Girls Education Policy in Saudi Arabia - Case Study Example

GIRLS’ EDUCATION POLICY IN SAUDI ARABIA By student’s Name Code + Course Name Professor’s Name University/College Name City, State Date Girls’ Education Policy in Saudi Arabia In most countries, education has been labelled as a right entitled to all their citizens. This belief acknowledges that providing a sufficient, appropriate education plays a significant role in the economic growth of any country. Education imparts skills to individuals who then provide labour in their various areas of expertise; this, in turn, enhances the country’s professional and economic development. However, although various countries have embraced all-round educational programmes to ensure that each citizen is afforded an equal opportunity in accessing a quality education, some countries still lag behind in this sector. Over the past few years, Arab societies have been overshadowed by various gender inequalities and discrimination regarding the accessibility of education. Because of Islam’s influence in this region, it can be argued that the religion itself is a contributing factor to the gender disparities experienced in the al-Maghreb, Mashreq, and the Gulf regions (ElSafty, 2005). However, a large part of this discrimination is a characteristic of an Arabic male-dominated culture, where the superiority of males over females is considered the norm. The Islamic religion has gone to great lengths to support the rights of women, especially in elevating the position of these women in the society. Islam considers education to be a major contributing factor towards females attaining an elevated social status. This push has led to the development of various policies in Saudi Arabia, which have facilitated the education of females in an attempt to narrow the gender gap that has been created throughout the history of the Kingdom. This paper reviews the policies guiding girls’ education in Saudi Arabia with a focus on the various challenges that such policies face and the specific areas that need to be improved. This paper will also provide policy recommendations including evaluations of and improvements on existing policies. Background When it was established in 1932, Saudi Arabia was a poor country and had only 12 schools (Simmons, 1994, p. 69). During that time, education was only offered to male children. In 1950, the Kingdom of Saudi Arabia experienced an economic surge after the discovery of its large oil fields. An increase in national revenue called for an increase in education expenditures, and 365 schools were established, and King Saud established the Kingdom’s Ministry of Education in 1954. Various students began to visit other countries to pursue higher education, as Saudi Arabia had no higher education institutions until 1957, when it established its first university (Simmons, 1994, p. 70). In spite of these educational advances, female students were still not allowed to go to school. These schools were exclusively for males, and co-education was not allowed. However, religious leaders played a major role in influencing the King’s perception of the importance of females’ education by authorising an education initiative that would offer girls equal education opportunities as boys. Three years later, King Saud opened girls’ education schools (Al Rawaf & Simmons, 1991, p. 287). In contemporary Saudi society, the success of females’ education is highly attributed to King Saud’s initiative (Alamri, 2011, p. 89). As much as the Saudi Arabian government has developed various strategies and policies that support and facilitate the education of females, the gap between male and female literacy is still narrowing at a slow pace. The inequality female education is a trend among Arab countries. Even with the boom in oil production that led to the development of programs that facilitated female education, gender discrepancies still exist. One of the major indicators of this discrepancy is the high number of males enrolled in most of these countries’ educational institutions (Hamdan, 2005, p. 44). This discrepancy indicates that gender is seen as a hindrance to accessing quality education, and the education of males is more valued than females. In addition, the literacy level of among males is high compared to females. A cause of this illiteracy among females is due to their lack of access to proper education. Table 1 shows the inequality as it relates to education accessibility among males and females in Arab countries with respect to the literacy levels and the levels of enrolment at all stages. Table 1: Literacy Rates and Enrolment among Arab Countries Country Adult literacy rate % Age 15+ Combined primary, secondary, and tertiary enrolment ratio F M F M Bahrain 82.2 90.5 83 77 Kuwait 79.4 84.0 61 57 Qatar 82.6 80.1 75 75 Libyan Arab Jamahiriya 66.9 90.2 92 92 Lebanon 79.8 91.8 81 76 Saudi Arabia 65.9 83.5 60 62 Oman 56.6 79.1 56 59 Tunisia 59.3 80.4 72 75 Jordan 83.4 94.5 57 53 Syrian Arab Republic 59.3 87.7 61 65 Algeria 55.7 77.4 69 75 Egypt 42.8 66.1 72 80 Morocco 35.1 61.1 46 58 Yemen 23.9 66.6 29 72 Sudan 44.9 68.9 31 36 Source: (ElSafty, 2005) Table 1 clearly indicates that male literacy levels are higher than that of females’ in most Arab countries. However, most Gulf countries including Kuwait and