). Innovation is also fostered in Saudi Arabia through scholarships awarded by some governmental and non-governmental agencies. For example, King Abdullah Foreign Scholarship Program is influential in developing innovation, research and technology in the country. In fact, it has over 100,000 Saudi students studying abroad. This initiative is designed to be a significant source of aid for Saudi universities and private and public sectors in the country through the supply of highly-qualified citizens, preparation, development, and qualification of personnel in an effective way, in order to provide international competition in the research fields and labor market. In order to realize this vision, the king gave a royal decree in 2005, and launched it. Some of the program’s goals include exchanging educational, scientific, and cultural experiences, building highly-qualified professionals in Saudi Arabia, raising and developing professionalism level among Saudi Arabians, and sponsoring qualified Saudi Arabians to learn in popular universities globally. Marriot (2008, pp. 45-56) states that the program ran for the next five years, and has produced tremendous benefits to the kingdom. This program started by sending some female and male students to universities in the United States. It then widened its scope to add some developed countries that had various areas of specialization in order to satisfy the needs of the labor market in the kingdom. Because the ministry achieved its goals, the program was renewed in 2010; hence enabling more students to study abroad. Some of the advanced countries in which the Saudi students study include Canada, Ireland, Germany, Netherlands, France, United Kingdom, United States, Spain, Poland, and New Zealand. Some of the courses studied by these students are nursing, medical sciences, pharmacy, engineering, computer science and engineering, pure sciences, law, finance, accounting, and e-commerce (Ács & Szerb 2011, pp. 47-56). Conclusion Innovation in Saudi Arabian higher education can be explained by three theoretical approaches: aesthetic, market, and professional approach theories. This innovation has been achieved through collective efforts of the governmental and non-governmental agencies. Some governmental strategies include establishment of KAUST and KACST centers that have made many innovative accomplishments, governmental scholarships, awards, and competitions. Moreover, universities and colleges have adopted technological measures that include the use of websites, emails, computers, and cameras. Therefore, Saudi Arabia is among the few countries that have achieved innovation in higher education. Nevertheless, there is a need for more innovative strategies that will completely solve environmental, social, and economic problems in the world. References Abbas, A 2009, Business and management environment in Saudi Arabia: challenges and opportunities for multinational corporations, Routledge, New York. 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