RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. MSU LIBRARIES I--—_~.._~. “ . 7W1 £1353“: urn 65 K148 A STUDY OF SELECTED FACTORS RELATED TO STUDENT DROPOUTS IN THE SECONDARY SCHOOLS OF SAUDI ARABIA by Mohammed Abdullah Hajer Ghamdi A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum l977 ABSTRACT A STUDY OF SELECTED FACTORS RELATED TO STUDENT DROPOUTS IN THE SECONDARY SCHOOLS OF SAUDI ARABIA by Mohammed Abdullah Hajer Ghamdi One of the most baffling problems confronting the development of the educational system in Saudi Arabia today is the excessive drop- out rate of secondary school students. This study was undertaken to determine the particular socio-psychological climate variables which influence such a dropout situation. These variables included: 1. 2. marital status, parental level of education, financial situation, student interest, antagonism toward teachers, attitude of parents toward education, student attitude toward school, grading system (annual examinations), 10. ll. l2. l3. Mohammed Abdullah Hajer Ghamdi participation in school activities, student failure, job availability and attractiveness, student attitude toward curriculum subjects. Specifically, the study attempted to answer the following questions: 1. Is there a difference in the proportion among the dropout and matriculating male students and the high school male graduates over the above-mentioned thirteen variables? Is there agreement in the rank order of reasons for student dropouts among the dropout student and secondary school teacher? Do various types of students indicate different levels of importance of the high school diploma? Three null hypotheses were then formulated as the basis of this study. In addition to official reports and government documents, the questionnaire technique was decided upon for use in gathering the needed information. The questionnaire was administered to 400 randomly selected participants (lOO dropouts, lOO matriculating students, 100 2 Mohammed Abdullah Hajer Ghamdi high school graduates who did not continue their education and 100 high school teachers). The study was conducted in the City of Riyadh, the Saudi Arabian capitol. Following the use of the M.S.U. computer, the statistical treat- ment of the data revealed the following findings: 1. Dropouts usually came from uneducated homes in which either one or both parents were illiterate. 2. The majority of dropouts (61 percent) came from a low- income family background. 3. Dropouts and non-dropouts differed with regard to their interest in school programs: 63 percent of the dropouts indicated that their education in high school was either not interesting or boring while only l3 percent of the non-dropouts shared the same attitude. 4. More than two—thirds of the dropouts (70 percent) men- tioned poor relationship with their teacher. 5. Feelings about an unhappy family situation were more prevalent among dropouts than among non-dropouts; approxi- mately 50 percent of the dropouts came from a broken home Mohammed Abdullah Hajer Ghamdi in which either one or both parents were dead or the parents were separated. 6. Non-dropouts were encouraged to attend school by their parents more than were dropouts, and unfavorable atti- tudes toward school were greater for dropouts than non— dropouts. ]. Annual examinations were found to be an important factor in causing students to drop out of school. 8. Participation in extracurricular activities was more than three times greater among non-dropouts. 9. Grade failure and non-promotion were highly associated with dropouts. l0. Both dropouts and high school graduates were attracted by the availability of government jobs. The findings also revealed that both agreement and disagreement existed between dropouts and high school teachers in regard to rank ordering of selected factors which cause students to drop out. The factors most closely agreed upon were: Mohammed Abdullah Hajer Ghamdi l. the family financial situation, 2. annual examinations, 3. student failure, 4. ill health, 5. student interest in working rather than staying in school, 6. dislike for certain subject(s). Finally, the majority of the dropouts (92 percent), 90 per- cent of the non-dropouts and all the high school graduates indicated the importance of all students obtaining a high school diploma. 0n the basis of these findings, the first and second hypothe- ses were rejected and the third hypothesis was accepted. Then, cer- tain steps were suggested with regard to remedial actions to be taken by the Ministry of Education, and recommendations were made for future studies. Dedicated To my parents and to the memory of my brother, I'Saleh.“ ii ACKNOWLEDGEMENTS It has been a privilege and a pleasure for me to have Dr. George R. Myers as both my committee chairman and major advisor. I wish to express to him my deepest gratitude for his support and guidance in making this dissertation a real learning experience for me. My respect, admiration and thanks are also due to my guidance committee members, Dr. Richard L. Featherstone, Dr. Walter w. Scott, Dr. Earl Newman, and Dr. Lois Bader, for their aid and professional suggestions during the development of this study. Special appreciation is owed my parents, too, whose patience and love and faith in my ability have been such a welcome source of encouragement throughout my formal education. My deepest gratitude goes to my son "Yaser" and daughter “Nujood,” for their pride and patience, and to my wife "Nwal," for her love and encouragement and selfless care-taking of the family over the years. Finally, the author is deeply indebted to many people in the government of Saudi Arabia and in both the universities of Riyadh and King Abdulaziz. And a special thank you to all students, employes, and high school teachers whose involvement in this study made it possible. TABLE OF CONTENTS Page LIST OF TABLES ........................ ix Chapter 1. INTRODUCTION AND STATEMENT OF THE PROBLEM ....... 1 Introduction .................... 1 \//The Problem ..................... 4 V/Need for the Study ................. 5 \/’Purpose of the Study ................ 6 \//Research Questions . . . . ............. 7 c; Study Hypotheses .................. 8 \//Study Limitations .................. 9 \//Definition of Terms ................. 9 Organization of the Study ......... . . . . . 10 II. SAUDI ARABIA AND ITS EDUCATION SYSTEM ......... 11 Introduction .................... 11 Educational System Development in Saudi Arabia . . . 16 Historical Background .............. 16 The Development of Modern Education ....... 22 iv TABLE OF CONTENTS (cont'd.) Chapter Page First Phase ................. 22 Second Phase ................. 28 School Organization ........... . . . . 30 Educational Levels ........ . . . . . . 30 Saudi Universities ......... . . . . 34 Other Colleges and Centers for Higher Study. 39 Problems Confronting the Present Educational System .......... . . . . 41 III. REVIEW OF THE LITERATURE . .............. 48 Introduction ............... . . . . . 48 Factors Related to the School ...... . . . . . 52 Failure ........ . ....... . . . . . 52 Non-Promotion ............. . . . . . 53 Absenteeism ............... . . . . 54 Dislike of School ........... . . . . . 55 Extracurricular Activities ...... . . . . . 57 Factors Related to the Family ..... . . . . . . 58 Size of Family . .......... . . . . . . 58 Occupation of Parents. . . , ..... . . . . . 58 Socioeconomic Status . . . . ..... . . . . . 60 Parental Background and Attitudes. . . . . . . . 61 Factors Related to the Dropout. . . . . . . . . . . 64 Studies in Other Developed and Developing Countries 68 England ................ . . . . . 68 The Netherlands ......... . . . . . . . . 69 Tanzania ............... . . . . . 69 Nigeria ............... . . . . . . 7O Uganda ................ . . . . . 71 TABLE OF CONTENTS (cont'd.) Chapter Page Ethiopia .................... 71 Pakistan .................... 72 India ...................... 74 Mexico ..................... 75 Chile ...................... 76 The Arab World ................. 76 Saudi Arabia .................. 77 IV. METHODOLOGY ...................... 86 The Data ...................... 86 Personal Contact ................ 86 The Questionnaire ................ 87 The Population and the Sample ........... 89 Procedures ..................... 92 V. PRESENTATION AND ANALYSIS OF THE DATA ......... 95 Introduction .................... 95 Marital Status and the Dropout ........... 97 Parental Level of Education and the Dropout . . . . 98 Family Income and the Dropout ........... 100 Student Interest in School and the Dropout ..... 102 Antagonism Toward Teachers and the Dropout ..... 103 Unhappy Family Situation and the Dropout ...... 104 Parental Attitude Toward Education and the Dropout. 106 Student Attitude Toward School and the Dropout . . 108 vi TABLE OF CONTENTS (cont'd.) Chapter Grading System and the Dropout ........... School Activity Participation and the Dropout. . . . Student Failure and the Dropout ........... Government Job Availability and the Dropout ..... _Student Attitude Toward Curriculum and the Dropout . Dropouts and High School Teachers' Ranking of the Selected Factors that Cause Students to Drop Out ................... The Importance of the High School Diploma ...... VI. SUMMARY AND RECOMMENDATIONS .............. Introduction .................... The Problem ..................... Hypotheses . .................... Methodology ..................... The Sample ..................... Statistical Procedures Used ............. The Major Findings ................. Recommendations for Further Research ........ Suggested Steps for Action ............. Alternative One ................. Alternative Two ................. vii Page 109 111 112 114 115 118 124_ 127 127 128 129 129 130 131 132 137.35 1383 140 141 F TABLE OF CONTENTS (cont'd.) APPENDIX Page A. TABLES SHOWING STATISTICAL SUMMARIES OF EDUCATIONAL DEVELOPMENT IN THE KINGDOM OF SAUDI ARABIA DURING THE LAST 51x YEARS, 1969/70 - 1974/75. . . . 150 B. CORRESPONDENCE AND QUESTIONNAIRES ........... 161 BIBLIOGRAPHY ......................... 194 viii LIST OF TABLES Table Page 1. THE DISTRIBUTION OF ELEMENTARY AND SECONDARY SCHOOLS IN SAUDI ARABIA AMONG THE DIFFERENT PROVINCES AT THE END OF THE SECOND WORLD WAR ............ 24 2. ESTIMATE OF SAUDI ARABIADISTUDENTS, THEIR SCHOOL LEVEL OR TYPES AND THEIR TEACHERS IN 1950 .......... 25 3. THE RATIOS OF EDUCATIONAL BUDGET APPROPRIATIONS IN SAUDI RIYALS TO THE TOTALS OF GOVERNMENT BUDGET EXPENDITURE BEFORE THE ESTABLISHMENT OF THE MINISTRY OF EDUCATION ................. 26 4. SELECTED STUDIES OF OCCUPATION OF PARENTS OR DROPOUTS . . 59 5. RESPONSES OF MOTHERS ................... 62 6. THE RESULTS OF X2 TEST OF HOMOGENEITY OF 13 MEASURES OF SOCIO-PSYCHOLOGICAL CLIMATE VARIABLES H. NO. 1 . . . . 96 7. MARITAL STATUS AND THE DROPOUT .............. 97 8. FATHER'S EDUCATION AND THE DROPOUT ............ 98 9. MOTHER'S LEVEL OF EDUCATION AND THE DROPOUT ....... 99 10. FAMILY INCOME AND THE DROPOUT .............. 101 11. STUDENT INTEREST IN SCHOOL AND THE DROPOUT ........ 102 12. ANTAGONISM TOWARD TEACHERS AND THE DROPOUT ........ 104 13. UNHAPPY FAMILY SITUATION AND THE DROPOUT ......... 105 ix LIST OF TABLES (cont'd.) Table 14. PARENTAL ATTITUDE TOWARD EDUCATION AND THE DROPOUT. . . . 15. STUDENT ATTITUDE TOWARD SCHOOL AND THE DROPOUT ..... 16. GRADING SYSTEM (ANNUAL EXAMS) AND THE DROPOUT ..... 17. PARTICIPATION IN EXTRA CURRICULAR ACTIVITIES AND THE DROPOUT ..................... 18. STUDENT FAILURE AND THE DROPOUT ............ 19. GOVERNMENT JOB AVAILABILITY AND THE DROPOUT ...... 20. STUDENT ATTITUDE TOWARD CURRICULUM SUBJECTS AND THE DROPOUT ..................... 21. THE RESULT OF X2 TEST OF INDEPENDENCE BETWEEN HIGH SCHOOL TEACHERS AND HIGH SCHOOL MALE DROPOUTS ON 11 FACTORS WHICH CAUSE STUDENTS TO DROP OUT . . . . 22. THE DISTRIBUTION OF PERCENTAGE OF DROPOUTSI AND HIGH SCHOOL TEACHERS' ANSWERS ON 11 FACTORS WHICH CAUSE STUDENTS TO DROP OUT OF SCHOOL ........... 23. THE X2 TEST OF HOMOGENEITY FOR THE DROPOUT, MATRICULATING STUDENT, AND HIGH SCHOOL GRADUATE REGARDING THEIR PERCEPTION OF HIGH SCHOOL DIPLOMA H. 3 .................... 24. PERCENTAGE DISTRIBUTION OF THE THREE GROUPS REGARDING THE IMPORTANCE OF HIGH SCHOOL DIPLOMAS ....... Appendix 25. KINDERGARTEN: SCHOOL CLASSES, CHILDREN, TEACHERS AND ADMINISTRATORS 1969/70 - 1974/75 ........ 26. ELEMENTARY STAGE: SCHOOLS, CLASSES, PUPILS, TEACHERS AND ADMINISTRATORS 1969/70 - 1974/75 ........ Page 107 108 110 111 113 115 117 119 120, 125 125 150 151 LIST OF TABLES (cont'd.) Table 27. INTERMEDIATE STAGE: SCHOOLS, CLASSES, PUPILS, TEACHERS AND ADMINISTRATORS 1969e70 — 1974/75 ........ 28. SECONDARY STAGE: SCHOOLS, CLASSES, PUPILS, TEACHERS AND ADMINISTRATORS 1969/70 - 1974/75 ........ 29. TEACHER TRAINING INSTITUTES: SCHOOLS, CLASSES, PUPILS, TEACHERS AND ADMINISTRATORS 1969/70 - 1974/75. . . . 30. TEACHER UPGRADING CENTRES: CENTRES, CLASSES, PUPILS, TEACHERS AND ADMINISTRATORS 1969/70 - 1974/75. . . . 31. PHYSICAL AND FINE ARTS EDUCATION INSTITUTES: SCHOOLS, CLASSES, PUPILS, TEACHERS AND ADMINISTRATORS 1969/70 - 1974/75 ..... H ............. 32. TECHNICAL EDUCATION: SCHOOLS, CLASSES, PUPILS, TEACHERS AND ADMINISTRATORS 1969/70 - 1974/75. . 33. SPECIAL EDUCATION: INSTITUTES, SECTIONS, CLASSES, PUPILS, TEACHERS-AND ADMINISTRATORS ......... 34. HIGHER EDUCATION: FACULTIES, STUDENTS, TEACHERS AND ADMINISTRATORS ................... 35. ADULT EDUCATION: CENTERS, CLASSES, PUPILS, TEACHERS AND ADMINISTRATORS 1969/70 - 1974/75 ........ xi Page 152 153 154 155 156 157 158 159 160 Chapter I INTRODUCTION AND STATEMENT OF THE PROBLEM Introduction Education is one of the major factors contributing to the change that has already taken place in Saudi Arabia. In fact, it is considered to be the most powerful tool in making the achievement of individual and social goals a reality of modern times. For Saudi Arabia as well as for 1 all of the Third World, education is an essential factor in social pro- gress and a prerequisite for the development Of modern societies; it is A the most profitable of social investments. Sincere efforts have been and are being made to develop the country's human resources, both as an integral part of and as an essen- tial requisite for over-all development. Thus, the government's budget for education has increased from $3.1 million in 1952-53 to over $4532 million in 1977.1 _‘p. . «flaw-v But while such efforts are still being made in the direction of expansion, especially at the secondary level, little is being done 1A1. Nadma. Daily Newspaper, Mecca, Friday, July 17, 1977. ____,_ i ‘W 1 /’ regarding the high rate of attrition and the growing number of un- ” finished products at all levels of the educational ladder. According to an Official report: The twin problems Of retardation due to repetition of grades and dropping out of school are of quite seri- ous proportion in the Kingdom and their joint impact on the educational system leads to an extreme waste of re- sources both human and physical which are allocated for the development Of national education. Such waste results in major education problems such as inadequate man- power, physical losses, over—crowded classes, frustration and the re- lapsing of some students into illiteracy.i Waste in education also takes the form of students dropping out and repeating years; and both situations constitute serious dilemmas for the present system. ummw.. In a worldwide study Brimer and Pauli, in their book Wastage in Education a World Problem, indicated the importance of the problem and its impact on human resource development especially for developing nations. Adolescents will continue to leave school at various stages after receiving an incomplete education, adding to the number of dropouts in the developing countries. This means relapsing into illiteracy in many cases. So the total figures for illiterates will include these by-products of the school. In all countries affected by dropping out, young people will be pushed out into a world embittered, maladjusted and more or less deeply 2Ministry of Education, "The Growth of Education in Saudi Arabia Kingdom" (Riyadh, 1972), p. 39. disturbed by their failure at school. It is not certain that youth will endure this situation much longer without taking some action.3 And Collins in his article about the wastage problem in Tanganyika concluded that: When it is recalled that the wastage problem exists in a country such as the U.S.A. with a high literacy rate and a high per capita income, the need becomes more pressing for greater efforts, in all countries concerned, at the community level to form attitudes favorable to a more educated and trained generation Of youths.4 Finally, from a special report by the National Advisory Council on Supplementary Centers and Services on "dropout prevention“ we learn that There is a growing awareness that the problems are re- lated: that some of the vandalism and violence is caused by students who are real or potential dropouts; that some Of the students who are labelled as handicapped drop out of the system because of inadequate diagnosis, prescrip- tion and attention to their needs; that children in need of bilingual education are prime candidates for dropping out; that the needs of many dropouts are identical to the needs of many students who somehow stay in school.5 3M.A. Brimer and L. Pauli, Wastage in Education A World Prob- lem: Studies and Surveys in Comparative Education (Paris-Geneva: UNESCO I.B.E., 1971). p. 136. 4Sydney Collins, "The Social and Economic Causes of Wastage in School and Other Educational Institutions in Tanganyika," Teacher Education in New Countries, No. 1 (May 1964), 50. 5The National Advisory Council on Supplementary Centers and Services, Dropout Prevention (April 1975), p. 12. Therefore, many research studies have been conducted all over the world to study this problem of educational wastage and the stu- dents' reasons for dropping out of school (see Chapter 3). This study will attempt to examine certain socio—psychological climate variables which influence student dropouts at the secondary school level in Saudi Arabia. The Problem Among the most serious problems facing Saudi Arabian secondary education today is the waste of human resources in the form Of stu- dents dropping out Of school. Indeed, the average yearly rate of high school students labeled as dropouts is over 24 percent, while almost 32 percent Of the students failed to achieve a passing grade average which in one way or another causes them to drop out Of school. Such statistics suggest that Saudi Arabia's future plan for manpower de- velopment is in great danger; the country cannot afford such waste. In an attempt to examine the reasons for school dropouts, this study will undertake to determine if certain socio-psychological climate variables influence students to drop out at the secondary school level in Saudi Arabia. These variables include: 10. 11. 12. 