A historical development of the public secondary school curriculum in Saudi Arabia from 1930 to the present.

Abstract

The traditional mathematics courses of algebra, geometry, and trigonometry have been integrated and the syllabus has been changed to what is termed the "new mathematics." Other courses of the secondary school program of studies have been in the initial stages of integration, including science, social studies, language studies, etc. The rigid system of examinations has been changed from the traditional pass/fail grading to a more flexible one based on the American system of education. The Ministry of Education has been gradually reorganizing its administrative structure, aiming at a long-range trail of decentralization. Gradually increasing autonomy has been granted to the educational districts.

It was concluded that the recent influence and advice from educational agencies, such as UNESCO and from the west have been perceived by many Saudi Educators as a promising point of departure in moving the traditional system toward more flexibility and relevant education. However, the reinforcing of the traditional mores of the society and the persisting strict academic content of the program of studies more than anything else the fundamental problem facing education. It was further concluded that the curriculum defined narrowly as subject matter has reflected not only the aims and objectives of education but, has also influenced the development of the teaching method, the content of the courses and the examination system.

The concepts of the comprehensive high school, the combined school, and the full-day work school have been introduced recently from the United States to provide an alternative education. Study groups in mathematics, science and social studies have been established, but their numbers, resources, activities, and financial status are limited.

Related available literature reviewed included Ministry of Education documents, local newspapers, reports published by UNESCO and the United States educational agencies. Periodicals and books in Arabic and English were reviewed. Personal observations and informal discussions with various Ministry of Education, local educational district and secondary school personnel were important factors in the study.

Although education in Saudi Arabia has been influenced by many foreign practices, it has maintained the main lines of its tradition and has remained true to its origins in Islamic principles. The development of education in general, and curriculum, in particular, was based on the Egyptian system of education. Reforms in education thereafter began to shift gradually toward the main lines of the British, then the American educational systems. This latter trend has been mainly a matter of copying the practices of the American system, rather than adopting the ideas of the system and suiting them to Saudi practice. By far, however, the most significant development occurred in the 1970's.

The purpose of this study was to investigate the historical development of the Saudi Arabian educational system since its establishment in the 1930's with emphasis on the development of the secondary school curriculum (organization, program of studies, teaching methods, teacher education and examination system) that took place in the last two decades.