ABSTRACT AN INVESTIGATION OF FACTORS WHICH ARE ASSOCIATED WITH ENROLLMENT AND NON—ENROLLMENT IN TEACHER EDUCATION PROGRAMS OF PUBLIC SECONDARY EDUCATION IN SAUDI ARABIA BY Mohamed Ismail Zafer One of the fundamental problems confronting Saudi Arabia as a nation and its secondary education in particu- lar concerns the shortage of qualified teachers in public secondary education (grades 7-12), who are Saudi citizens. For a variety of social, economic, and political reasons, it is suggested that only qualified citizen teachers will be able to improve the quality of education. The purposes of the study were: (1) to investigate the factors which are associated with enrollment and non- enrollment in the teacher education programs (Colleges of Education); (2) to find out the most important factors which influence the supply of and need for qualified Saudi teachers in the present public secondary education system (grades 7-12); and (3) to prOpose procedures intended to meet the anticipated needs of public secondary education through the coming ten years (beginning with 1972-73). Mohamed Ismail Zafer Specifically, the study has attempted to answer the following questions: 1. What characteristics of students, financial in- centives offered to students, and of institutional programs are associated with enrollment or non— enrollment in teacher preparation programs? 2. How much are those characteristics associated with the supply of and need for qualified citizen teachers in the present public secondary education system? 3. Do the majority of college and university students regard a teaching career in the public schools as attractive as other government jobs? Why or why not? 4. How do high school students feel about their choice of a future career (selecting college and jobs) and how do they feel about a teaching career? 5. Assuming a long term plan has been prepared by the Saudi authorities to meet the anticipated need, what outcome seems most probable? 6. If such a plan has not been formulated and offici- ally adopted, what will be the probable consequences if any, or any combination, if the proposals here recommended are implemented? In addition to official source documents, the questionnaire technique was used in part since it offered the advantage of involving students. This technique proved to be a first in such educational research in Saudi Arabian schools and colleges. In the Arabic language, the questionnaire was developed by the author to investigate factors which are associated with enrollment in the Col- leges of Education (in particular), and in higher edu- cation in general. Seven hundred sixteen (male Saudi Arabian citizens) subjects were selected randomly from all universities and Mohamed Ismail Zafer most of the colleges and high schools. The sample included grades 10-12 in Arts and Science. Visiting the schools and the colleges, the questionnaires were presented by the author to the sample subjects who were grouped in one place at the same time. Findings The students' free response indicated perceptions regarding motivating factors which would most en- courage them to become public school teachers. Many factors are identified, and they are arranged according to declining degree as follows: a.\ The nation demands qualified teachers from \\Saudi citizens. \ b. The nation needs to increase teachers' salaries and equalize their promotion rates and levels .as other government jobs. 0. {Saudi Arabia should offer an adequate and {attractively organized program for preparing teachers for secondary education as well as for elementary education. d. The nation needs to focus favorable public attention on teaching the same as on other professions. Teachers would then be appreci- ated and might be given greater consideration by the authorities. e. Saudi Arabia should increase the students' allowance in the Colleges of Education and facilitate their study by supplying all possible educational materials. Their college environment should be similar to other colleges. f. *The nation needs to motivate the student's special interest in becoming a teacher. More than three—fourths of college, as well as high school students, do not consider teaching as a possible professional career unless there are attractive privileges similar to those enjoyed by the other professions. Mohamed Ismail Zafer Those who plan to be teachers are liberal arts students. They do not have as many opportunities as science students for college experience. Science students seem to have more attractive privileges while they are in college, as well as many good employment opportunities after graduation. 