13. Marital status, Family level of education, Financial situation, Student interest, Antagonism toward teachers, Unhappy family situation, Attitude Of parents toward education, Student attitude toward school, Grading system (annual exams), Participation in school activities, Student failure, Job availability and attractiveness, Student attitude toward curriculum subjects. Need for the Study The question arises as to why such a large number of students are dropping out of school without any effort from the Ministry of Education or any educational institute to investigate the nature and the causes for their action. (Our general knowledge of the antecedents V leading to the dropout problem has been expanding due to research efforts in advanced countries. But, as far as the situation in Saudi Arabia is concerned, no research has ever delved into the issue. It is the assumption of this_investigator, however, that there are many socio-psychological factors which are associated with and cause student dropouts which must be examined. Thus, it was the aim Of this study to devote its effort to such an examination and the recommendation of a remedy for the situation. Purpose of the Study The purposes Of this study were: 1. To ascertain the various factors that are related to high school students who drop out. 2. To ascertain the teachers' evaluations of reasons for students dropping out of school and to deter- mine if there was a relationship between the rea- sons they give and those given by the dropouts. 3. To recommend remedies to be carried out. Research Questions The following research questions were posed by this study: 1) Is there a difference between dropout male and ma- triculating male students and high school male graduates in thirteen measures of sociO-psychological climate variables which include: marital status, family level of education, financial situation, student interest, antagonism toward teachers, un- happy family situation, attitude Of parents toward education, student attitude toward school, grading system (annual examinations), participation in school activities, student failure, job availability and attractiveness and Is there agreement in the rank order of reasons for student dropouts between the dropout student and secondary school teacher? 00 various types of students indicate different levels Of importance Of the high school diploma? Study,Hypotheses The following hypotheses formed the basis of this study: 1) There is no difference in the proportion between male high school dropouts and matriculating male student and high school graduates over thirteen measures of socio-psychOlogical climate variables. These variables are: l--marital status, 2--family level of education, 3--financia1 stituation, 4-- student interest, 5--antagonism toward teachers, 6--unhappy family situation, 7--attitude of parents toward education, 8--student attitude toward school, 9-—grading system (annual exams), lO--participation in school activities, ll—-student failure, 12--job availability and attractiveness, l3--student atti- tudes toward curriculum sUbjects. There is no difference between high school teachers and male high school dropouts in the rank ordering Of the selected factors that cause students to drop out of high school. 3) There is no difference between various groups of students in regard to their perception Of the im- portance of the high school diploma. Study Limitations The samples of this stUdy were drawn from several sources: 1) students at the University of Riyadh to represent the matriculat- ing student, 2) high school graduates and high school dropouts who are employed at the government institution in the City of Riyadh to represent both the dropouts and high school graduates, and 3) the teacher in the City Of Riyadh high schools to represent the high school teachers. Definition of Terms ‘ l) Dropout student--A dropout is a pupil who leaves school for any reason except death before graduation or completion of a program of studies and without transferring to another school. 2) Matriculating,student--A matriculating student is one who stays in school and finishes his high school diploma and continues his education through the university. 10 3) High schoolggraduater-A high school graduate is one who leaves school to seek or accept employment in any government Office. Organization of the Study Following this chapter which introduces the problem, Chap- ter II discusses Saudi Arabia and its education system in an effort to familiarize the unacquainted reader with the general setting of the educative system in Saudi Arabia. Chapter III provides a re- view Of the literature on this topic in both developed and develop- ing countries, while Chapter IV explains the methodology used to gather information and analyze data. Chapter V presents the data, and Chapter VI provides the summary and recommendations. Chapter II SAUDI ARABIA AND ITS EDUCATION SYSTEM Introduction The_Kingdom Of Saudi Arabia comprises about four-fifths Of the Arabian Peninsula, which is about one-third of the size Of the United States excluding Alaska. The country is bounded by the Red Sea on the west, the Gulf of Aden and the Arabian Sea on the south, the Gulf of Oman and the Arabian Gulf on the east, and by Kuwait, Iraq, and Jourdain to the North. Saudi Arabia took its recent form and name in 1932 when King Abdulaziz Al-Saud, who had unified the country seven years earlier, issued a royal decree renaming the country "the Kingdom Of Saudi Arabia.“ Over the years, the country has been explored by many European and American travelers and scholars for many years, and the literature is full Of many scholarly, descriptive articles and publications about the area--its history and its people--which the writer sought and collected for learning purposes over the past two years. 11 12 A basic fact to keep in mind about Saudi Arabia is that it was once a typically desert area, with a few precarious towns, popu- lated mostlbey bedouin tribes roaming with their herds and raiding each other for water and pastures and because of Old animosities and desert impulses. Saudi Arabia is a great sandy desert; winds are extremely harsh during the Spring and early summer months, result- ing in eroding windswept plains alternating with rolling sand dunes-..Plant life is very sparse, the country is distinguished by its barrenness. One of the most deso- late and driest places in the world is Saudi Arabia's famous Rub-Al-Khali or "the empty quarter."1 The people of Saudi.Arabia form a relatively homogeneous group, shar- ing similar physical features, a common language, culture, and values, and a common religion, Islam. In addition, Saudi Arabia's population is dominated by tribal relations. The dominant relationships in Saudi Arabian society are personal. Allegiance to Islam, loyalty to the family (defined in terms Of a group of male kin) and loyalty to the tribe are the strongest bonds felt by most Saudi Arabians. Although sendentarization and detribalization have been proceeding with the encouragement Of the govern- ment, the tribal structure is still intact among the nomads and in many of the settled communities. IMitchell Owens, “A Heath Text for 5th and 6th Grades in Saudi Arabia Government Schools“ (Ed.D. dissertation, Columbia University, 1962), p. 1. 2George Lipsky, Saudi Arabia: Its People, Its Society, Its Culture (New Haven: Hraf Press, 1959), p. 2. 13 Population estimates both from international organizations and from Official Saudi Arabia sources have continued to vary widely in the mid-19705. (See Area Handbook for Saudi Arabia 1977, pp. 62- 64.) In February 1976 the government released a brief statement on a census conducted between August 19, 1974 and September 16, 1974 which showed the total population to have been 7,012,642, the annual birthrate, approximately 2.75 percent, and the death rate, 20 per“ 1,000.3 Before the discovery of oil about three decades ago, Saudi Arabia was isolated. Her people used to depend for their livelihood on primitive agriculture and animal husbandry and small scale fishing and trade--which grew out of the pilgrimages of Muslim to Mecca. With the development of an oil industry and Saudi Arabia's increased contact with the outside world, however, profound changes touching every aspect of daily life have occurred in Saudi society. Lipsky describes social change in Saudi Arabia in 1959: The difference between the traditional order and what A is taking shape is very great and for the present, at least, change is occurring more rapidly here than in the Middle East.4 3Richard F. Nyrop and others, Area Handbook for Saudi Arabia, Foreign Area Studies, 3d ed. (Washington, D.C.: American University, 1977), pp. 62-64. 4Lipsky, p. 90. 14 and William Rugh in 1973: Saudis with a secular education have broken less new ground in the social sphere than they have in the eco- nomic. Traditional factors such as kinship and reli- gion still are very important in Saudi social behavior, and have only been modified but not changed in recent years. Family ties remain very strong in Saudi society, but they are undergoing some transformation.5 Today Saudi Arabia is no longer an image of a traditional desert kingdom. Indeed, it is changing so fast that one is unable to categorize it. "Transitional" is a poor term and "modernizing de- picts only a partial reality.6 In the past the country was distinguished by its famous Rub- Al-Khali, one of the largest sand masses of the world which occupies an area of about 250,000 square miles in the southern part of the country and attracts many European and American travelers and scholars. Now, however, the country is distinguished by its wealth and huge oil production along with the world's largest known oil reserve, which attracts many Western businessmen instead. In fact, it has been estimated that Saudi probable reserves are more than 175 billion (b) or about a quarter of the world's proven reserves. Last year [1975] production of some 7 million (bld) 5William Rugh, "Emergence of a New Middle Class in Saudi Arabia,“ Middle East Journal, 2, No. 1 (Winter 1975), 17. ¢M. A. Saleem-Khan, “Saudi Arabia: Wahabism and Oil," Islam and the Modern Age, Quarterly Journal, 11, No. 2 (May 1971), 87. 15 was about 13% of the world's output. It produced' more than a quarter of OPEC output and nearly 50% of the Oil output of Arab nations. Potential dailycapacity is now around 12 million bld.7 The oil sector's share of gross domestic product (GDP) amounted to about 87 percent in fiscal year (FY) 1975, while GDP per capita in the same year amounted to the equivalent of approxi- mately US$6.000 based on the official population estimate of a little over 7 million.8 In 1975 the government announced its five- year development plan for 1975-1980, the cost of which has been estimated at around US$145 billion. One of the basic plan objectives is a 114% increase in the Saudi GNP and reduction of the share of oil in it from 86% to 82%. Of the 145,000 million dollars in the plan, 63% has been allocated for social and economic development, 18% for defense, 8% for administration and 11% for other expenditures, including foreign aid. The objective of this plan, the largest any one country has ever undertaken, is the creation of prgductive branches of industry, agriculture and the like. 7Bart Collins, "Middle East Plans Are Geared to Big Budgets, High Prices," The Oil and Gas Journal, 74, No. 29 (July 19, 1976), 8Nyrop and others, p. 220. 9Rodmilo Trojanoic, "The Development of Saudi Arabia: Oil Boom, Domestic Development, and International Position,“ Review of International Affairs, 27 (February 20, 1976), 27. 16 Educational System Development in Saudi Arabia Historical Background In the Arabian Peninsula, education remained haphazard until the message of the prophet Mohammed came from the Holy City of Mecca like a light in the wilderness. This was an amazing advance in human thought at a time when the whole world lived in the darkness of ignorance. The prophet was the first teacher; the “Koran," the first textbook; and the Mosque, the first school. Illiterate though he was, Mohammed admonished his followers with these inspiring words: Acquire Knowledge, it enables the possessor to distin- guish right from wrong, it lights the way to Heaven, it is our friend in the desert, our society in soli- tude, our companion when friendless, it guides us to happiness, it sustains us in misery, it is an armament among friends and an armour against enemies. And, according to Tibawii Muslim education was launched by a man who is tradi- tionally reputed to have been illiterate. And yet both as a preacher of a new religion and as the head of a state, Mohammed proved to be an effective teacher and an enthusiastic promoter of learning. It is a significant fact that his first experience of the revelation of the "Qur'an" started with the divine command "Read."10 10A. L. Tibawi, "Muslim Education in the Golden Age of the Caliphate," Islamic Culture, The Hyderabad Quarterly Review: Hyder- "abad, Deccan, 28, No. 1 (January 1954), Johnson reprint Corporation (New York, London, 1971). 17 In the earliest day of Islam teachers of that content taught gratui- tously, but the acquisition of learning was confined to adults. This necessitated the establishment of the "Kuttab" for children in which the three Rs were taught in addition to poetry and the recitation of the "Koran." A class of special,,very highly quali- fied teachers emerged for the education of princes and sons of the wealthy. Another class of teachers journeyed the land in quest of the widening range of Arabic and Islamic learning. The content of education continued to be religious in character. Hitti has described the education during the period of the .Abbasid dynasty (750-1258): The Child's education began at home. As soon as he could speak it was the father's duty to teach him "the word,“ "La ilaha illa e lah, "no God whatsoever but . Allah." When six years old the child was held respon- sible for the ritual prayer. It was then that his formal education began. The elementary school "Kuttab" was an adjunct of the mosque, if not the mosque itself. Its curriculum centered upon the Koran as a reading textbook. With reading went writing . . . . Together with reading, penmanship the students were taught Arabic grammar, stories about the prophets--particu- larly hadiths relating to Mohammed--the elementary principles of arithmetic, and poems--throughout the whole curriculum memory work was especially recognized. Girls were welcome to all the religious instruction in the lower grade of which their minds were capable, but there was no special desire to guide them further along the flowery and thorny path of Knowledge . . . . The children of the wealthy had private tutors . . . who instructed them in religion, polite literature and the art of verification. Very commonly these tutors were of foreign extraction . . . . 18 Adult education was nowhere carried on in a syste- matic way, but the mosques in almost all Moslem towns served as important educational centers.11 The devotion to and search for knowledge soon made the Arab world the preserver, if not the cradle, of civilization. Damascus, Baghdad, Cairo, and Cordova became some of the great intellectual centers Cf the world. Mankind's first institution of higher learn- ing was established by the Caliph Al-Mamun in 830 at his capital, Baghdad. One hundred and forty years later Al-Azhar University was fOundeo at Cairo where it continues to function as Islam's great theological school--the oldest university in the world. Arabic be- came the C assical language of learning; in it was preserved and transmitted to Europe the learning of the Greeks, thus paving the way for the Renaissance. Arab culture had reached a very high standard by the twelfth century. The accumulation of learning encouraged the Arabs to carry on energetic research in various fields. They welcomed, sponsored, and stimulated learned men, scien- tists, artists, musicians and poets from many places. They established schools in which the knowledge and wisdom of great scholars and philosophers could be Studied. The works of such men--Greek, Roman, Syrian, Persian and Indian--were translated into Arabic and thus were preserved for future civilizations. The Arabs also made new contributions of their own to medicine and other sciences and to literature, espe- cially to poetry. They invented algebra and chemistry, llPhilp K. Hitti, History of the Arabs, 7th ed. (London: Macmillan and Co. Ltd., 1960), pp. 408-413. 19 the names of which are derived from Arabic words. They greatly advanced the Knowledge of astronomy.12 After 1500, however, Arab culture and civilization fell into a long decline. The Arab empire broke up, trade collapsed, worldly resources disappeared, learning no longer excited men, the zest for discovery and experimentation waned, and the struggle for life itself often became an austere and precarious experience. The middle East enjoyed a civilization culturally far superior to that of Western Europe. Altogether this civilization endured for about five hundred years, from the eighth to the thirteenth century, and wit- nessed intellectual, artistic, scientific, and cul- tural achievements, that were to deeply influence world culture. Yet in the end this rich and complex culture became ossified, the high achievements in science, literature, and medicine, and the fine arts became dim memories, and pedantism and obscurantism replaced the thirst for Knowledge and intellectual activity. Similarly, the educational system that had once produced Savante and scholars, statesmen and administrators, now became an agency for conser- vatism and reaction. The situation in Saudi Arabia was no better than in the other Arab and Moslem countries. Ignorance reigned supreme. Educational institutions were in fact limited to small and widely scattered 12Arabian American Oil Company, Aramco Handbook: Oil and the Middle East (Dharan, Saudi Arabia: Printed in the Netherlands by Joh. Enschede'en Zonen-Hrarlem, 1968), p. 39. 13Joseph S. Szyliowicz, Education and Modernization in the Middle East (Ithaca and London: Cornell University Press, 1973), p. 51. 20 literacy "Kuttabs" which were frequented by a minority of the people, and most of what they learned was forgotten soon after they left the class. The beginning of the nineteenth century witnessed a revival in education owing to the efforts of a few individuals and the Is- lamic mission established in Mecca and Medina. In 1903 Hagg Mohamed Ali Zeynel founded a regular Arab school in Jeddah and another in Mecca known till this day under the name of the “Falah Schools." Then, in 1924, the Hachemite School in Jeddah and the Assanlatiyyah and Al-Fakhariyya's School in Mecca were established by the Hachemite rulers in the Hijaz. Dar-Al-Hadith in Mecca was founded by Ali and Osman Hafez in 1941 near Medina for the children of the Bedouin population. Indeed, the desert's Bedouins in Saudi Arabia are a paradigm case of a cul- tured but illiterate people. For them, the family is the most im- portant, if not the only institution of learning. Trial and Winder describe the Bedouin's education: He is illiterate, but he knows much of his country's history in detail, and he can recite the Koran in addition to a great mass of folk poetry. He also has an uncanny ability to find his way and to sur- vive in the vast desert wastes. 