Women education In Saudi Arabia , Sustainable Development and NGO's - Essay Example

Women education In Saudi Arabia, Sustainable Development and NGOs al affiliation Women education In Saudi Arabia, Sustainable Development and NGOsBackground of Saudi Arabian women’s school structure The education sector for women in Saudi Arabia has been taking certain trends to arrive at its present status. Education for women was initially implemented during the mid-fifties. Since then, it has been highly valued in the Saudi community. The Ministry Of Education implemented publicly subsidized educational institutes for men in 1954.

Six years later, educational facilities for women were implemented under the insight of then Crown Prince Faisal and his wife Iffat. Women’s education began rising and reaching out the monarchy. The trend has been facing many barriers. Nevertheless, education for women is still being implemented in Saudi Arabia (Hamdan, 2005, p. 43). Human development trend Additionally, UNEP released statistics that depicted an approximate and predicted adult illiteracy rate of 2.5% for women between the years of 15 to 14 (UNEP, 2011, p. 1). The most upsetting factor of the crisis in the country’s education sector is the inability to offer the needs for the progress of Arabian women.

A 2002 Arab human development report indicated that women’s education does not regularly train students, means of assessing information to become innovative. As a result, graduation rates become high and eventually face a low employment rate. A huge proportion of graduate women become unemployed after finishing their educational courses (Hamdan, 2005, p. 43). More Detail on Saudi school structure The current Saudi school structure works for both men and women with the aim of reducing illiteracy rates in the country, and increasing employment opportunities (Joseph and Najmabadi, 2003, p. 230). The American school structure was gravely considered by the Ministry of Education when drawing out the local school curriculum and structure for Saudi Arabia.

This approach was considered due to the economic disruption following the discovery and exploitation of oil have rise to a trend that fostered education abroad. Women’s education at all levels, elementary, high school and tertiary, were under the Department of Religious Education until 2002. The Ministry of Education took over the education scene in the country to guarantee women’s education non-deviation from the initial objective. Currently, higher schooling is offered by seven universities, several academies for women, an institution of public administration and 17 teacher-training colleges (Hamdan, 2005, p. 44). Barriers Women’s education encounters several barriers to its implementation and development.

Women’s liberties and duties in Saudi Arabia have faced equal controversy amongst its conformists and progressives (Hamdan, 2005, p. 42). Exploring women’s education trends in the Arabian community will reveal political and social occurrences. These events greatly contribute to the current position women take in the community. Women’s education has been hindered by such factors, contributing to the rise of other issues such as women’s liberties to drive, certain professions and certain topics of education.

Topics in education such as sciences and arithmetic-related disciplines have been confined men only. This limits women’s chances of getting jobs within, and outside Saudi Arabia. Early marriages restrict women’s abilities to engage in educational activities. This is because women are forced to cater to domestic chores and taking care of children (Joseph and Najmabadi, 2003, p. 230). Who addresses the issue? The Saudi Arabian government was reinforced by the Shi’a revolt in early 1979 with the aim of empowering women and voting for a change in the cultural treatment of Arabian women.

As a result, the Ministry of Education found engaging women in educational exercises profitable. This was achieved through material support and communal justification where readily accessible. NGO’s have invested in tactical, replicable, creative policies with the aim of supporting social female entrepreneurs building economic empowerment and developing spiritual protectionism. For instance, the Wajeha NGO creates official security to women’s basic needs ensuring educational independence amongst them (Hamdan, 2005, p. 47). Recommendations A more flexible perspective of women’s participation in the labor force of Saudi Arabia is urgently required.

Generation of more employment opportunities for Saudi women will contribute to increased nationwide income, and minimize the nation’s reliance on foreign labor. Women should also be offered a chance to be heard by the political and corporate world. Islam religion is popularly known fro the strict and biased nature of living on its women (Hamdan, 2005, p. 48). This perspective should be altered through the media, government and commercial world. NGO’s can go to the extent of catering to sponsorships for women who have graduated or shown exemplary performance trend from high school to universities.

This way, more women become qualified for venturing in entrepreneurial posts within the country, as well as increased employment and literacy rates. RECAP The human development report released statistics that depicted an approximate and predicted adult illiteracy rate of 2.5% for women between the years of 15 to 14 (UNEP, 2011, p. 1). Women’s liberties and duties in Saudi Arabia have faced equal controversy amongst its conformists and progressives. NGO’s have invested in tactical, replicable, creative policies with the aim of supporting social female entrepreneurs building economic empowerment and developing spiritual protectionism (Hamdan, 2005, p. 56). NGO’s can go to the extent of catering to sponsorships for women who have graduated or shown outstanding performance trend from high school to universities.

A more flexible perspective of women’s participation in the labor force of Saudi Arabia is urgently required. This can be achieved with the creation of more employment opportunities for Saudi women, contributing increased nationwide income, and minimizing the nation’s reliance on foreign labor.ReferencesHamdan, A. (2005). Women and education in Saudi Arabia: Challenges and achievements. International Education Journal, 2005, 6(1), 42-64.Joseph, S. and Najmabadi, A. (2003). Encyclopedia of Women & Islamic Cultures: Economics, education, mobility, and space.

California: BrillUnited Nations development program (UNEP). (2011). Saudi Arabia: HDI values and rank changes in the 2011 Human Development Report. New York: United Nations development program (UNEP)