Qatar have succeeded in reducing the gap (ElSafty, 2005). Given the support of religious leaders, gender inequality and accessibility of education may be no longer an issue of religious restrictions. Instead, inequality has been strongly embedded in the long social history of viewing women as inferior to men. As a result, government policies can, will and do play major roles in reshaping social views and further narrowing the gap between male and female education. In addition, established policies should promote the proper utility of educated females as national resources in order to develop the economy further. Rationale Education clearly plays a twofold role in societal progression. As much as education’s purpose is to enable individuals to pursue careers and to contribute to the further economic development of the home country, education’s social role is equally as important. Education also enables an individual, regardless of gender, to achieve a better understanding of himself or herself and the various issues that he or she must consider for personal and social development. Saudi Arabia, like most Arab countries, has made progress in embracing the education of females, and various policies have been established to facilitate female educational programmes. These efforts have reduced the gap that exists between the levels of education in males and females in the Kingdom. In addition, they have contributed towards social development by creating awareness and have facilitated nutritional and health improvements, reduced mortality and fertility rates and improved the participation of females in the national labour force. However, local traditions, constraining social norms, and the current public educational system’s structure all limit the realisation of equitable opportunities for women and their full participation in development through providing competitive labour (Abu-Nasr D, 2013). As such, a proper analysis of the current education policies in Saudi Arabia is needed to identify the areas that require improvement in order to mitigate any constraints and to enhance the social acceptance of female education. Literature review Policy developments in female education Public education in Saudi Arabia remains rooted in Islam, both in secondary schools and universities. These roots have contributed to the development of educational policies that promote Islam as a common religion (AlMunajjed, 2009, p. 2). In the same vein, it has led to a modernised adherence to traditional views of women in society. The number of women engaged in learning centres has increased tremendously; this aspect can be mistakenly attributed to an increase in the perception of the importance of females’ education. While this may be partly true, the major factor that has led to this acceptance is that education has been established in a way that promotes religion. As such, the educational policy as it relates to female children is primarily meant to nurture them in appropriate Islamic ways in order to familiarise them for their duty of being ideal mothers and good wives. Thus, female students are mainly trained in sectors that suit their presumed roles: medical treatment, teaching and nursing. The gender segregation government policy in Saudi Arabia is a major contributor to this perception of females and the subsequent low employment of female graduates, as they are considered future housewives. According to Abu-Nasr (2013), most women remain unemployed regardless of their educational competitiveness because they are expected not to interact with men as stipulated in gender segregation policies. As much as educational policies in the Kingdom have evolved to allow equal access of a quality education to either gender, a negative attitude towards embracing technology and the professional development of women has also been included in policy. For instance, the policy that prohibits women from driving reflects the general attitude towards women’s participation in their own personal development and their position in society. Benefits of female education Education has various benefits including the development of a country’s economic status (Information Office of the Royal Embassy of Saudi Arabia, 2002). In most populations, the number of females is close to the number of males; therefore, facilitating the utmost development should involve both genders in activities that contribute towards growth. Riddell acknowledges education’s importance in imparting various skills to individuals, skills which can then be used in the labour market and contribute to national economic development (2006, p. 2). According to the human capital theory, income increases with an increase in education. Female education could prove to be a great benefit to disadvantaged Saudi Arabian women, as it would allow them to join the work force, earn income and improve their standards of living. Another important benefit of female education in Saudi Arabia is that it creates personal awareness and helps these women maintain good health. Reduced malnutrition and improved health among children have both been strongly attributed to their mothers’ education (Lassi et al. 2013, p. S13). As such, further improvement of the educational policies for women in Saudi Arabia would essentially guarantee personal