14G. T. Trial and R. Winder, "Modern Education in Saudi Arabia," History of Education Journal, 1, No. 3 (1950), 122. 21 Many important skills such as knitting, horsemanship, hunting, primi- tive medical treatment, etc. used to be transferred from Bedouin father to son, generation after generation. During the same period Al—Hasa Province on the east side of the country was in no better condition than the western part of the country, and Najd at the center of the country, which had become the field of tribal disputes, was altogether deprived of education oppor- tunities, except for a very few and scattered AKuttabs." Rote learning, memorization, poetry, oratory, recitation, classical Arabic grammar and composition, as well as intensive study of the Koran and the Hadiths, were the main core and characteristics of the “Kuttabs” curriculum. According to Munro: As the heartland of Islam, Saudi Arabia naturally, and until very recently saw no need for any change in the centuries-old concentration of its educational institutions on the study of the Koran to the exclusion of virtually everything else. In the “Mosques" and "madrasaha" of Mecca, Medina and elsewhere, the life, sayings and actions of the Prophet, as revealed in the Koran and the Hadith and transmitted by his companions (as-sahaba) and their successors, were endlessly and lovingly told and retold for the benefit of those who sought a deeper understanding of Islamic belief. In- structors prescribed certain texts by famous authors and gave detailed expositions of their meaning. A student was expected to learn these texts and the in- structor's commentary and if he were able to recite them to his teacher's satisfaction he was awarded a diploma or “ijazah” which entitled him to teach the text and the instructor's commentary to others.15 15John Munro, "On Campus in Saudi Arabia," Aramco World Magazine, 25, No. 4 (1974), 3. 22 The Development of Modern Education First Phase On March 15, 1926 the General Directorate of Education was established to direct the general education at all levels in the country. It was then that schools were opened in an organized form. But elementary education was only slightly different from the tradi- tional “Kuttab“ system. The curriculum shows that over eighty-two percent of the total class hours are spent on religious disci- plines and the Arabic language, the other eighteen percent being divided between history, geography, arithmetic and geometry. Such a schedule is cer- tainly far more than elementary school pupils6can assimilate with any degree of understanding. Secondary education was based upon the Egyptian system (which had its basis in the old British system), and it consisted of a five- year course.17 The curriculum suffered from lack of variety and flexibility. In fact, according to Trail and Winder: One can readily see that there is no flexibility of any sort in our schedules, that there is no provi- sion for physical education or recreation and that ' 16George T. Trial and R. Bayly Winder, "Modern Education in Saudi Arabia," History of Education Journal, 1, No. 3 (Spring, 1950), 125. 17This system has been changed to a six-year course in the second phase of the development of the education system in the coun- try, including three years intermediate and three years secondary. 23 more time is spent on the study of religion than on all natural sciences.I In addition to the regular secondary schools there were re- ligious secondary schools, including the institute of theology in Taif and the religious institute in Mecca; both had even less diver- sified curricula. This phase of educational development was thus characterized by much more emphasis on religious curricula than science. Hammad in his assessment of this period pointed out that the Saudi Arabia Educational system before the 19505 was so imitative and narrow that even those most able to afford education would send their sons to study abroad. The majority of the population was deprived of education by its complex administrative structure as well as lack of public expenditures to support it. The government's first budget covered the financial year November 25, 1942, to November 13, 1948 and allocated 7,022,224 Saudi Riyals for public educa- tion from a total national expenditure of 214,586,500 Saudi Riyals.19 ' Tables 1, 2, and 3 demonstrate the number of students, schools, and budgets allocated for education expenditures before the establishment of the Ministry of Education in 1953. Figure 1 demonstrates the organization of General Directorate of Education during the period 1931 to 1951. '8Tria1 and Winder, 125. 19M. Hammad, "The Educational System and Planning for Man- power Development in Saudi Arabia" (Ph.D. dissertation, Indiana University, 1973), p. 88. 24 TABLE 1 THE DISTRIBUTION OF ELEMENTARY AND SECONDARY SCHOOLS IN SAUDI ARABIA AMONG THE DIFFERENT PROVINCES AT THE END OF THE SECOND WORLD WAR J J _ ! Province Elementary Secondary Total Western Province 22a 7? 29 Eastern Province 6 6 Southern Province 5 5 Central and Northern Provinces 6 6 TOTALS 39 7 46 Source: M. Hammad, "The Educational System and Planning for Manpower Development in Saudi Arabia" (Ph.D. dissertation, Indiana University, 1974), p. 86. Notes: 6This figure includes 10 private schools. bThis figure includes 3 private schools. 25 TABLE 2 ESTIMATE OF SAUDI ARABIAN STUDENTS, THEIR SCHOOL LEVEL OR TYPES AND THEIR TEACHERS IN 1950 Number of Students Teachers Schools Enrolled Employed ElementarySchoolsa 127 22,431 839 Village Schools ,2. 70 2,622 101 High Schoolsb 13 1,135 122 Evening SchooisC 12 415 22 Students Abroad (college level) -- 121 -- Students Abroad (below college level) -- 112 -_ Boarding Sectionsd -- 297 -- TOTALS 222 27,133 1,084 Source: M. Hamnad, "The Educational System and Planning for Manpower Development in Saudi Arabia" (Ph.D. dissertation, Indiana University, 1974), p. 89. Notes: aIn cities and towns. bIncluding all post-elementary schools. CFor teacher education, English and typing. dThese are special sections for poor students such as orphans and are not included in the other columns. 26 TABLE 3 THE RATIOS OF EDUCATIONAL.BUDGET APPROPRIATIONS IN SAUDI RIYALS T0.THE TOTALS.OF GOVERNMENT BUDGET EXPENDITURE BEFORE THE ESTABLISHMENT OF THE MINISTRY OF EDUCATION The Ratios of Educa- Fiscal .Educationa1‘. Total GoVernment tion Appropriations Year Appropriations. Appropriations . to Total Government ‘ Expenditure 1947—1948 7,022,000 214,587,000 3.0 1951-1952 9,875,000 490,000,000 2.0 1952-1953 12,817,000 758,960,000 1.7 Source: George Lipsky, Saudi Arabia: Its People, Its Society, Its Culture (New Haven: Hraf Press, 1959), p. 318. 27 .mee=w>ewa omen» cw cewaeueee we meueceueecwe wewucw>ewe we “emanmwwneume ecu wwuc: mew» we eewcme awezm a Low :ewueuaem we eueweuuecwo wewecem use on awueegwe eenumuue ewe: mweegem mg» .enez use wwm< .emeziwe we meecw>ewe emcee ecu cw .wwewiwe ecu .ecweez .eeuez .ceeema we mewuwu ex» ea eeuwsw— mcwccwmen mg» we owe: cewueeeem we mweuuecwv echo Heuez .wm .a .Aewm_ wewmceswea aeaweee .eaweaetaamwo oeae ownec< wezem cw useEeewe>mo wezeecez Lew mcwceewm cw eeumzm Fecewueeeeme eeEEez .z ”eugeem .wmmw wwucs _mm— E8w eewwea ecu mcwcae mwnew< weaem cw :ewueeaem we cewum~wcemwo m>wuewumwcwee< esp ”— eczmww E E E mwwesem seem we teemeEeemmH mfldezem seem we teemeEeeemH Hweegem seem we teammeeeezd V 4 H A L _Nwmueweemw Emceuueewmwg emwewueeeeu we menaceuuecwo wewe=w>eme 1‘ , w a 1; Heweem wecewueuemmH mewueezem we weuuewwm‘ eueweuemwwo mememmewmw a meme; - :ewueeaem we uwwseem eewwee wwwuwpe 523: we 328.8wa -mufeueefio weweceu we .8388 132:: E _ r " Iczeu meweww< :mweeew wewweucw - eececww ,eewwmee we - «wewzm lwxem E we Cumwcwz we >535: we fumwcwz -3533; 13.853; r w _ H H —i mewueemo we wweczeu mewusqma we wweceeo emma use we acmewmmcm use use Nenwziwe cw aecmew> mew meow—emcamu we _weceeu mew. E 28 Second Phase After World War II when the oil revenue made it possible for the government to expand its public services, the General Director- ate of Education was elevated to the Ministry of Education on Decem- ber 24, 1953. The Ministry was to be responsible for providing ele- mentary and secondary schooling for boys as well as general superVi- sion of all educational institutions from kindergarten through high school, whether public or private. Girls' education was provided through private schools or a special house-tutorial system up to 1961 when the government estab- lished public school for girls. The Directorate General of Girls' Schools, separate from the Ministry of Education, was set up in 1961 to provide public schooling for all girls, “elementary through higher education," except for handicapped females whose school came under the control of the Ministry of Education. In addition to the Ministry of Education and the Directorate General for Girls' Education, there is also the General Directorate for Theological Institutes and Colleges which operates a school system concerned mainly with religious and Arabic studies. This school sys- tem starts at the seventh grade and extends to the college level. The Ministry of Labor and Social Affairs operates the vocationally oriented centers. The Ministry of Education, however, operates the 29 Royal Higher Institute of Technology in Riyadh which has a dual function: short period vocational training and long-term techno- logical studies. These are by no means the only bodies that operate separate schools and institutes in Saudi Arabia. They are only the major ones. The Ministry of Defense and the Ministry of the Interior also operate their own specialized schools. Fortunately, there is a coordinating body that oversees all policies and programs associated with education in Saudi Arabia. That body is called the Supreme Educational Council. Almost every educational authority of those listed above is represented in one way or another in the Council which has the authority to set up policies and approve curricula for every school system.20 Since the establishment of the Ministry of Education in 1953, i the change in the educational standards of Saudi Arabia has been re- markable. Schools on all levels have been of the highest caliber. They have been built in private palaces and in converted residences, with teaching staff and almost all necessary facilities provided to serve the students. 20Hamoud A. Al-Badr, "Public Relations Activities at Two Saudi Arabian Universities" (Ph.D. dissertation, Michigan State University, 1972). p. 29. 30 In April, 1955, a royal decree was issued to prohibit atten- dance by Saudi Arabians at schools of elementary and secondary edu- cation outside the country. It also announced new restrictions on citizens seeking enrollment in foreign universities. The dictates of the decree were aimed at developing Saudi schools at the primary and secondary levels to accommodate all Saudis seeking such educa- tion.21 School Organization Educatiohal Levels The school organization in the country is a mixture of French, English, and, lately, American influence. Since Saudi Arabia is a relatively new nation, unified only in 1925, it was open to influence from Egypt which has an English influenced sys- tem. Another slight influence came from other neighboring coun- tries such as Syria and Lebanon which have French influenced sys- tems. According to Snyder: The Ministry of Education and the Kingdom-wide school system are staffed primarily, in the important 2] , "Notes of the Quarter,“ The Muslim World, 45, No. 4 (Hartford, October 1955), 386. 31 positions at least, with relatively young Saudi Arabs who have had their early education in the traditional Koranic schools of the country and most of their secondary and higher education in Egypt. They re- turned to Saudi Arabia full.of ambition and educa- tional ideas. Naturally the ideas stemmed from Egyptian educational philosophy and procedure which at the time reflected French philosophy of education primarily for the elite. British educational influ- ence was, however, becoming increasingly felt, par- ticularly in vocational training. The educational system consists of three stages after kinder- garten: a six-year elementary school, a three-year middle school, and a three-year secondary school. In addition, higher levels of education are provided. All these levels are briefly described below: 1--Kindergarten: This level was not, until recently, part of the public education system; today it is very limited in scope and offered, for the most part, by private institutions. Appendix A, Table 25 indicates the growth at this_stage. 2--Elementary Stage: The elementary stage is the starting point of children's education in the country; the duration of study is six years. In the siXth year of this stage pupils take a general examination held by their own district superintendent. By passing the examination, they may progress to the next level. Appendix A, Table 26, explains the growth of this stage. 22H. Snyder, "Community College Education for Saudi Arabia" (Ph.D. dissertation, Columbia University, 1963), p. 23. 32 3-—Intermediate Stage:, This stage lasts for three years, at the end of which pupils take general examinations. Those who pass may go to regular high school or vocational school or any teacher train- ing institute (see Appendix A, Table 27). 4--Secondary Stage: This lasts for three years. The first year is general; the last two years are divided into literary and scien- tific emphases. Students may enroll in one of these areas according to their abilities and inclinations. Appendix A, Table 28 indicates the explanation of this stage. 5--Teacher TrainingyInstitutes: These exist for the purpose of preparing teachers for the elementary stage; they have undergone tremendous modification since their establishment in 1954. The dura- tion of study at this level is three years after the completion of intermediate school. These institutes are provided for both boys and girls, with some curriculum modification in girls' institutes. There are also two other types of institutes: the Art Education Institutes and the Physical Education Institutes. Boys are admitted to the first one but they are separated from girls, while only boys are admitted to the second one. The duration of study in both is three years after the intermediate stage. (See Appendix A, Tables 29 and 30, which show the growth of these institutes.) 33 6--Vocational EdUcation: .Vocational education exists for boys only and includes industrial,.agricultural, and commercial programs. The duration of study varies from three to five years after inter- mediate education, depending on the type of program the student enters (see Appendix A, Table 32). 7--Special Education:g Certain schools and institutions exist for the education of the handicapped--blind, deaf, dumb, and other special students, both male and female. The first institute for the blind was established as an evening class in 1958 in the suburbs of Riyadh. Then, in 1960 this institute for the blind was reorganized as a day—school, and the Ministry of Education became fully respon- sible for the academic and technical education of the students. Two study programs are available to blind students. One is similar to the general education course, i.e., elementary, intermediate, and secondary education with slight modifications to suit their handicap. The other is vocational training for six years at the end of which successful students receive a diploma in voca- tional education.23 There are two institutes for deaf and dumb students--one in Riyadh and the other in Jeddah. They provide special education for both boys and girls with free board and free dormitories. Their program is also similar to the general educational sequence with some modifications to suit the students' particular handicap (see Appendix A, Table 33). 23Hammad, p. 103. 34 8--Adult Education:_.Ihose who are too old to be admitted to the regular elementary.SCOOOIsereceive their instruction in two educa- tional stages. The.first, the stage of combatting illiteracy, covers a sixteen—month.period and is divided into two scholastic years. The learner is exposed to a good deal of reading, writing, and arithmetic. His standard of knowledge would be similar to that of the fourth year in the regular elementary school. Then comes the follow—up stage, the duration of which is sixteen months distributed over two scholastic years. The learner gets a certificate which entitles him to take the primary certificate examination. The teachers and administrators of these schools are those who teach in the day schools (see Appendix A, Table 35). 9-—Higher Education: College and university education is a re- cent phenomenon in Saudi Arabia. In fact, most universities and colleges came into being only during the fifties and sixties and have experienced rapid expansion during the last decade.24 Saudi Universities The first Saudi institution of higher education to open was the "Shari'ah" Islamic Law College of Mecca in 1949; its main purpose 35 was to train Muslim.judges.and teachers for high school. In 1952 the College of Teachers-was.established in Mecca; its purpose also was to prepare teachers for post-elementary school. Since this latter college suffered from small enrollment, the Ministry of Education decided to abolish it in 1959. However, in 1961 the College of Education was established to replace the College of Teachers. Both the College of Islamic Law and the Col- lege of EduCation were under the control of the Ministry of Educa- tion until 1971, when the two colleges consolidated with the newly established King Abdulaziz University. Below is a brief description of each institute. 1--The University of Riyadh: The first modern schlar institu- tion of higher education to be established in the Arabian Peninsula was inaugurated in Riyadh on November 6, 1957 as King Saud University (its name was changed to Riyadh University in 1965). It was pat- terned after foreign educational systems, namely British and Egyp- tian. As Qubain puts it: King Saud University . . . in its organization, admini- stration, and curricula . . . has been deeply influ- enced by and follows to a considerable degree the practice of Egyptian universities. This is because some of the early executives and most of the senior teachers were Egyptians.25 36 It was founded with ahsingle faculty of Arts with only nine teachers and twenty-one.students. The university has since added a faculty of Science, Commerce, Pharmacy, Agriculture, Engineering, Education, and most recently, Medicine, to become the largest university in the country. The vastmmajority of students are Saudi, while the staff is an international.mix of Saudis, other Arab nationals, Pakistanis, British, and Americans. The departments of Engineering and Medicine are generally regarded as the most up-to-date in terms of both the quality of the teaching staff and the educational achievement of students. The College of Medicine has a special agreement with the University of London, under which London has under- taken to provide this college with professors, technical advice nd external examiners during the next 10 to 15 years.23 Until 1960 Riyadh University was under some supervision from the Ministry of Education. “However, during the sixties the autonomy of University gradually strengthened. Finally, in 1967 Riyadh Univer- sity achieved full autonomous status. 