'The majority of college and high school students would look with favor on the teaching profession if a new system provided financial incentive as well as moral consideration to humanize themselves. The greatest goal of the high school student is to attend the science and technical colleges rather than the liberal arts colleges and Colleges of Education. Consequently 10th graders have shown a higher frequency of intention to major in science in the 11th grade in order to be able to qualify for the many attractive opportunities available after earning the high school diploma. 5 The most important motivating factors which en- . courage students to enroll in the Colleges of , Education (revealed by the students' free re- sponses) and arranged according to their degree and status, are as follows: a. the financial allowance, b. (the special privileges which are offered in the colleges, c. special interest in teaching, d. security of the job and additional allowance for teaching, and e. the national needs for Saudi teachers. All of these findings, and others which result from this study have confirmed the four main hypotheses which were develOped for the study. These hypotheses are: 1. The most important factors associated with enroll- ment or non—enrollment in teacher preparation programs will be the student's perception of teacher salary and the in-service system of pro- motions. Mohamed Ismail Zafer 2. The majority of the college and university stu- dents as well as secondary school students will not regard a teaching career as attractive as other government jobs. 3. Those students who are in the science and techni- cal colleges will regard teaching as less attrac- tive than those in the liberal arts colleges. 4. High school students will show greater interest in the science and technical colleges than in the liberal arts colleges and the Colleges of Education. Implications Inasmuch as the teacher has been giving, he should be admired and appreciated. The greater regard and the more considerations the teacher receives, the more effec— tive will be his influence on his profession. In addition to increasing the present teacher's salary, and equalizing the opportunities for promotion, a long term plan should be adopted by all educational authorities concerning the problem in the two important areas. These are the need, and the supply of teachers. All agencies of higher edu— cation should c00perate and share the responsibility of running special programs to prepare teachers. In addition the authorities should provide training programs for other college students who are willing to teach by offering special programs for those who have not earned the teach- ing credential. AN INVESTIGATION OF FACTORS WHICH ARE ASSOCIATED WITH ENROLLMENT AND NON-ENROLLMENT IN TEACHER EDUCATION PROGRAMS OF PUBLIC SECONDARY EDUCATION IN SAUDI ARABIA BY Mohamed Ismail Zafer A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1971 "God verily never changes what is in a people until they change it in themselves." The Holy Quoran "S. XIII, All." ii Dedicated to the memory of my parents to my wife Suaad to my children, Nasruddeen, Najlah, Ahmad, Walah, and Rimah iii ACKNOWLEDGMENTS With the warmest of intentions, the author wishes to express his gratitude and appreciation to the many people who assisted in making this study possible. It is impossible to list all of the many people to whom the author is deeply indebted. Special thanks must go to Dr. Edgar A. Schuler, Chairman of the doctoral guidance committee, for his leadership, guidance, patience, and encouragement. Deep appreciation and special gratitude are given to the mem- bers of the doctoral guidance committee: Dr. Elwood E. Miller, Dr. Dale Alam, and Dr. Allan J. Beegle, for their willingness to serve as members of the guidance committee, and for their critical questioning, helpfulness, and advice during the course of the graduate work. Also the author is particularly grateful to many pe0ple who share some of the ideas of this study. They offered their assistance, provided personal interest, and contributed the educational documents which were used in this study to facilitate the data collection. I wish to include the people who were involved in this study as well as the following who are in individual institutions: iv l. The Ministry of Education. 2. All local superintendents of school districts. 3. The high school principals, teachers, and students. 4. Central Planning Organization. 