development for all Saudi women. Policy-induced changes regarding women Religious leaders in Saudi Arabia fiercely resist change, but through establishing policies, the government has gone to great lengths to enable women to be more integrated in the educational system (Goldin 2006, p. 3). In 2012, four decrees by the Labour Ministry were passed which led to a gradual increase in female job opportunities in the Kingdom. However, these decrees also empowered the conservative claim against female employment by reemphasising the importance of gender segregation in work places. Although men and women are viewed as equals in terms of their duties and rights, religious definitions overshadow legislative views by emphasising the physical nature of, and perceived differences between men and women. For example, men are said to be physically strong, intelligent and willing to face danger, while women are deemed vulnerable, less intelligent, weaker and less willing to face danger (Wilcke, 2012). This perception has continually placed men at the top of society with the duties to provide for women and children, while females are seen as subordinates to their male counterparts; women are relegated to obedience and providing care to their children. In a statement released in the late 1990s, the Council of Senior Religious Scholars defined the woman's place to be at home, and women were only expected to leave their houses during times of emergencies (Center for Global Development [CGD], 2002). This definition of the position of females in the society led to a development of an inferiority attitude among women, thus mitigating any chances of exploitation of their ambitions. Nevertheless, Saudi Arabia has experienced tremendous changes in women’s position in society, aspects that have further contributed to positive changes in embracing women’s education. Currently, women are allowed to operate and own businesses in the Kingdom (CGD, 2002). Proper policy development has led to the mitigation of the legal processes formerly required by government offices that allowed female-owned businesses to carry out official interactions. In addition, the involvement of women in politics has also increased; various females have been appointed and elected to the Dammam and Jeddah commerce chambers. Moreover, women have been allowed to stay in hotels alone without male partners since 2008. King Abdulla has greatly contributed to the gender social revolution by pressuring labour ministers to help women enter the labour force. Women’s university enrolment has also significantly increased, with 60 percent of student bodies comprising of female students (Wilcke, 2012). Since 2006, female students have been allowed to study law, a course that was previously set aside for male students only, yet women are still not permitted to practice it (Wilcke, 2012). Although it is still the lowest in the Gulf region, women's involvement in the workforce has increased threefold over the past two decades. Most women work either in the field of healthcare or in learning institutions as teachers. Methods This study incorporates both positivist and post-positivist frameworks in analysing Saudi Arabia’s female educational policies. As such, the positivist approach has been used to review aspects in which education policies and other related policies have succeeded in promoting female education. In this case, factors and considerations that have contributed to this success are reviewed, and conclusions are made concerning their features in relation to their success. On the other hand, the post-positivist framework has been used to review various challenges facing female educational policies ranging from the cultural to religious to political challenges. Under this approach, various policies are reviewed, and their failures are scrutinised to develop an understanding of the factors undermining their implementation. In addition, the roles of Arabian culture and Islam are reviewed to assess their effects on the roles of women in society. Female job opportunities and the level of employment among educated women will also be reviewed through the post-positivist approach in order to determine the females’ utility as it relates to their expertise levels. All of these reviews will be conducted in reference to the experience of a typical male child and how they are advantaged with respect to access to quality education and increased opportunities in the job market when compared to a female child. Findings One of the major challenges that face the implementation of reformed female education policies in Saudi Arabia is the perceived equality balance disruption between males and females (Wilcke, 2012). Although female enrolment in schools has increased, the efforts to mitigate educational inequality have failed to modify the social norms and attitudes that are biased against women. As a result, education policies have created cocoons that re-enforce gender inequality and emphasise that the exclusive role for women is limited to reproduction and housekeeping. This social construct of females’ roles has culminated in a high illiteracy rate that has also contributed to an increased maternal mortality rate. Another important challenge is the prevailing social heritage and culture of females’ education (Hamdan, 2005, p. 