2-—King Abdulaziz-University--This university, founded in 1967 in Jeddah, began as a private institution when a group of wealthy businessmen recognized the need to provide educated manpower. The idea started in 1964 when a committee of education experts was 26Munro, 4. 37 established to.plan the.academic program of the University. Three colleges were established: 1) Economics and Administration, 2) Arts and Human Science, and 3) Science. The dream of establishing a private institution in the country couldunot have been realized without generous financial support from-both.the government and the public. Finally, at the beginning of21971 the constituent Assembly requested the government to take over the university and make it a public institution. On March 31, 1971, the decision was carried out, and, in the meantime, it was decided that the Colleges of Education and Islamic Law along with their graduate departments be incorporated into the university. Since August 22, 1971, when this decision was made, the university has had five .faculties on two campuses: the Faculties of Islamic Law and Education in Mecca and the faculties of Economics and Admin- istration, Arts, and Science in Jeddah.27 3--The University of Petroleum and Minerals: ,This university was founded on September 31, 1963, first as the College of Petroleum and Minerals in the Eastern province “Dahran.” In 1975 it became an autonomous university under the influence of the Ministry of Petro- leum and Minerals. It is the first higher institution in Saudi Arabia which follows the American system of higher education. It 27For more details see Hammad, pp. 138-141. 38 offers programs.in three general areas: Science, Engineering Science, and.Applied.Engineering. The language of instruction is English, Among the members of the board of trustees are the dean of the Graduate School of Massachusetts Institute of Technology, the Director of Foreign Relations of the Institute Francais due Peterole in.France, and the President of the American University of Beirut. .The purpose of including the three foreign members on its board of trustees is to benefit from their experience in educa- tion and to give the university some recognition as an international institution. 4--The Islamic University,of Medina: It was established in 1961 with an emphasis on Islamic studies. It has two colleges, the College of Islamic Law, which started its program in 1961-62, and the College of the Propagation of Islam, which was established in 1965-66. The university has its own secondary institutes--grades 7-11--to prepare the students for these two colleges. The Univer- sity of Medina is acknowledged throughout the Muslim world as an important center of Islamic scholarship and learning. Its students are drawn from everywhere, from West Africa to Malaysia. Yet there is little doubt that it is highly conservative in approach. 39 S—éThe UniversityaofAl-Umam Mohammed Ibn:Sauds. Ihis university was established.in,l975 in Riyadh City after the consolidation of two colleges: the College of Islamic Law founded in 1953 and the College of Arabic Language founded in 1954. The mean objective of this university is to train judges in Sharia law and teachers in Islamic studies and Arabic language and literature for the secon- dary schools. 6--The University of KinggFaisl: The most recent one to be opened in the country, this university was established in 1975 in a temporary building in Dammam in the Eastern province with plans to have its own.campus in the near future. It has three faculties: the Faculty of Agriculture, the Faculty of Architecture, and the Faculty of Medicine. Other Colleges and Centers for Higher Study A. The Higher Institute of Jurisprudence was established in 1965 with the objective of giving the graduates of Islamic Law col- leges a deep insight into Islamic legislation. Another department of higher Islamic law studies was opened in Mecca in 1968 with the same objective. Both institutes grant a Masters degree for gradu- ates . 40 B. The first of the colleges of education for girls opened in Riyadh City during the academic year of 1970-71. The second one opened in Jeddah in 1974. These are the only two colleges of higher education for girls in the country, and both are under the direction andmsupervision of the Directorate General for Girls' Education.. The main objective of these colleges is to train female teachers. .But it is worth mentioning here that girls are accepted in some faculties as external students in all classes. For example, at the University of Riyadh and King Abdulaziz University, girls attend lectures by way of closed-circuit television in a room some distance away from the other buildings. By their side are telephones which they may use to ask the lecturer questions, and, in addition, they may confer directly with specially appointed' women tutors. Also, girls are accepted as full-time students in the College of Medicine, but there are no co-educational classes. C. The objective of the Military College is to train offi— cers for Saudi Arabia's Army. It is supervised by the Ministry of Defense. 0. King Faisal's Air Force College's objective is to train Saudi Arabian pilots. It is also supervised by the Ministry of De- fense. 41 E. .The objective of the Police College is to train police officers. ;It is.supervised by the Ministry of the Interior. Public schools, including higher institutions, are all government funded:.,The government's annual budget with no special taxation earmarked for education always has enough educational allowance to maintain the existing facilities and allow for decided expansion.. A11 stages and kinds of education are free; so, too, are textbooks and other-necessary materials. In addition, students in higher education, teacher training institutes, and vocational education, and.as well as those in religious secondary institutes receive monthly allowances ranging from 350 to 400 S.R.28 Problems Confronting the Present , Educational System This chapter will not be useful to the reader without shed- ding some light on a few of the many problems hindering the develop- ment of the present education system in Saudi Arabia. 1 Despite rapid growth in the numbers of schools and pupils, as the previous tables indicate, there are probably large numbers of children 6-18 years old who are not in school today. And the 2851 = 3.55 Saudi Riyal. 42 educational participation rate gets progressively lower at intermed- iate secondary and.higher education levels. An official report in- dicates that the figures on participants in the public schools pro- vided by the Ministry of Education are as follows: 7.9% in the kindergarten, 61.7% in the elementary schools, 58.9% in the intermediate schools, and 54.4% in the highschools.29 Another report about education in the Kingdom indicates that in the backward areas, such as the South-west compris- ing Al-Quenfudah, Abha and Jizan, school attendance is very limited. It has been estimated that in this re- gion only 36% of the boys of elementary school age are enrolled. Corresponding figures for intermediate and secondary school are strikingly lower.30 Waste in education, in the form of students dropping out, repeating years, and proceeding slowly through courses, constitutes another serious problem in the present system. This author previ- ously cited an official report which indicated that the twin problems of retardation due to repetition of grades and dropping out of school are of quite serious proportions in the Kingdom, and their joint impact on 29Ministry of Education, The Development of Student Enroll- ment in Education in Saudi Arabia from K to Higher Education (Riyadh, 1976), p. 5. (In Arabic) 30R. Egbert, A. Khan, J. Lord, and H. Matthews, Education in Saudi Arabia. Findings, Recommendations and Proposed Projects: Report of the Education Team's Visit to Saudi Arabia, final draft (November 8-22, 1974, 1975), p. 4. 43 on the educational system leads to extremely heavy waste of resources allocated for the development of national education.3 ' As much as 40 percent in the elementary level dropped out of school during the period of 1969-70 to 1974-75,32 while the drop-out aver- age in the intermediate school level and secondary level during the period of 1969—70 to 1972-73 was approximately 29.3 percent in the intermediate level and 24.9 percent in secondary level, according to the available statistics at the time this chapter was written.33 Considering the fact that the Saudi education system is b//’//’ highly centralized and all principle decisions are made by the Ministry of Education, there is a definite lack of authority in schools as well as in school superintendents' offices. They actu- ally have no power to operate independently and are virtually power- less in the formulation of school policies. Therefore, it is not surprising to observe very similar classroom processes and curricula in different cities or towns. 31Ministry of Education, The Growth of Education.in Saudi Arabia Kingdom (Riyadh, 1972), p. 39. 32A. Natto and S. Khan, Problems of Elementary Education. and Their Effect,on.Eradicat;on of Illiteracy (Ministry of Educa- tiOn Data Center, Riyadh, 1976); pp. 22-23. 33Ministry of Education. 44 The system faces another problem in regard to the-school buildings. Most of the schools in the cities are not in government buildings, but rather in inadequate rented houses. About 75% of elementary schools and nearly 50 percent of intermediate and high schools in Riyadh.City are in rented buildings, with overcrowded classrooms, very limited school space . . .34 These private facilities, consisting mainly of Old villas that were previously Used as homes or apartments, are in many respects inade- quate for educational purposes. In the case of higher edUcation, there has been rapid expan- sion and impressive strides in terms of tremendous quantitative in- creases in budget allocations and student enrollment during the last ten years. Yet such expansion has not been accompanied by a simul- taneous evolutionary change in the direction of fulfilling society's need. Lack of coordination, organization, and well—defined plans has created duplication in many higher educational programs. For example, the three Colleges of Islamic Law in Riyadh, Mecca, and Medina as well as the two graduate programs in Islamic jurisprudence irIRiyadh and Mecca are so similar that in many respects they dupli- cate each other. There are also other duplications in the programs of the College of Arabic Language at the University of Al-Umam, the 34Nyrop and others, p. 101. 45 College of Arts at Riyadh University, and the department of Arabic language at King Abdulaziz UniverSity. In addition to the above difficulties, the writer would argue that higher education in the country is suffering from a lack of quality and quantity in the teaching staff, Of quality and availability of textbooks in some areas, and of research and well organized libraries. Also, with the exception of the University of Petroleum and Minerals, none of the universities in the country has a single unified campus. Furthermore, there is absolutely no relationship between universities or colleges on the one hand and the general educational system on the other. If there were some influence exercised over the secondary school curricula by univer- sities and colleges, this situation might not exist today. It is these problems which higher education institutions should be dealing with at the present time, instead of emphasizing expansion and the duplication of programs. As Hammad has pointed out: Higher educational institutions have grown so frag- mented in such an unorganized, uncoordinated or un- planned way that there are numerous institutions which often merely duplicate each other. But this continued unplanned growth of higher education in the country may have serious economic, social and political consequences which may take decades to rectify if they are not corrected now. 5 35M. Hammad, p. 165. 46 On the other hand, the five-year plan issued in 1975 focuses the educational system's nearly doubling its student popu- - lation, going from 600,000 to one million elementary school chil- dren and from 12,000 Lo 31,000 university students. The success of this ambitious plan depends in large measure on the availability of teachers to serve such large student populations. The country has depended heavily on foreign teachers ever since the 1920s; this dependence continued into the mid-19705 and would doubtless continue for many years. At the elementary level the teaching staff in 1975 was almost two-thirds Saudi and the country was re- _portedly moving toward self-sufficiency in the production of new teachers; the academic preparation of many teachers was admittedly inadequate, however. At higher levels the balance shifted, with Saudis filling about one-third of positions on intermediate school faculties and less than one-fifth of those on(secondary school \ faculties.36 These problems will continue to plague the country in the future, unless a very precise objective evaluation of the present 36For further discussion of this problem see Richard F. Nyrop, Area Handbodtfor Saudi Arabia, 1977. PP. 100-101; and Mohammed Ismail Zafer, “An Investigation of Factors which are Associated with the Enrollment and Non-enrollment in Teacher Education Programs of Public Education in Saudi Arabia“ (Ph.D. dissertation, Michigan State University, 1971). .47 system takes place and a well defined and organized plan is passed on. It is hoped that the national Seyear plan (1975-1980) will make some input into reshaping and reorganizing the present system as well as encouraging its expansion and its development. Chapter III REVIEW OF THE LITERATURE Introduction. . Concern for school dropouts is not new. In the United States as early as 1872, a paper entitled “The Early Withdrawal of Pupils from School: Its Causes and Its Remedies"1 was presented to the annual session of the National Education Association, Depart- ment of Superintendents. Since that time an overwhelming number of articles of opinion and reports of empirical research on school dropouts has been published. For example, comprehensive investi- gation of research literature on the subject uncovered some 800 references published before 1956.2 During the sixties, communities, states, the federal government, and private organizations have all stepped into the campaign against early school withdrawal. 1Daniel Scheiber, "700,000 Dropouts,“ American Education, 4, No. 6 (June 1968). 2Telford B. Blough, A Critical Analysis of Selected Research Literature-on the Problem of School Dropouts (Ph.D. dissertation, University of Pittsburgh, Dissertation Abstracts (17-1957), pp. 58-59. . 48 49 Sando3 reviewed about 50 studies of early school dropouts, dating back as far as 1872. He groupesthe findings of these studies into four general categories: 1. Grade and Age Placement of Dropouts; 2. Economic Characteristics of Dropouts; 3. Sociological Characteristics of Dropouts; 4. School Characteristics of Dropouts. Voss4 points out that in the U.S.A. dropouts do not form a homogeneous group and that it is important to distinguish between early and late school dropouts. He suggests that pupils with limited ability generally leave school early, whereas “capable" dropouts tend to remain in school longer. He identified three categories of dropout: I 1. Involuntary dropouts...those who leave school as a consequence of a personal crisis. 2. Retarded dropouts...those who lack sufficent ability to handle academic studies and who tend to drop out prior to high school entrance. fl, 3Rudo1ph F. Sando, “A Comparative Study of Early School Leavers“ (Ph.D. dissertation, University of California, Berkely, 1952), p. 186. 4H. L. V055 and A. Elliot Wendling, 0.5., “Some Types of High School Dropouts," The Journal of Educational Research, 59, No. 8 (April 1966), 363-368. 50 3. Capable dropouts...those who terminate-their edu- cation prior to high school graduation, despite the fact that they have the ability to do the required academic work. After analyzing the literature on well-designed and statis- tically evaluated drop-out programs, Russell5 identifies three other categories of dropout: 1. Young people who present difficulties in the school setting but will fit adequately into the world of work. 2. Individuals who have trouble adjusting to both school and society. 3. Pupils who may require special treatment within the school and sometimes help from outside the school. Russell goes on to point out that these characteristics seem to be common among young people from low socio-economic groups, though they are not peculiar to these groups. 5Kenneth Russell, “Stay in School," American Education, 4, No. 6 (June 1968). 51 Others like Dyke,6 Gallington,7 and Randall8 in their studies have tried to determine factors involved in the dropout problem by comparing dropouts and graduates. All these studies and many others which the writer will attempt to review here have contributed a great deal of information about this problem. In this chapter the writer will try to categor- ize the factors related to students dropping out of school in the following way: 1. Factors related to the School, 2. Factors related to the Family, 3. Factors related to.the Dropout. Since this study's major concern was to examine the problem of dropouts in Saudi Arabia, which is considered to be one of the developin g nations, an effort is made here to present and summarize some of the research and reports available at the time of writing this chapter which have been conducted in developed and developing countries and, which were found to be significant to this chapter. 6L. A. Van Dyke and K. B. Hoyt, The Dropout Problem in Iowa High Schools (Iowa: Research and Publications Department of Public Instruction, 1958). 7Ralph Gallington, The Fate and Probable Future of High School Dropouts (Carbondale, Illinois: Southern Illinois University, .1966). 8Charles V. Randall, Project Director, A Study of Early School Leavers and the Significant Causes (Bloomington, Minnesota: Bloomington Public School, 1966). 