5. The University of Riyadh; administrators, deans, assistant deans, and students. 6. The University of King Abdul-Aziz in Jeddah; deans, administrators, and students. 7. The General Directorate of the Colleges and Religious Institutes; administrators, deans, and students. 8. The College of Petroleum in Dhahran; administrators, deans, and students. 9. All the Army Colleges; administrators and deans. 10. The General Directorate of Girls' Education. 11. All the peOple in the Saudi Arabian Educational Mission in the United States. Finally, to the most important people in my life; my wife, Suaad for her assistance and encouragement to complete the study; my sons Nasruddeen, Ahmad, and Walah, and my daughters Najlah and Rimah for their patience, I wish to express my deep thanks and warm appreciation and love to all of them. Chapter I. II. TABLE OF CONTENTS INTRODUCTION . . . . . . . . . Brief Background of Education in Saudi Arabia. . . . . . Responsibility of Education . . . Growth in Public Education. . . . The Need for the Study . . . . . Some Facts About Individuals Now Teaching in the Public Secondary Schools in Saudi Arabia . . . . Lack of Qualified Educational Leadership Among Saudi Citizens. Socializing the Educational Influence . . . . . . Changing the Peoples' Attitudes Toward Education in General, and Teaching in Particular. . . . Economic Reasons . . . . . . Political Reasons . . . . . . Purpose of This Study . . . . . Assumptions and Hypotheses. . . . Assumptions . . . . . . . . Hypotheses . . . . . . . . Methodology. . . . Definitions for Selected Terms Used in This Study . . . . . . Organization of the Study . . . . REVIEW OF LITERATURE . . . . . . Introduction . . . . . . . Some Educational Researches Focusing On and For Saudi Arabia . . . . vi Page \OONH 12 20 22 24 25 27 27 29 29 29 30 34 37 39 39 43 Chapter III. The Second Study The Third Study The Fourth Study The Fifth Study The Relationship Between the Previous Studies and this Research . . . . Mr. Snyder's Study Mr. Hibshy’s Study Mr. Ibraheem’s Study. A Historical Glance. Before 1951. . From 1951 Through 1960 From 1961 Through the Present Time, 1971 . . . Evaluation of the Present Teacher Education Program. The Quantitative Criterion. . . . The Qualitative Criterion . . . . DESIGN OF THE STUDY Introduction . . Questionnaires . The Population and Samples . . . . Procedures Employed in Collecting the Data . . . Plan of Data Analysis . . . Obtaining the Basic Data . . . . . College Students High School Students. College and High School Students. . Some Problems Faced in Collecting the Data for This Study . The Acceptance of Some High School Administrators Scheduling the Visits to the Colleges Understanding of the Questionnaires by the Students vii Page 45 46 48 49 51 53 57 61 62 63 65 72 78: 79" 95. 108 108 110 111 116 117 119 119 120 121 125 126 127 128 Chapter IV. ANALYSIS OF DATA . . . . . . . . Discussion of the First Three Hypotheses. . . . . . . . . . The Student's Positive Perception of Teaching. . . . . . . . . The Student' s Negative Perception of Teaching. . . . . . . Consideration of Teaching as a Profession . . . . . . . . . Motivating Consideration of the Teaching Profession . . . . . Feeling of Social and National Concern . . . . . . . . . . Discussion of the Fourth Hypothesis . . Regarding the Colleges of Education . The Most Important Factors Motivating Study in College . . . . . . . V. SUMMARY AND IMPLICATIONS . . . . . . sumary I O O O O O O O O O 0 Findings . . . . . . . . . . . Implications. . . . . . . . . . Suggestions for Long—Term Plan . . . Some Basic Characteristics of a Proposed Plan . . . . . The Major Functions of the Supply Committee (Higher Education) . . . The Major Functions of the Need Committee (Public Secondary Education) . . . . . . . . Recommendations for Further Investigation. . . . . . . . . BIBLIOGRAPHY. . . . . . . . . . . . . APPENDICES Appendix A. Questionnaires. . . . . . . . . . B. Tables . . . . . . . . . . . . viii Page 130 131 131 135 140 144 152 170 177 186 194 194 199 205 207 208 211 225 232 235 246 321 LIST OF TABLES Table Page 1.1 Absolute and Percentage Growth in Numbers of Public Schools, Classes, Pupils, and Teachers from 1959 to 1969, by Edu- cational Level and Type . . . . . . . 7 1.2 Distribution of Schools, Classrooms, Students, and Teachers in Public Secondary Education in the School Year of 1967—1968 . 13 1.3 Distribution of Teachers in Public Boys‘ Secondary Education According to Teaching Qualifications in the School Year 1970- 1971 . . . . . . . . . . . . . 