45). Arab societies, especially in arid and rural areas, have social attitudes that define women’s natural situations and roles on family life. Similarly, the challenge of participation of women in decision-making and public affairs has limited the implementation of pro-female education policies. Women are still not involved in public affairs and decision-making, and establishing a mentality of equality among the population has been difficult. Because men are favoured over women in the labour market, women’s involvement in education has been limited, as it is presumed that their education does not have an impact on their economic lives (Abu-Nasr, 2013). Although most Arab countries, including Saudi Arabia, have put forth efforts to improve women’s educational policies, these countries’ work systems still prefer offering employment to males. Consequently, this prejudice has also contributed to the increasing unemployment gap between men and women. Poverty is another challenge that hinders females’ education. The education level among women in Arab countries is relatively low compared to males, an aspect that contributes to their fragility in social and economic development. As such, women tend to be more affected by poverty than men, and this leads to a string of more disadvantages for women. Inequality’s qualitative aspects are intensified among women including employment inaccessibility and low wages compared to men. A high percentage of women lives under the poverty line and have little accessibility to social security (Abu-Nasr, 2013). Lastly, another challenge exists within the Arab system’s ability to promote women. Regulations and laws have been developed to support the advancement of women; however, little to no political will or adequate efforts are implementing these policies. This is exemplified by the limited effort put forth through the contemporary educational system in Saudi Arabia and the educational curriculum content, as it normalises gender differences (Hamdan, 2005, p. 55). Gender ideologies based on socio-economic and traditional values have gained legal support in Saudi Arabia, as they are largely associated with Islamic teachings. As such, the curriculum has been developed based on Islamic teaching, an aspect that has exported various gender discrepancies from the religion and has found its way into classrooms. Thus, female students are continuously exposed to a lesser quality of education when compared to male students. Nevertheless, women still have hope as the media in Saudi Arabia has played a major role in empowering women. Magazines commonly feature various achievements by women (2005, p. 52). This type of exposure influences the perception of women concerning their role in societal development. As a result, females are empowered to pursue education in order to meet their various requirements to achieve societal development. Media development has also given the country’s females access to various articles concerning the gender disparities they face, potentially fostering these women to build the courage to overcome societal perceptions about them. Initially, Saudi Arabia, like most Arab countries, did not offer political rights to females. This aspect has changed significantly in the recent past, as the King has appointed women to the Shura Council. The persistent denial of women’s political participation in the Kingdom has, in a significant way, contributed to the reluctance in attaining equity in education. Regardless, the government of Saudi Arabia has promoted the employment of women by establishing employment policies that promote mixed-gender labour environments (Wilcke, 2012). This decision has forced various business owners to accept female employees into their business, and females interacting with males in the work environment is no longer considered taboo. However, religion still influences how individuals’ perceive females’ interactions with males, thereby limiting women’s involvement in the labour market as well as in their own education. Conclusion Female education has undergone a significant change in Saudi Arabia, as more females are enrol into schools at all levels; however, policies that support female education have not changed the country’s perception about women’s social position. Although female involvement in education has improved, Saudi Arabian women, just like women from other Arab countries, are still being left behind in terms of gaining literacy. Attitudes among the country’s population concerning female education are based on the prejudice guided by Islam. This religion may partly foster equality between men and women, but it still discriminates against women through portraying their primary social role as that of housekeepers. A policy review regarding the welfare of women is necessary in order to ensure that such policies emphasise the education of women. References Abu-Nasir, D. (n.d.) Saudi women more educated than men are wasted resource (online). Bloomberg.com. Available from: http://www.bloomberg.com/news/2013-06-04/saudi-women-more-educated-than-men-are-wasted-resource.html (Accessed 24 Oct 2014). Al Rawaf, H.A. & Simmons, C. (1991) The education of women in Saudi Arabia. Comparative Education, 27(3), 287-295. Alamri, M. 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