52 Factors Related to the School Failure Most studies confirm the belief that failure in school sub- jects is characteristic of school dropouts. Dillon9 found that of 881 dropouts, 74 percent had failed at least one subject; 13 per- cent, two subjects; 17 percent three; and 30 percent, four or more. And Aiieh'0 discovered that half of the boy and a third of the girl dropouts had received failing marks in their first semester of high school work. WilliamsII reported a Maryland study which revealed that 48 percent of the dropouts were failing three or more subjects during the semester they withdrew from school, while Cervantes12 found 85 percent of those studied were one year behind, 53 percent were re- tarded two or more years, academic performance consistently below potential and below-average grades and reading achievement. 9Harold J. Dillon, Early School Leavers: A Major Educational Problem, National Child Labor Committee Publication No. 401 (1949), p. 94. 10Charles M. Allen, “What Have Our Dropouts Learned,“ Educa- tional Leadership_(March 1953), 347-350. HPercy V. Williams, "School Dropouts,“ NEA Journal, 52 (Feb- ruary 1963), 10-12. 12F. Lucius Cervantes, The Dropout: Causes and Cures (Ann Arbor: University of Michigan Press, 1965), p. 198. 53 In a recent study Yundin13 examined two groups of 50 high school dropouts and 50 graduates admitted to college. He found that ' the graduate students never repeated a single grade, while the drop- outs seemed to have experienced difficulty from the beginning of school. Non—Promotion This factor appears to be greatly associated with dropping out of school. Stevens14 found significant differences between graduates and dropouts on this factor, and Walsh15 discovered that approximately 7 percent of those who had not repeated an elementary grade dropped out, while 27 percent of those who had repeated an elementary grade dropped out. Nearly one-fourth of the dropouts in this latter study had failed at least one grade. 13Lee W. Yundin and others, “School Dropout or College Bound: Study in Contrast," The Journal of Education Research, 67, No. 2 (October 1973), 87-93. 14J. Joseph Stevens, The Development and Testing of a Model. for the Identification of Potential School Dropout (Ph.D° disserta- TTOn, Colorado State College, Dissertation Abstracts, 26, No. 2 [1965]), pp. 803-804. 15Raymond J. Walsh, Relationship of Enrollment in Practical Arts and Vocational Courses to the Holding Power of the Comprehensive High School (Ph.D. dissertation, Columbia University of Missouri, VTT Bulletin Vol. 67, No. 5, Education Series No. 94 (1966). 54 Thomas and Knudsen16 reported even higher figures for studies in Dade County, Florida. ASeventyéfOUr percent of the drOpouts, compared with 17.8 percent of the graduates had failed at least once," and in Louisiana "72 percent of the dropouts had repeated at least one grade." Absenteeism Absences seem to characterize school dropouts. Snepp17 re- ported that 80 percent of the dropouts in his study had chronic 18 found that dropouts were attendance problems, while Dyke and Hoyt absent an average of fifteen out of 180 days, compared with an aver- age of six out of 180 days for persisters. Wilson19 diScovered that 74 percent of the dropouts and 15 percent of the graduates missed sixteen or more days of school per f—f 16Shailer Thomas and Dean 0. Knudsen, "The Relationship be- tween NonPromotion and the Dropout Problem," Theory into Practice, 4 (June 1965), 90-94. 17Daniel W. Snepp, "Can We Salvage the Dropouts,“ Clearing House, 31 (September 1956), 52. 18Van Dyke and Hoyt. PP. 40-41. 19Joseph E. Wilson, Sr., Withdrawals from Three Selected Hugh_5chools for Colored Youth in Ouachita Parish School System, LOuisiana (Ph.D. dissertation, Greelenyolorado State College, Dissertation Abstracts, 23, No. 11 [1963]), p. 4177. 55 year. And Walsh20 reported that more than one-third of the dropouts and one-tenth of the graduates were absent as many as nineteen days during their last two semesters of school. Dislike of School Many researchers have studied the attitudes of dropouts toward school. For example, Pond2] polled nearly 5,000 Pennsylvania secondary school dropouts on the courses they had taken while in school. He asked them to rate the school on how well it succeeded in helping to meet what were judged to be pupil needs. These drop- outs viewed the school as not assisting them in finding and holding a job, though they indicated that the school did aid them in getting along with other people. Bowman and Matthews22 found that over three-fourths of matched graduates 77 percent but less than one-third of the dropouts 20Walsh, p. 6. 21Frederick L. Pond, “Pennsylvania Study of Dropouts and the Curriculum," Bulletin of the NASSP—37 (March 1953), 81-87. 22Paul H. Bowman and Charles V. Matthews, Motivations of Youth for Leaving School, U.S. Department of Health, Education and Welfare, Office of Education Cooperative Research Project No. 200 (Quincy, 111., University of Chicago and Quincy Youth Development Project, September 1960), p. 44. 56 29 percent definitely liked school. Conversely, two-thirds of the dropouts and 12 percent of the graduates definitely disliked school. Handy23 also found that dropouts were dissatisfied with school; they especially disliked the curriculum. Boggan24 included in his study of dropouts two items which are not usually studied. He found that pupils who lived within walking distance of school graduated more frequently than those who rode the bus, and that those who lived within the school district graduated more often than those who lived outside the district. He assoicated these factors with a resultant feeling of not belong— ing and a nonparticipation in school activities usually held after school. The desire to work was also found to be a reason for a dis- 25 like for and dissatisfaction with school in the Pond and Patter- son26 studies. 23Henry w. Handy, Evaluation of Curricular Offerings as Causative Factors for Students Dropping Out of High School Before Graduation (Ph.D. dissertation, Seattle: University of Washington, 1964, Dissertation Abstracts, 25, No. 9 [1965]), p. 5054. 24Earl J. Boggan, "What are the major causes of student dropouts and what should the school do about the present condition?u Bulletin of the National Association of Secondary School Principals 39 (April 1955), 84-85. 25Pond, 81-87. 26Patterson, 85-88. 57 Extracurricular Activities Many studies investigating this factor reported nonpartici- pation in extracurricular school activities characteristic of the 27 found that of 798 dropouts, 73 per- school dropout. Thus, Dillon cent had never participated in extracurricular school activities, one-fourth had participated in one or two, and only 2 percent in two or more. Sullivanz8 reported 52 percent of the boys and 43 percent of the girls had not participated in any outside class ac- tivities, while Walsh29 indicated that of 913 graduates who partici- pated in no extracurricular activities, 55 percent of graduates and 2 percent of dropouts participated in three or more. 27Dillon, p. 44. 28Floyd N. Sullivan, A Study of the Holding Power of Two Selected Negro High Schools of Atlanta, Georgia (Ph.D. disserta- tion, New York: New York University, 1963, Dissertation Abstracts, 25, No. 4 [1964]), pp. 2327-28. 29Walsh, p. 7° 58 Factors Related to the Family. Size of Family Stevens3O reported a significant difference in the size of families of dropouts and graduates. And Bowman and Matthews31 found generally that dropouts more frequently came from families with five or more children (43 percent), while graduates matched on 10 or socioeconomic status more frequently came from families 32 of four or fewer children. 0n the other hand, Dillon concluded that the evidence pointed to no relationship between family size and dropping out. Boggan33 also found size of family not signifi- cantly related to dropping out. Occupation of Parents The occupation of parents of dropouts has frequently been studied simply as a factor associated with dropping out. Results of such studies have usually shown that the principal wage earner in 30Stevens, pp. 803-804. 31Bowman and Matthews, p. 30. 320illon, p. 20. 33Boggan, 84. 59 the dropout's family ranked lower on the occupation scale than he did in the persister's family, which means that the dropouts came from less skilled or unskilled occupation families rather than professional-technical occupation families. Table 4 shows a sum- mary of selected studies.34 TABLE 4 SELECTED STUDIES OF OCCUPATION OF PARENTS OF DROPOUTS Stud Parents' Percent of y Occupation Dropouts Bienstock (8).. Unskilled, service, Nearly 50% or semiskilled Young (144:90). Common laborer 37.0 Skilled 40.8 Allen (1) ...... Skilled, unskilled, Boys 69 or semiskilled Girls 75 Total 72 Williams (141). Unskilled 46 Van Dyke & Hoyt Unskilled laborer 23 (133:85) ....... Professional 0.5 Walsh (135).... Professional-technical 3.9 34 National Education Association, School Dropouts, Research Summary, NEA, Research Division (1967), p. 23. 60 Socioeconomic Status Nearly all research on this factor has revealed that the majority of dropouts comes from the lower socioeconomic class. “In 1941-1942 Hollingshead35 made an extensive study of the impact of social class on adolescents in a midwest town; one phase of the study was concerned with the relationship between social class and the age at which dropouts left school. Hollingshead established five social classes with (I) at the top and (V) at the bottom. He found that children from lower class families (Classes IV and V) dropped out at younger ages than did middle class youngsters (Class III). Seventy-five percent of the lowest social group (Class V) dropped out of school before they were sixteen years of age. Eight out of nine dropouts were from this group. The middle class child generally did not drop out until his junior or senior year. All upper class youth of high school age were in school. 36 Bowman and Matthews found that 87.7 percent of dropouts were in the lower class, while only 1.4 percent were in the upper 35August Hollingshead, “Leaving School,“ Elmtown's Youth (New York: John Wiley and Sons, 1949), pp. 329-359. 36Bowman and Matthews, pp. 23-28. 61 and upper-middle class. In another study Hathaway and Manachesi37 found that the highest dropout rates in Minnesota occurred among children of day-laborer families and broken families. Their study showed that 38 perdEnt of the boys and 32 percent of the girls from day-laborer families dropped out of school, compared with 5 percent of the boys and girls from professional families. Those same studies also showed that boys from farming families tended to drop out of school earlier in their school experience than did children from other residential areas. Still other studies have confirmed that children from every socioeconomic level dropped out of school, but the rate varied im- mensely with the socioeconomic level of the family: the highest dropout rate was found in families on relief, a lower rate was usual for the middle class, and the lowest rate existed among children of professional people. Parental Background and Attitudes A factor which has received frequent attention in studies during the last few years is parental indifference toward education. 37Starke R. Hathaway and Elio D. Manachesi, Adolescent Per- sonality and Behavior (Minneapolis: University of Minnesota Press, 1963). p. 93. 62 Harris,38 in describing how children learn attitudes from their par- ents, pointed out that attitudes held by parents and children are more alike in lower socioeconomic groups than in other societal classes. It is possible, therefore, that the lower class child holds his negative attitude toward education more intensely than the middle class child holds his positive attitude. Mannino39 studied families with similar economic backgrounds whose children either stayed in school or dropped out. His findings are revealed in Table 5. TABLE 5 RESPONSES 0F MOTHERS _ fi- -‘ 1 J ‘4— . . In-school ,.0pinion . Dropouts Youth School is more important than work in preparing youth for life 66.2% 82.4% Education is not necessary 3.9 5.8 Compulsory attendance law does not require too much schooling 100.0 100.0 Education is more important today 90.9 91.2 Parental participation in school ” activities is helpful 90.9 94.1 There is no difference in the importance of education for a boy or for a girl 62.3 50.0 My child should have more education than I had 98.7 94.1 38 Dale B. Harris, “How Children Learn Interests, Motives, Attitude," Learning and Instruction, Part I, Nelson B. Henry (ed.). 39Fortune V. Mannino, "Family Factors Related to School 63 Cervantes4O asked youth what their parents thought. All parents of graduates and 80 percent of parents of dropouts wanted them to graduate from high school. And nearly one-fourth (22 per- cent) of the dropouts reported that their.parents wanted them to continue into college and graduate school. Dropouts tended to come from families where the level of education was low and where it was acceptable to quit school before completing twelve grades. As noted by Kvarorceus,4] parents of dropouts often had less than an eighth grade education according to the New York State Checklist of Dropout Characteristics. Hollings- head42 noted the low educational level of the parents of dropouts, while Schreiber43 cited a Maryland study which found that 70 percent of the mothers and 80 percent of the fathers of dropouts had not completed high school themselves and 25 percent of the mothers and 30 percent of the fathers had not gone beyond the sixth grade. Persistence,“ Journal of Educational Sociology, 35 (January 1962), 197-199. 40Cervantes, p. 108. 41William C. Kvarorceus and W. E. Ulrich, “Providing Help Through Curriculum Adjustments,“ Delinquent Behavior, Principles and Prac- ~ tices, Vol. 11 (Washington, D.C.: NEA, 1959), p. 101. 42Hollingshead, p. 340. 43Daniel Schreiber, “The Dropout and the Delinquent: Promising Practices Gleaned from a Year of Study," Phi Delta Kappan, 44 (Feb- ruary 1963), 217. 64 Bolmeir44 found that 65 percent of the fathers of dr0pouts had less than twelve years of education as compared to 16 percent for fathers of all students. And Schreiber45 referred to studies from New York State and Louisiana which revealed that two-thirds of dropouts' parents held negative or indifferent attitudes toward the value of education. Factors Related to the Dropout 0f great importance to the study of the dropout problem is social and emotional development of the students who drop out of school. A number of studies reviewed by this author referred to the personality characteristics of dropouts. In general, the most commonly mentioned of these characteristics were the dropout's (1) lack of close friendships combined with lack of skill in communica- tion with peers, (2) little or no feeling of security and “belong- ing," and (3) unsatisfactory personal adjustment. 44Gerald Bolmeir, Some Sociological Factors Related to Edu- cational Progress and Personality.0evelopment. Paper presented to Administrative Council, Minnetonka Public School, Minnesota, June 12, 1962. 45$chreiber, 217. 65 Kuhlen and Collister46 found that dropouts were less popular among their peers than other students. Among the dropouts boys were rated as unpopular, sad-appearing, not good-looking, listless, un- friendly, unable to enjoy jokes on themselves. As discussed before, the course failures and grade repetitions and the low marks asso- ciated with dropping out did not make these students esteemed in the eyes of more successful students. Also, the fact that large numbers of dropouts come from families in the lower socioeconomic classes meant they had less money for teenage clothes, fads, and the usual high school social activities generally associated with popularity. Larson47 has written that investigations showed that dropouts were often emo- tionally immature. The literature frequently de- scribed them as insecure pupils who lacked the abil- ity to form friendships based on common interests and mutual regard. They did not involve themselves in school studies but were content to “Just Sit," year after year. They did not become involved in sports, school social activities or holiday groups, and were apathetic about vocational plans. Some dropouts were characterized by hostile attitudes. 46Raymond C. Kuhlen and E. Gordon Collister, "Sociometric Status of Sixth and Ninth Graders Who Failed to Finish High School,“ Educational and Psychological Measurement, 12, No. 4 (Winter 1952), 633-634. 47Roland S. Larson, "A Study of Selected Personality Factors Associated with High School Dropout" (Ed.D. thesis, Michigan State University, 1964), pp. 38-42. 66 He goes on to say that by the time the typical dropout reached high school, he had suffered much humiliation and defeat. Drop- outs usually were overage as a result of repeating one or more grade level. Generally, they were not as smart as other students. Often they were subject to social discrimination when they were from lower socioeconomic class and/or minority racial and ethnic groups. They were often retarded in the basic educa- tional skills and as a result they had difficulty keeping up with the assignments for high school classes. Either through default or snobbishness of other students, they had been eliminated from the school's extracurricular activity program. Lichter48 and others studied 105 intellectually capable, potential dropouts. They reported that 64 percent of the girls and 89 percent of the boys in their study were having problems because of their character formation;_the remaining subjects were diagnosed as neurotic. Penty,49 in her study of dropouts who were poor readers, found that lack of a sense of self-worth was expressed in feelings of inferiority, shame, and disgust with self. These emotional reactions had resulted from constant exposure to academic and social failure at school. 48Solomon C. Lichter and others, The Drop-out (New York: Free Press of Glencoe, 1962), pp. 72-73. 49Ruth C. Penty, Reading Ability and High School Dropouts (New York: Teachers College, Columbia University, 1956), pp. 37- 56. 67 A popular and enduring assumption is that school dropouts have low mental ability, usually lower than that of school persis- ters. Studies by Stevens,50 Doolittle,51 Van Dyke and Hoyt,52 Snepp,53 Cook,54 and Bowman and Matthews,55 among others, have con- firmed this belief. Blough56 compiled results of fourteen studies and found the median IQ score of dropouts to be 94, while that of graduates was 105. And the U.S. Department of Labor,57 reporting on seven communities, found that 21 percent of graduates, but 46 percent of dropouts, had IQ scores lower than 90-—only 6 percent of dropouts, but 16 percent of graduates had IQ scores of 110 and OVEY‘. 50Stevens, pp. 803-804. 51Lawrence W. Doolittle, A Pupil Holding Power Stugy in Your Detroit High Schools (Ph.D. dissertation, University of Michi- gan, 1964, Dissertation Abstracts, 25, No. 12, Part I, 1965), p. 7024. 52Van Dyke and Hoyt, pp. 49-50. 53Snepp, 49-54. 54Edward 5. Cook, Jr., "How IQ Figures in the Drop-out Problem,“ School Executive, 74 (September 1954), 56-57. 55 Bowman and Matthews, pp. 22 and 87. 56Biough, pp. 58—59. 57U.S. Department-of Labor, Bureau of Labor Statistics, School and Early Employment Experience of Youth: A Report on Seven Communities 1952-1957, Bulletin No. 1277 (Washington, D.C.: Government Printing Office, August 1960), p. 64. 68 Studies in Other Develgped and Developing_Countries The writer spent a great deal of time looking for research studies conducted in other countries which had a significant rela- tionship to this study. What was found throughout the literature and throughout the publications of the UNESCO Regional Office for Education in Asia is reported below. England Douglas and others58 conducted an investigation of school, home, and other factors affecting the secondary school progress (academic performance and length of school life) of a group of stu- dents over a period of five years. They found that low levels of parental interest and encouragement were associated with poor school performance and early withdrawal in all social classes. Early with- drawal was also more common among children suffering from family strains such as a father's long-term unemployment or the death of a parent after an extended illness. Pupils described by teachers as troublesome, poor workers, or inattentive in class were more 58a. w. 8. Douglas, J. M. Ross, and H. R. Simpson, All Our Future: A Longitudinal Study of SecondaryEducation (London: Peter Davies, 1968). 69 likely at all ability levels to leave early than were those who were favorably assessed. In addition, absence from school at either the primary or secondary level waszassociated with poor test performance and early leaving, particularly among lower class pupils. The Netherlands59 Nearly one half of the entire 1949 generation (15,052 pupils) failed to complete their studies. The incidence of early withdrawal from school was equal among both sexes. Previous schooling and geo- graphical environment (town vs. rural area) proved to be of little importance in determining school success. Almost the entire group (95 percent) of early leavers had made insufficient progress in school by the time they left and/or had repeated at least one grade. Tanzania Collins6O found that the causes of educational wastage asso- ciated with dropouts vary between regions, but principally they are 59Netherlands Central Bureau of Statistics, A Study of School Careers in the V.H.M.O., in Analysis of Student Performance (The Hague, 1965). 60Sidney Collins, "The Social and Economic Causes of Wastage in Schools and Other Educational Institutions in Tanganyika," Teacher Education in New Country (London), 5, No. 1 (May 1964), 64. 70 based on economic, geographical, demographical, social, cultural, religious, or health factors. The economic factor has a more direct relationship to the wastage problem when the question of the ability of parents to meet the cost of education is considered. Factors associated with withdrawal of secondary level even- ing students were also discussed; they included: costs of tuition, books, transportation, lack of a suitable place to study, difficul- ties in getting hold of necessary textbooks, absence due to leisure activities, illness or tiredness after working all day, student dis— satisfaction with inefficient teaching methods, and lack of guidance. Nigeria6] In an interim report on education in a rural area of Western Nigeria (Ibadan) the reasons for leaving school were found to be: cost of education, loss of child labor to parents, lack of incentive to finish education, children's dislike of severe discipline in school, teacher's interest in maintaining a high percentage of passes which resulted in deliberate discouragement, parental discouragement at children's lack of progress, and poor health. . 61International Labour Office, Interim Report on Education in a Rural Area of Western Nigeria (Ibadan: ILO Mission, 1967). 71 Uganda The Ugandan situation is almost similar to that in the other 62 in a survey undertaken by the East countries mentioned. Maleche, African institute of Social Research, found that, on the whole, children who dropped out were a year or two older than those who remained in school. The majority of those who dropped out had failed their examination. The follOw-up revealed further factors associated with dr0ppint out, i.e., shortage of money for fees and schobl.uniforms, parental indifference to education, especially for girls, shortage of post-primary education facilities, and a desire to earn “quick money." Ethiopia In most recent research conducted in Finote Selam, a small rural town in Ethiopia, to investigate the socioeconomic background of the student who is more likely to drop out of or stay in primary school, Kilies63 found that dropouts and stay-ins were 62A. J. Maleche, A Study of Wastage in Primary School in Uganda (Kampala: East African Institute of Social Research, 1960). 63Jasperdean Clair Kolies, "Primary School Dropouts: A Case Study of a Small Rural Town in Ethiopia" (Ph.D. dissertation, Colum- bia University Teacher College, 1975, Dissertation Abstracts, A 36, No. 7-8). p. 5189-A-1976. 72 significantly different from each other, especially those in the lower grade subgroups. Dropouts tended to have been older, born and living in rural environments, and from lower economic status, subsistence farming families in which neither their parents nor their school—age siblings were educated. In contrast, sty-ins were more likely to have been younger, born and living in an urban setting, and from higher economic status, entrepreneurial families in which their fathers and school-age siblings were educated. 73 Pakistan The problem here has been studied by Alvi,64 Choudhury,65 Hag,66 and Bux,67 whose emphases were on primary education rather than secondary school. An examination of the causes for school dropouts revealed that poverty, employment of students in agricul— ture, migration, lack of parental interest in the child‘s education, failure, early marriage, the inefficiency and ineffectiveness of the school system in dealing with economic factors and parental indif- ference to education were all contributing factors. 64Nasir R. Alvi and Surrya Khan, "Extent and Causes of Drop- outs in Girls' Primary in D. G. Khan District," Punjab Institute of Education and Research, Punjab University, 1965 (Summary in Bulletin of UNESCO Regional Office for Education in Asia [Bankok] 1, No. 2, March 1967). 65F. Chowdhury, “Report of an Investigation into the Problem of Wastage and Stagnation in Primary Schools in the District of 24 --Parganas (Calcutta: Directorate of Education, Government of West Bengal, 1965). "‘“ 66M. Serajul Hag, “Dropout in Primary Schools," Dacca Insti- tute of Education and Research, Dacca University, 1961 (Summary in Bulletin of the UNESCO Regional Office for Education in Asia [Bankok], 1, No. 2, March 1967). 67Zakia K. Bux, "Dropout Factors in Primary School," Bulletin of Education and Research (Lahore), 1, No. 3 (Spring 1963), Institute of Education and Research, University of Punjab. (Summary in Bulle- tin of UNESCO Regional Office for Education in Asia [Bankok], 1, No. 2, March 1967). 74 India In a report by the Ministry of Education68 the causes of the educational wastage associated with dr0pouts were identified as fol— lows: 1) economic causes--about 65 percent of dropouts at the pri- mary level were due to poverty. After the age of nine or ten the child becomes an economic asset to his parents because he can work with them or earn something outside the home--thus, he is withdrawn from school, 2) educational and social causes accounted for another 30 percent of wastage and included: incomplete schools not teaching the full cycle of courses; lack of ancillary services such as school meals and health clinics; ”dull character" of majority of schools; high rate of repetition which discouraged children from persisting with their education. In another report by the National Council of Educational Re- search and Training69 the first six variables discriminating dropouts from stay-ins were, in order of importance: 1) school attendance, 68India Ministry of Education, "Report of the.Education Com- mission 1964-66,“ Education and National Development (Delhi: Govern- ment of India Press, 1966). 69India National Council of Educational Research and Train- ing, Department of Educational Administration, "Wastage and Stagna— tion in Primary and Middle School in India," Project report, New Delhi, 1966. (Summary in Bulletin of UNESCO Regional Office for Education in Asia [Bankok], 1, No. 2, March 1967). 75 2) parental views of child's educational performance, 3) motivation from home for learning, 4) pupil's academic performance, 5) social position, 6) age on entering school. Mexico70 The problems of socio-economically linked educational disad- vantage appear to have been of particular concern in Mexico where a Latin American Conference was held in 1963. The working documents from this conference were then brought together in one volume (1964). Among these working papers is a special pilot study, undertaken by the National Institute of Education in Mexico, which aimed to deter- mine the social, economic, and cultural factors, extraneous to the school, the incidence of which affect a child's education. An analy- sis of the data indicated that both the socio-economic and cultural levels of the family are closely related to the children's education and their school achievement. 70M. A. Brimer and L. Paul, Wastage in Education a World Problem, Studies and Surveys in Comparative Education (UNESCO: IBE Paris-Geneva, 1971), p. 37. 76 Chile71 The national problem of educational wastage was the particu- lar focus of a study by Hamuy Berr (1961) who pin-poin ted dropouts as the most important factors associated with dropout were those related to place of residence, age of entrance to school, economic background, and geographic situation of the school. The Arab worid72 ‘// The problem of dropouts, especially at the primary level, has been studied in certain Arab conntries, including Egypt, Jordan, Iraq, Qater, Sudan, Bahrain, Syria, and Kuwait. The data and the findings were presented in a report by the Arab League, Office of Education, Culture and Science. The rate of dropping out varies from country to country: in Egypt, 20.1%; in Syria, 17.5%; in Iraq, 23.5% for boys and 26.8% for girls; in Kuwait, 9.9%. In addition, the statistical data indicate that the rate of dropping out is higher for girls than boys. 7]Ibid., p. 37. 72Mohammed Tantawi, Seminar: Students Drop-out,_E§pecialhy in the Elementary Stage. Report published by the Arab League Office of Education, Culture, and Science, Department of Education (Cairo, 1973). (Review of the report appeared in The Alarabi Magazine, No. 190 (Sept. 1974). pp. 108-112.) 77 The report also categorized the factors-associated with the school dropout as follows: 1. The government's failure to implement the compulsory schooling law at the primary stage. 2. The shortage of schools and lack of transportation which has hindered large numbers of students in getting to school. 3. Social and custom factors. 4. 'The shortage of parental income which necessitates many students working to support the family. \ Saudi Arabia The main objective of this research was to study the problem of the dropout at the high school level in Saudi Arabia. The writer, during his stay in Saudi Arabia to administer his questionnaires, tried every possible way to gather any research, reports, or other pertinent information regarding this problem which might be found in any institutions or governmental departments in the country. But it is very difficult to locate such information and sometimes one may 78 be denied access to it, the only justification being, "It is confi- dential information." The writer would argue that research—-in its more exact meaning of disciplined scientific inquiry aimed toward generation of new knowledge--has not yet to any great extent become a function of the Ministry of Education in Saudi Arabia. Rather its concern lies more with planning and collection of statistics and data and their dissemination in the form of annual yearbooks or statistical bulletins. Even the universities until recently were isolated from the mainstream of educational research. Studies in Arabic, religion, and other subjects continue to be produced, but university involve- ment in research into education seems to be minimal.73 Therefore, the writer could attempt to review only what could be found that was related to the problent In a report based on information gathered from question- naires sent to the superintendents during their conference in Riyadh City (no date) and from the various departments in the Ministry of 74 Education, Al-Saif discussed in detail the problem of failure, 73For further information about the problem of educational research in the Arab countries, the writer recommends Mr. Nathir G. Sara's article "Problems of Educational Research in the Middle East," International Review of Education, 21 (1975): 75. 74Josef Al-Saif, The Causes of Failure and Drop:put (Riyadh: Ministry of Education, Data Center, 1972), p. 50 (In Arabic). 79 nonpromotion, and dropout in the educational system in Saudi Arabia. The common factors he found to be associated with students who failed or dropped out in the high schools are categorized as follows: 1. Educational factors: Factors related to the curric- ulum, school administration, teaching methods, lack of counseling and supervision, lack of extracurricu- lar activities, examination policies, school facili- ties, school buildings, and lack of school library in many village schools. 2. Social factors: Factors related to the interest to work or to help the family in an agricultural or a commercial job, ignorance of parents, uncomfortable housing--especially in the villages, parents' divorce, orphanage,fipolygamy, size of the family, and city life which attracts many village students and poor families. 3. Health factors: Related to adolescents' social and psychological changes, the effects of the climate, especially during the Winter, psychologiCal problems as a result of punishment and humiliation, family poor nutrition, eye and ear problems. 80 Even these findings are not based on any information gath- ered from the dropouts themselves or from their families, however; nor did the report apply scientific methods in gathering and ana- lyzing the data. Yet the report seems to be an important step in recognizing the problem and'bringing it to the attention of respon- sible pepple in the Ministry of Education and many educators and researchers for action and further study. It is an individual effort which should be admired. Natto and Khan75 in their report discussed the problem of the dropout in the elementary stage in Saudi Arabia. Again, the validity of their results depends on the quality of data available to them. They wrote: In the absence of reliable and valid data on promotees and repeaters the extent of dropout can be measured by comparing enrollments in successive grades in succes- sive years as shown in statement below: 75Ibrahim A. Natto and Sarwar Khan, Problems of Elementary Education and their Effect on Eradication of Illiteracy (Riyadh: Data Center, Ministry of Education, June 1976), pp. 22-23. 81 ..Index;Number Year' Grade Boys Girls 1969/70 1 100 100 1970/71 2 8O 90 1971/72 3 80 85 1972/73 4 88 87 1973/74 5 73 76 1974/75 6 65 65 Output in 1975 60 60 (annual examination) Statement: Indices of enrollment by grade 1969-75 (Enrollment in Grade 1 in 1969/70 = 100) It can be observed from the above figures that the enrollment in successive grades has continued declining over the years (except from grade 3 to 4 where it increases due to high rate of failures in grade 4 which causes more repetition). The graduates of the elemen- tary level represent only 60 percent of the pupils who were on the roll in grade 1, six years earlier. This rather crude method gives a dropout rate of 40 percent, both for boys and girls between the initial and the final grades of the elementary school level. A more sophisticated analysis made on the basis of promotion and repetition rates observed over the past seven years indicates that about 49 percent of those enrolled in grade 1 could get through to the final grade successfully, though most of them had to repeat the grades and thus took longer than the 82 normal six years to complete the stage. The remaining 51 percent dropped out of school from various grades. In comparison with the boys, the dropout ratio of girls was smaller. Only 31 percent of their initial enrollment in grade 1 dropped out, while 69 percent completed the stage successfully, though, like the boys, a majority of the girls also took longer than the normal six years duration of the courses.76 In discussing the causes for such rates, the writersiadmit the fact that the dropout needs thorough investigation based on a comprehensive ground survey. But, as they mention, some of the causes are apparent from the school statis- tics collected annually. The various interrelation- ships between data on pupils, teachers and the avail- able information on conditions of schoolbuildings, classrooms} etc. do point towards an unsatisfactory situation. L /"- They identify five factors which they believe to be related to the dropout problem.78 1. Congested classrooms: The problems of over- straining of teachers and congestion in classrooms, 761bid., p 23 77Ib1 ., p. 23 78 83 particularly in urban schools, may to a-consider- able extent be responsible for sizeable dropout. Inadequate school buildings: Most of the schools are functioning in rented buildings which were not designed as school buildings. A living room for two or three persons has quite different character- istics in respect to space dimensions, ventilation system, etc. than those of a classroom which should be designed to accommodate between twenty to forty (even more) children. Further, excepting a few privileged schools, most of the urban schools do not have a playground or a sufficient open space even for a school drill and other physical activities. Why should anyone not expect the young children to dislike schools? Examination system: A substantial number of chil- dren fail at the annual examinations. Such failure is a severe shock to the child, depressing him so much that he may lose interest and play truant or drop out altogether. 84 Socio—economic.factors: The socio-economic back- ground of the child, the literacy level of his parents, their vocation and income, the community to which he belongs and its attitudes toward educa- tion, particularly towards girls' education, are some of the important factors affecting the be- havior of the child at school and his chances of continuing there or of deserting it. The widespread illiteracy among rural parents and their compara- tively inferior living conditions exert a negative influence on their children's schooling. Curricular contents: There has been a mounting criticism of the curricular contents for elementary and other levels of education on several grounds, one of them being that the framers of the curricu- lum and syllabi for the most part keep the urban conditions in view, which may be suitable for the city children but is quite unsuitable for the rural children whose environment greatly differs from that in the city. The writers of the books are mostly city dwellers who are largely influenced by their surroundings which is reflected in their ‘85 writing. The nature of the curriculum, then, be- sides putting.the rural children at a clear disad- vantage, has far reaching implications, and its unsuitability may be a potent and cogent cause of .- c...’ dropout from school. The problem of the dropout in Saudi Arabia, also has been mentioned in some scholars' work. In a book edited by Mansfield79 it is indicated that the high dropout rate in the education system is due to the fact that any Saudi can obtain undemanding and ade— quately paid work as soon as he has reached the intermediate level. In addition, Knauerhase8O pointed out that the government employment policy encourages school dropouts since it is easy to find rela- tively well paying government jobs requiring little formal educa- tion. Thus, boys tend to acquire a minimum level of education and then drop out of school for a government job rather than continue to forego income and stay in school. 79Peter Mansfield, "Saudi Arabia the Land and the People,“ in The Middle East a Political and Economic.Survey, Fourth edition (London: Oxford University Press, 1973), p. 153. 80Ramon Knauerhase, "Saudi Arabia's Economy at the Beginning of the 1970s," The Middle East Journal (Washington, D.C.: Middle East Institute, Spring 1974), p. 128. (ill I‘lll'l' . 11.“. Chapter IV METHODOLOGY The Data Two means were utilized to collect the data for this study: personal contact and a questionnaire. Personal Contact The investigator tried every way possible to secure and col- lect any data related to his research. On his way to Saudi Arabia to administer his questionnaire he stopped in Cairo to look for any information or research on what has been done in the Arab world re- garding the problem of school dropouts which could be used for Chap- ter III. In addition, the Office of Education, Culture and Science in the Arabl League was contacted along with several other agencies, among which were: A. The Office of Data Center at the Ministry of Educa- tion. Dr. Suleman Sindy, the director, was very 86 87 helpful in providing the available data at the Center. B. The Ministry of Planning. A copy of the nation's five-year plan was obtained by special permission from the Deputy Minister. Other information was obtained from the library of the Ministry; the Manager of the library was very cooperative in this matter. C. The General Personnel Bureau of Government Employees' Affairs. 0. University of King Abdulaziz and the University of Riyadh for assistance and transportation during the research time. The Questionnaire After a review of related literature and consultation with the research department, the questionnaire was decided upon to be the major tool for obtaining the needed information for reasons mentioned in Henry Halt's book: "The questionnaire is likely to be a less expensive procedure than the interview. It requires 88 much less skill to adminster them than an interview, in fact ques- tionnaires-are often simply mailed or handed to respondents with a minimum of explanation. Further, questionnaires can often be ad- ministered to large numbers of individuals simultaneously. He goes on to say: Another advantage of questionnaires is that respon dents may have greater confidence in their anonymity and thus feel freer to express views they fear might be disapproved of or might get them into trouble. Another characteristic of the questionnaire that is sometimes, though not always, desirable is that it may place less pressure on the subject for immediate response, when the subject is given ample time for filling out the questionnaire, he can consider each point carefully rather than replying with the first thought that comes to mind. The questionnaire was developed in order to investigate the factors which the researcher hypothesized might be related to the problem of student dropouts. The tentative form of the questionnaire was then submitted to the investigator's committee chairman. After some items on the questionnaire were modified according to his and the members of the committee's suggestions, committee approval was obtained. While the investigator was in Saudi Arabia in April 1976, the questionnaire was translated by him into the Arabic language. 1Claire Selltig and others, Research Methods in Social Rela- tions, published for the Society for the Psychological Study of So- cial Issues (New York: Hotl, Rinehart and Winston Inc., 1965), pp. 238-41. 89 and copies of the translation were submitted to certain Arabic lan- guage professors in-the department of Arabic language at King Abdula- ziz University.who have good background in both languages, for their examination ofithe Arabic language employed. Then it was admini- stered to ten.college students and ten high school students for a pretest of the readability and understandability of the Arabic ver- sion. At the University of Riyadh a letter from the rector's office was sent to deans of schools communicating the university administration's approval of the distribution of the questionnaire and urging them to help in facilitating the procedure (see Appendix B). Help was also provided by the general mangers' offices of em- ployees' affairs in many governmental institutions. The question- naire itself was accompanied by a cover letter explaining the pur- pose of the questionnaire and the need for conducting this study. The Population and the Sample The population of this study consisted of four groups: 1. Saudi male students who dropped out of secondary school prior to graduation and who were employed 90 at various state institutions in the City of Riyadh. 2. Saudi matriculating male students who finished their high school diploma and continued their education at the University of Riyadh. 3. Saudi male students who finished their high school diploma but did not continue their edu- cation, instead being employed at various state institutions in the City of Riyadh. 4. The City of Riyadh's secondary school teachers. The population was secured by three means: 1. The office of the registrar at the University of Riyadh was contacted to secure the names and the total number of University students. At the time of conducting the research in April 1976, there were 5,476 students, of which 827 were non-Saudi students. Since this study was mainly concerned with the Saudi students, the 827 non-Saudi students were subtracted from the total number and 4,649 91 Saudi students became the total population of the matriculating group. From the records of the General Personnel Bureau, a governmental agency supervising the affairs of all government employees, the namees of employees who had finished their high school diploma and those who did not were secured. It is worth men- tioning here that the investigator first failed to secure the total number of dropouts and gradu- ates in the City of Riyadh through this office since such information was not available at that time. But through the office of employees' affairs in each governmental institution he was able to gather the needed information. The effort revealed that there were 1,723 high school graduates and 837 high school dropouts employed in various depart- ments. These numbers might be higher, but because the investigator did not have access to exact figures, he had to rely on those that were avail- able to him. 92 The Superintendent's Office in Riyadh City also was contacted to secure the names of high school teachers. There were 436 at the time of the re- search, 162 of whom were Saudi teachers, the rest, non—Saudi. The sample was drawn only from the Saudi teachers. From each of the four groups listed on the previous page a sample of 100 participants was randomly selected. /. Procedures Specific statistical procedures used are: 1. A two-way frequency table with percentages of the three groups, dropout, non-dropout, and high school graduates, was utilized with respect to the thir- teen factors mentioned in Chapter I. \-. For hypothesis 1 an x2 test of homogeneity was em- ployed to test homogeneity (or equality or propor- tion) among the three groups, dropout, non-dropout, and high school graduates. This x2 was performed 93 separately for each of the thirteen factors. Each was tested at a .05 level of significance. The null hypothesis was that there is no difference in the proportion between male high school dropouts and matriculating male students (non-dropouts) and high school male graudates on the thirteen sociopsycho— logical factors chosen for this study. For hypothesis 2 and x2 test of independence was em- ployed to test association (agreement) between high school teachers and male dropout students for the eleven factors mentioned in the questionnaire in question no. 26. The null hypothesis to be tested was that there is no association between high school teachers and male high school dropouts in the rank ordering of the selected factors that cause students to drop out of high school. For hypothesis 3 and x2 of homogeneity was employed to test the perception of the three groups of stu- dents regarding the importance of the high school diploma. The null hypothesis to be tested was that there is no difference between the various groups 94 of students in regard to their perception of the . importance of the high school diploma. Subsequent to the tabulation and coding of the data on IBM cards, the Computer Center of M.S.U. was utilized to derive the necessary computations. Chapter V PRESENTATION AND ANALYSIS OF THE DATA Introduction In Chapter I the investigator hypothesized that certain sociopsychological climate variables have influenced students to drop out at the.secondary school level in Saudi Arabia. In this chapter an.attempt is made to find whether differences among the patterns of.dropouts and non-dropouts exist. Table 6 presents the summarized statistical significance of the x2 test of homogeneity employed for the thirteen sociopsychological climate variables. Then each variable is examined and discussed separately. 95 2 96 TABLE 6 THE RESULTS 0? X TEST OF HOMOGENEITY OF 13 MEASURES OF SOCIOESMCHOLOGICAL CLIMATE VARIABLES H. N0. 1 . Degree _ . . Number of Variables Measured -C“'qu”a”e of S'gnf" Partici- est cance Freedom pants 1. Marital status 36.207 2 .0000 300 2. Father's level of education 104.084 8 .0000 300 2. Mother's level of education 38.314 .0000 300 3. Financial situation 144.737 .0000 300 4. Student's interest 78.295 6 .0000 300 5. Antagonism toward teachers 118.224 8 .0000 300 6. Unhappy family situation 81.159 12 .0000 300 7. Attitude of parents toward education 117.480 6 .0000 300 8. Student attitude toward school 86.550 4 .0000 300 9. Grading system (annual exams) 21.420 6 .0000 300 10. Participation in . school activities ,' 71.868 .0000 300 11. Student failure ’ 108.232 8 .0000 300 12. Government job availability and attractiveness 32.635 6 .0000 300 13. Student attitude toward curriculum subjects 98.025 6 .0000 300 97 "Marital‘Status.and;the;0ropout.. Table 7 deals.with the distribution of dr0pouts, matriculat- ing students and high school graduates with regard to marital status: TABLE 7 MARITAL STATUS AND THE DROPOUT Male Dropouts Male Matriculates . Male High SCPOOI Graduates Marital Status No. % No. % No. % Married 66 66 27 27 33 33 Non-married 34 34 73 73 67 67 TOTAL NO. 100 100 100 100 100 100 T Table 7 shows that dropouts tended to be married students. Approximately 66 percent of them were married; only 34 percent were not married. On the other hand, 73 percent of the matriculating stu- dents and 67 percent of the high school graduates were not married. The x2 of 36.207 and 2 degrees of freedom indicates that there is a strong relationship between dropouts and marital status. Married students are more likely to drop out of high school than non-married students who are more likely to stay in school and finish their pro- gram. This finding could be interpreted as the need for married 98 students to quit schoolzand go to work in order to support their family as indicated by 87 percent of the dropouts in this study (see Table 22). Parental Level of Education and the Dropout The three groups were asked to indicate the level of their parents' education to find if there is a relationship existing be- tween the dropout and parental level of education. Table 8 and Table 9 present their answers. TABLE 8 FATHER‘S EDUCATION AND THE DROPOUT w Male . . Male . . Male High School Father's Level Dropouts Matriculates Graduates of Education No. % No. % No. % College graduate - - 18 18 — - High school; graduate l l 24 24 6 6 Junior high school 3 3 20 20 ll 11 Literate but no formal education 43 43 22 22 4O 4O Illiterate 53 53 16 16 43 43 TOTAL N0. 100 100 100 100 100 100 99 Certainly, this table and the x2 of 104.084 with 8 degrees of freedom reveal that a relationship does exist between a father's education and students who drop out; 43 percent of the dropouts and 40 percent of those who finished high school (but did not con- tinue their education through the college level) indicated that their fathers had no formal education, while only 22 percent of the matriculating students indicated that their fathers had no formal education. Furthermore, 53 percent of the dropouts and 43 percent of the high school graduates indicated that their fathers were illiterate as compared to only 16 percent of the matriculating students. TABLE 9 MOTHER'S LEVEL OF EDUCATION AND THE DROPOUT Male Male . Male High School Mother's Level Dropouts Matriculates Graduates of Education No. % No. % No. % High school graduate - - 2 2 - - Junior high school - - 6 6 - - Elementary school - - 13 13 - - Literate but no formal education 10 10 28 28 5 5 Illiterate 9O 9O 51 51 95 95 TOTAL N0. 100 100 100 100 100 100 100 In the case of mother's level of education, the categories of women's.leve1 of education here were limited to four due to the fact that female.education in Saudi Arabia has a short history. The above table shows that none of the dropout's mothers and none of the high school graduates' mothers had obtained high school diplomas nor did they have any kin dof formal education. Approxi- mately 90 percent of dropouts and 95 percent of high school grad- uates' mothers were illiterate, while 51 percent of the matriculat- ing students' mothers were illiterate. The x2 of 38.314 with 8 degrees of freedom reveals strong differences in the pattern be- tween the groups. From both Table 8 and 9 the investigator could conclude that the higher the parents"level of education is, the more likely it is that their son will stay in school and continue through the college level. On the other hand, the lower the parents' education is, the more likely it is that their son will drop out. Family Income and the Dropout .The following table indicates that the majority of dropouts, - 61 percent; and the majority of high school graduates, 64 percent; came from a low-economic-class family background. Only 8 percent 101 TABLE 10 FAMILY INCOME AND THE DROPOUT Male Male H. fiagih001 Family's Annual Dropouts Matriculates ;g d t Income ra ua es No. % No. % No. % l--Over R30 thousand - - l9 l9 - - 2-—R20 - 29 thousand - - 35 35 5 5 3--RlO - 19 thousand 33 33 38 38 29 29 4--R5 - 9 thousand 61 61 8 8 64 64 5--less than R5 thousand 6 6 - - 2 2 TOTAL NO. 100 100 100 100 100 100 of the matriculating students came from the same type of family back- 2 ground. The x of 144.737 with 8 degrees of freedom indicates a very strong relationship between dropping out and family annual in- come. The lower the annual income of the family is, the more likely the son will drop out of school. Those who stay in school and con- tinue through college usually come from families with rather high incomes. 102 Student Interest in School and the Dropout The interest of a student in the school's program is re- garded as one of the most important elements in his success and continuation in school. Table 11 indicates that the majority of the dropouts (39 percent) felt that their education in high school was not interesting but rather boring as indicated by 24 percent of them, while the majority of the matriculating students (53 per- cent) and the majority of the high school graduates (41 percent) felt that their education in high school was somewhat interesting. TABLE 11 STUDENT INTEREST IN SCHOOL AND THE DROPOUT Male Male HigNaSEhool Student's Interest Dropouts Matriculates Graduates in School No. % No. % No. % 1--Very interesting 10 10 34 34 12 12 2--Somewhat interesting 27 27 53 53 41 41 3--Not interesting 39 39 12 12 28 28 4--Boring 24 24 . l l 19 19 TOTAL 100 100 100 100 100 100 103 To provide an even clearer picture of the findings in the table it should also be indicated that 34 percent of the matriculating stu- dents felt that their education in high school was very interesting as compared to only one percent of them who said it was boring. Furthermore, the x2 of 78.295 with 6 degrees of freedom shows a significant difference between dropouts and non-dropouts over this factor which means that the more the student is interested in the school program, the more he is likely to stay in and graduate. Antagonism Toward Teachers and the Dropout . Table 12 reveals the fact that most of the dropouts in this study (70 percent) mentioned poor relationship with their teacher. This figure is more than four times higher than the number of matric- ulating students (15 percent) and more than two times higher than the number of high school graduates (37 percent) who expressed the same idea. The majority of the matriculating students (47 percent) indicated they got along well with most of their teachers. The x2 of 118.224 with 8 degrees of freedom shows a significant difference between the dropouts and non-dropouts over this factor which indi- cates that a good relationship between student and teacher will help the student not only to do better but also to stay in school. 104 .TABLE 12 ANTAGONISM TOWARD TEACHERS AND THE DROPOUT Male . Male Male . Antagonism Toward . High School Teachers Dropouts Matriculates . ,Graduates No. % No. % No. % l--Got along well with all of them 9 9 12 12 3 3 2--Got along well with most of them 3 3 47 47 24 24 3--Got along well with some of them 18 18 25 25 33 33 4-—Got along well with all but one of them - - l 1 3 3 5--Got along well with none of them 70 7O 15 15 37 37 TOTAL 100 100 100 100 100 100 Unhappy Family Situation and the Dropout. The objective here was to find out whether or not the drop- out more often experienced an unhappy family situation than the non- dropout. In utilizing the figures given in Table 13 below, one finds 105 TABLE 13 UNHAPPY FAMILY SITUATION AND THE DROPOUT Male . . . Male Male . Family Situation Dropouts Matriculates High School Graduates No. % No. % No. % l—-Live with both parents 24 24 67 67 39 39 2--Parents are separated and live with one of them 16 16 2 2 12 12 3--One of the parents is dead and live with the other l7 l7 9 9 7 7 4--Parents are dead and live alone 17 17 2 2 l3 l3 5--Parents alive but live alone 9 9 4 4 6 6 6--Married and live in your own house 7 7 11 ll 9 9 7--Married and live with parents 10 10 5 5 14 14 TOTAL 100 100 100 100 100 100 106 that for a large number of dr0pouts (34 percent) either-one or both parents are dead as compared.to only 11 percent of matriculating students and 20 percent of high school graduates. Furthermore, 16 percent of the dropouts' parents were separated, while only 2 per- cent of the non-dropouts' parents were separated. To summarize, 50 percent of the dropouts came from unhappy or broken homes, as com- pared to only 13 percent of the non-dropouts and 32 percent of the 2 of 81-159 with 12 degrees of freedom high school graduates. The x indicates a significant difference on this measure between the drop- out and non—dropout; the dropout is more likely to come from an un- happy ro broken home, while the non-dropout usually has a rather happy family background. Parental Attitude Toward Education and the Dropout- To examine whether there is a relationship between dropouts and the parental attitudes toward education, students were asked to in- dicate how their family felt about their going to school (see Table 14). Their answers revealed that the majority of the dropouts (69 percent) and 62 percent of the high school graduates indicated they received either some encouragement or no encouragement at all from their parents, while only 2 percent of the matriculating students 107 ..----.TABLE 14 PARENTAL ATTITUDE.TOWARD EDUCATION AND THE DROPOUT Attitude of Parents Male Male . HighMSlfiool Toward Education Dropouts Matriculates Graduates No. % No. % No. % l--Greatly encouraging l8 18 71 71 19 19 2--Fairly encouraging 13 13 27 27 19 19 3--Partly encouraging 43 43 2 2 37 37 4--No encouragement 26 26 - - 25 25 TOTAL 100 100 100 100 100 100 (non-dropouts) gave the same answer. The 62 percent of the high school graduates could have the opportunity to continue their educa- tion through the college level if they had the encouragement that the matriculating students had as shown in the table; 71 percent of them were greatly encouraged by their parents. The x2 of 117.480 with 6 degrees of freedom indicates that there is a significant difference between dropouts and non—dropouts in regard to their parents' attitude toward education. Parents of graduates were more positive toward the importance of education for their sons than were parents of dropouts. 108 Student Attitude Toward School and the Dropout A favorable student attitude toward school is regarded as an important factor in the student's experiencing satisfactory achievement and in the school maintaining its students for further educational achievement- ,In.this study students' attitudes toward school were examined.(see Table 15 below). Those who had dropped out of school indicated unfavorable attitudes; 45 percent of them disliked going to school and 40 percent of them went to school only TABLE 15 STUDENT ATTITUDE TOWARD SCHOOL AND THE DROPOUT Male ‘ "3'9 Ma'e Hi h School Student Attitude Dropouts Matriculates g Graduates Toward School No. % No. % No. % l--Liked to go to school 15 15 62 62 27 27 2--Liked only some of the courses 4O 4O 35 35 37 37 3--Disliked going to school 45 45 3 3 36 36 TOTAL 100 100 100 100 100 100 109 because they liked some of the courses. If these two figures are compiled into one we find that 85 percent of the dr0pouts had a rather unfavorable attitudetoward school as compared to only 38 percent of the (nonedropouts) matriculating students. The majority of the latter group (62 percent) showed a favorable attitude toward school. Therefore, they were different from those who had dropped out and those who finished high school but did not continue their education through thezcollege level. The calculated x2 of 86.550 with 4 degrees of freedom indicates that differences between the ,wdropout and non-dropout do exist in regard to the student attitudes toward school. The more positive the attitude of the student toward school, the more likely this student will stay in and continue through the college level. Grading System and the Dropout Since annual exams are the only means of evaluation and student promotion in the Saudi Arabia education system, it was assumed that they might have an effect on or a relationship to dropouts and, further, that there would be a different point of view between dropouts and non—dropouts regarding this factor. Table 16 indicates that the majority of the dropouts (65 percent) 110 TABLE 16 GRADING SYSTEM (ANNUAL EXAMINATIONS) AND THE DROPOUT Male . Male Male . Grading System: . High School (Annual Exames were Dropouts Matriculates Graduates Hard to Pass) No. % No. % No. % 1--Very important factor 29 29 15 15 19 19 2--Somewhat important 36 36 21 21 4O 4O 3--0f little importance l8 18 29 29 29 29 4--Not a factor 17 17 35 35 12 12 TOTAL 100 100 100 100 100 100 and 59 percent of the high school graduates perceived annual examin- ations as a very or somewhat important factor. On the other hand, only 36 percent of matriculating students perceived them that way, the majority of them (35 percent not seeing examinations as a fac- tor at all. The x2 of 21.420 with 6 degrees of freedom indicates significant differences between dropouts and non-dropouts in their perception of this factor. 111 School Activity Participatiortand.the.Dropout. The students were asked to indicate whether or not they participated in any of their school's activities to see if there was a linke between dropouts and participation in school activities as shown in Table 17 below. More than two thirds (74 percent) of the dropouts had participated in no activities; the other third (36 percent) had participated. In the case of high school graduates the TABLE 17 PARTICIPATION IN EXTRA CURRICULAR ACTIVITIES AND THE DROPOUT Male Male Ma'e Participation in Dro outs Matriculates High School School Activities p Graduates No. % No. % No. % l-~Sports ll 11 37 37 32 32 2--Academic and scientific activities 1 l 20 20 3 3 3--Social activities 14 14 35 35 15 15 4--None 74 74 8 8 50 50 TOTAL 100 100 100 100 100 100 112 figure was split, with 50 percent having participated and the other 50 percent having not participated (most activities participated in were sport activities). With regard to non-dropouts (matriculating students), 92Wpercent.had participated in their school's activities and only 8 percent had not.(\The x2 of 71.868 with 6 degrees of freedom indicated that a difference between dropout and non—dropout existed in regard to their participation in school activities which means that students who avoid participating in such activities can be expected to drop out of school. 1 Student Failure and the Dropout Grade failure or non-Promotion appears to be greatly asso- ciated with dropping out of school as can be seen from Table 18. Eighty-six percent of the dropouts and 64 percent of the high school graduates (who failed to continue their education through the col- lege level) had failed in at least one or two courses, while the majority of non-dropouts (64 percent) had experienced no failure at all. It is obvious that when a student experiences many failures in school he may drop out of school instead of repeating the same grade many times. In fact, the investigator was told by some of the drop- outs who participated in this study that they had been encouraged 113 TABLE 18 STUDENT FAILURE AND THE DROPOUT S . Male Male ' HighMSlfiool tudent Failure Dropouts Matriculates Graduates No. % No. % No. % None of the courses 14 14 64 64 36 36 1 or 2 courses 38 38 35 35 31 31 2 or 4 courses 38 38 l 1 33 33 5 or 6 courses 5 5 - - - - More than 6 courses 5 5 - - - - TOTAL 100 100 100 100 100 100 to drop out of school as a result of their continual experience of failure. The calculated x2 of 108.232 with 8 degrees of freedom in- dicates significant differences between dropouts and non-dropouts (the matriculating students) over this factor. The more the student experiences failure, the more he is likely to drop out of school. 114 Government Job Availability and the Dropout Unlike any other country, Saudi Arabia has experienced a high shortage of manpower and, thus, no unemployment problem. Jobs are available to any applicant regardless of his qualifications. To determine if the availability of jobs encourages many students to drop out of school, students were asked whether or not they had been so encouraged. Table 19 below reveals that 71 percent of the dropouts indicated that the availability of jobs was a very or some- what important factor in their leaving school. This was also the opinion of 82 percent of the high school graduates (who failed to continue through the college level). These two groups were more definitely attracted to government jobs, while the majority of the non-dropouts (58 percent) gave this factor little importance or did not see it as a factor. The x2 of 32.635 and 6 degrees of freedom indicates a significant difference between dropouts and non-dropouts over this factor; while the dropouts cited it as a factor, the non- dropouts did not. From the preceding discussion of the findings it can be concluded that more students drop out of school because it is easy to find relatively well paying government jobs requiring little formal education. 115 TABLE 19 GOVERNMENT JOB AVAILABILITY AND THE DROPOUT Government Male Male Hi hMg]:0 1 Job Availability Dropouts Matriculates Ggadugte: and Attractiveness No. % No. % No. % Very important factor 22 22 22 22 41 41 Somewhat important factor 49 49 20 20 41 41 Of little importance 15 15 26 26 7 7 Not a factor l4 14 32 32 11 11 TOTAL 100 100 100 100 100 100 Student Attitude Toward Curriculum and the Dropout An attempt was made to discover whether or not the dropout and non-dropout differed in their satisfaction regarding the curricu- lum subjects they encountered in high school. As can be seen from Table 20 following, more than two-thirds (68 percent) of the non- dropouts liked most of the courses they had in high school as com- pared to less than one-third (13 percent) of the dropouts and 27 116 Finally, these analyses led to the rejection of null hypothesis number one which indicated that there is no differ- ence between male dropouts, male high school graduates, and matriculating students (the non-dropouts) over the thirteen socio-psychological climate variables: the statistical find- ings show that a significant difference between the dropout and non-dropout did exist. 117 TABLE 20 STUDENT ATTITUDE TOWARD CURRICULUM SUBJEXTS AND THE DROPOUT Male Student Attitude Orgaljts MatrVEOTates High School Toward p Graduates Curriculum Subjects No. % No. % No. % Liked all of them 7 7 10 10 9 9 Liked most of them l3 13 68 68 27 27 Liked only a few of them 66 66 21 21 54 54 Did not like any of them 14 14 l l 10 10 TOTAL 100 100 100 100 100 100 percent of those who failed to continue their education after their graduation from high school. On the other hand, 66 percent of the dropouts and 54 percent of the high school graduates liked only a few of the subjects. The x2 of 98.025 with 6 degrees of freedom indicates statistical significance between the dropout and the non- dropout in regard to their feelings toward curriculum subjects they had had in the high school. In conclusion, dr0pouts would have been in school and would have gotten the chance to continue if they had had a meaningful curriculum with great variety and a wide selection of subjects. 118 'Dropouts and High School Teachers' Ranking of the Selected Factors-that Cause Students to Drop Out One of the purposes of this study was to ascertain the teachers' evaluation of reasons for students dropping out of school and to determine if there is an agreement existing between the two groups Tn their evaluations of the reasons. The x2 of independent and the Cramers' V test of a degree of association were employed to derive the necessary computations.;>Table 21 and Table 22 present the results. Looking at Table 21 one finds that agreement as well as disagreement existed between the two groups. Therefore, the null hypothesis of there being no difference between high school teachers and male high school dropouts in the rank ordering of the selected facots that cause students to drop out of high school cannot be accepted on the ground that differences did exist. The highest agreement between the two groups occured with regard to the financial situation of the family: 87 percent of the dropouts and 59 percent of the high school teachers indicated it as a very important factor in causing a student to drop out. 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(g) flat-album e5 35.15 4.01....“ 0.15" (o) 3.9-"e3: J 4404mm In» “a“‘ui-PWJUbvlh-“oufiéa‘é‘x (Y) wL—Jl ubgLrsJIc—blwail ”tel-idle.» (A) HW1WMA'W'wH-i' uflIN‘JI-fidlfi 6.1 “1.3.1, Lfi-JJO- M --o saga." atLLBJUgJLLJIéJ, 0.0000000... oooooooo (\) 914: 1-=---------" 115‘: CORRESPONDENCE FACILITATING THE STUDY 188 MICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATION ° STL'DFNI' TEACHING OFFICE , EAST LANSING ' MICHIGAN ' 48814 ERICKSON HALL I January 22, I976 The Hon. A. Manguer Cultural Attache .Saudi Arabian Educational Mission Suite 400, 2223 West Loop South Houston, Texas 77027 Dear Sir: Mr. Mohammed Ghamdi is currently a doctoral candidate, majoring in Curriculum and Instruction. He is a strong candidate, with fine potential for educational leadership, as I have indicated to you previously. Mohammed is now at dissertation point. His thesis problem relates to causal factors and preventive practices related to school holding power (the "drOp-out" problem) in the secondary schools of Saudi Arabia. He is presently planning to return to Saudi Arabia, to administer questionnaires and gather other data for his research, for three or four months, beginning early in April, 1976. I strongly recommend that Mr. Ghamdi's request be approved as soon as possible. Yours sincerely, George R. Myers, Professor Secondary Education and Curriculum cc: Ghamdi File GRM:hb 189 1' 3C r_".;..3Jl ”.43.,” a—U1fx—uu. c.5314) 331.3.) .1Y‘ll/i/Yltwbdl QJNIQUUIQLLJI .HYl/i/l iéé'r” 13.—53 3421101131311: .4 :colséle «(j-,9» Saudi Arabian Educational Mission to the United States and Canada 2223 West Loop South—Suite 400 Houston, Texas 77027 (71]) 6296170 , ...,” 6.3.5.113» .11).. .... lé‘llpml L—‘JL‘JJJ L—lJ1afla3’rth-rw1 519;.” .Lee wlhwrwl “Y104m&1’o 433346.1443 a___I.,Iu arts-U1. nelY‘l‘l/Y/i'i Us 00o / :35.on ,3), . .,,-I:;IIIaJL.,Ia,->UI-L,I..IIC..J SLLJIJIWI JLASVIRJJMIdeapaJB g§3IeU.L,&l>‘113?,J «.1: . 0 TupiJIJSliaJIJIMY 1.)...AJ glide.“ gl; 6Y1. L I'IL :ij Uh? IL; 1'1 I; J, mildew) 4...: F... ‘l’s; " ...“ """ ~9- ‘a‘é/J 190 Pf‘k) fj\&-—-——” . ‘ I ~. K , 1; ~' 5:“... i4“ . I u- . l Facultfi’f Education i, . ', .- ‘ ’WJp/i) JV.) 4....u‘UI 14.x :. 3. . . Mecca Sand: Arabm ' j 1 HAD-‘1‘“ é] "that: .. “fi—U &._ ' ' mt.v".‘: .. .- .‘.“If. 3. . - ,. 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LJMIQJQJIMI 3—-.-JSJ'~.«>U°o?=-< chili—v“ aka-55; View DUE- .JLS‘J, ' I. owe-Lam: wafifi .\ ‘ ., 7,, cu o uiwrib '5-‘——-—-~L?~J‘ def: NOTE: This same letter was sent to the . cJ'/f 1. Dean of agriculture school, Dean of engineering school, Dean of the pharmacy school, Dean of the science school, Dean of school of education. 0'1wa 0 O O O IYAD. P.O. aox 2454 . V1,: .2“ J ‘3; _~ 193 r.,,____....,JI;,.,,.J.JIamt“... {”41“,}! L41“ avg-..IIWI uk 5:; 51:; wazflv Wlwyflfllm -..,.,...as:-L,JI was; qu-muua us.“ 6,5,...“ L291». JI, JMLL‘JI.'&,.;:J|, -JV:¢M1U‘DJ Junk-.1 with? 45:1 yawn LL.“ u. “19.5.09, a..._iJ..JI gapLJIBWI u. 1.....8, Sblglelkgg .LJI,,L.:.JI,,.IL.JI‘AJ» «_gasghgyba, uammwwwi, W13. L-I.,I, .LJWJIaqu tar «saga-amass I.» 6“" wwww ~15 wwmwwbb» —-—-.-'~ who U u-l‘ Léx'wU-a-JH-m J:- aldW'ufi-J'ofio'd 0.. an mu. le,.54.;, .1;qu l6 ualwuwuul-t,.~uai,~o. 4, ..HI Jorge?” Ml. w U1, Hob! ..le as.» Cupw an, |;,.~w~a33.5.-J|64- awi I‘uaJI UL awaHLNIC .stu uJI o,..,JI,a...I J.“ .'LJ LL25, "Add! Q. 9,331 uglrJl Jukoubd 301:” “way oi: calmsbym, as: 3 J:J....JI¢'—QU,J1 d w1wl’b «o/J BIBLIOGRAPHY BIBLIOGRAPHY Al-Badr, Hamoud A. ”Public.Relations Activities at Two Saudi Arabian Universities." .Unpublished Ph.D. dissertation, Michigan State University, 1972. Allen, Charles M. "What Have Our Dropouts Learned," Educational Leadership, March 1953. Al-Nadwa, Daily Newspaper, Mecca, Friday, July l7, l977. Al-Saif, Josef. The Causes of Pailure and Drop70ut. Riyadh: Minis- try of Education, Data Center, 1972. Alvi, Nasir R., and Surrya Khan. "Extent,and.Cause§iof Dr0pouts in Girls' Primary in D. G. District.“ Punjab Institute of Edu- cation and Research, Punjab University, 1965, Summary in Bulletin of UNESCO Regional Office for Education in Asia [Bankok] 1, No. 2 (March 1967). Arabian American Oil Company. Aramco Handbook: Oil and the Middle East. Dharan, Saudi Arabia: Printed in the Netherlands by Joh. Enschede'en Zonen-Hrarlem, 1968. Blough, Telford B. A Critical Analysis of Selected Research Litera- ture on the Problem of School Dropouts. Ph.D. dissertation, University of Pittsburgh, Dissertation Abstracts (l7-1957). Boggan, Earl J. "What are the major causes of student dropouts and what should the school do about the present condition?“ Bulletin of the National Association of Secondary_$chool .Principals, 39(April 1955). Bolmeir, Gerald. Some Sociological Factors Related to Educational Progress-and Personality Development. Paper presented to Administrative Council, Minnetonka Public School, Minnesota, June 12, l962. 194 195 Bowman, Paul H. and Charleswv. Matthews. 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Matthews- Education ianaudi Arabia. ,Findings,mRecommendations,andLProposedenejeets: : , Reports of the Education Team's Visit to SauditArabia,;;. final draft, November" 8—22, 1974, 1975.‘ Gallington, Ralph. The Fate and-Probable Futureeof~High School. Dropouts. Carbondale, Illinois:~ Southern Illinois Univer- sity, 1966. Hag, M. Serajul. I'Dropout-in Primary Schools," Dacca Institute of Education and Research, Dacca University, 1961 (Summary in Bulletin of the UNESCO Regional Office for Education in Asia [Bankok], 1, No. 2, March 1967)., Hammad, M. "The Educational System and Planning for Manpower Develop- ” ment in Saudi Arabia." Unpublished Ph.D. dissertation for Indiana University, l973. Handy, Henry W. Evaluation of Curricular Offerings as Causative Fac- tors for Students Dropping Out of High School Before~Graduaer ~ 3193, Ph.D. dissertation, Seattle, University of Washington, 1964, Dissertation Abstracts, 25, No. 9, 1965. 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"An Investigation of Factors Which Are Asso- ciated with the Enrollment and Non-enrollment in Teacher Edu- cation Programs of Public Education in Saudi Arabia," Ph.D. dissertation, Michigan State University, 1971. MICHIGAN STATE UNIV. LIBRARIES 111111111 1) 1111|"11111111111)111111111111111“)1| 31293101363574