15 1.4 Distribution of Teachers in Public Boys' Secondary Education According to Subject Matter They are Teaching in the School Year 1970—1971 . . . . . . . . . . 16 1.5 Percentage Distributions of Teachers in Boys' Public Secondary Education Accord- ing to the Subject Matter Taught in the School Year 1970-1971. . . . . . . . 17 1.6 Government Budget for Education by Main Fields of Expenditure, 1969/70. . . . . 26 2.1 The Development of Both the College of Shari'ah and Teachers College in Eight Years, by Students, Classroom, and Teachers 67 2.2 A Statistical Summary of Boys' and Girls' Education; Students, Graduates, Schools, and Teachers at the Present Time and Through the Five—Year Development Plan 1970-1974/75 and Numbers of the Teachers Needed by the Types of Public Education Including All Secondary Stage Schools 7-12 and Women's College. . . . . . . 83 ix Table Page 2.3 Frequency Distributions of Teachers at the Present Time, and Anticipated to be Developed at Each Year of the Five-Year Plan 1971—1975, by Subject Matter Offered in the High Schools . . . . . . . . 84 2.4 Number and Percentage of Total Anticipated Growth of Teachers to be Developed at the End of the Five-Year Plan, and the Sanch Teachers in the Intermediate Schools Who Might be Promoted to Teach in High Schools During the Plan Period, by the Subject Matters Offered in the High Schools. . . 85 2.5 Frequency Distributions of Anticipated Stu- dent Enrollment in Teacher Training Pro- grams (Colleges of Education) for each Year of the Five-Year Plan 1970/71-1974/ 75, by College, and by Level of Student . 88 2.6 Frequency Distributions of Students Enrolled in the Educational Colleges Which Prepare the Secondary Education Teachers, 7-12, by Subject Specialized in and Offered in These Colleges During Each of the Last Five Years . . . . . . . . . . . 90 4.1 Percentage Distribution of Students' Per- ceptions Regarding Motivating Factors Which Would Most Encourage Them to Become Public School Teachers, by Type of Student 132 4.2 Percentage Distributions of Students' Opinions Comparing Teaching with Other Government Jobs Regarding Job Helpfulness, Enjoyableness, and Continuing Knowledge Development, by Type of Student . . . . 134 4.3 Factors Which Would Most Discourage Them from Becoming Public School Teachers, by Type of Student . . . . . . . . . 136 4.4 Percentage Distributions of Students' Opinions Comparing Teaching with Other Government Jobs Regarding Job Difficulty, Salary, and Promotional Opportunities, by Type of Student . . . . . . . . . 138 Table Page 4.5 Percentage Distributions of Students' Plans and Preferences Regarding Teaching vs. Other Jobs Under Specified Conditions, by Type of Student . . . . . . . . . . 141 4.6 Percentage Distributions of Students' Plans and Preferences Regarding Teaching vs. Other Jobs Under Specified Conditions by Type of Students in Each College . . . . 143 4.7 Percentage Distributions of Students' Preferences Regarding In-Service Pro- motional Options, by Type of Student . . . 145 4.8 Which of These Two Degree and Compensation Arrangements Would You Prefer if You Entered the Teaching Profession? . . . . 148 4.9 Percentage Distribution of Students' Preferences Regarding In-Service Pro- motional Options Under Various Hypotheti- cal Experience and Status Conditions, by Type of Student . . . . . . . . . . 151 4.10 Percentage Distribution of Students' Opinions Regarding Occupations Most Important for the Nation of Saudi Arabia, by Type of Student. . . . . . . . . . . . . 153 4.11 Percentage Distribution of Students' Opinions Regarding Occupations Most Important for Their Own Town or Village, by Type of Student. . . . . . . . . . . . . 154 4.12 Percentage Distribution of Students' Occu— pational Preferences and Plans, by Type of Student. . . . . . . . . . . . 157 4.13 Percentage Distribution of College Students' Occupational Preferences, by Academic Field and University . . . . . . . . 159 4.14 Percentage Distribution of Students' Prefer- ences for Teaching or Administrative Job Opportunities, and Reasons Given by Those Preferring to Teach, by Type of Student . . 163 xi Table 4.15 4.18 4.19 Page Percentage Distribution of Students' Structured Responses to Different Hypothetical Situations Involving a Partial or Total Lack of Teachers, by Type of Student . . . . . . . . . . 165 Percentage Distribution of Students' Free Responses to Different Hypothetical Situ- ations Involving a Partial or Total Lack of Teachers, by Type of Student. . . . . . 168 Percentage Distribution of High School Stu— dents Now Planning to Enroll in a Specific College, by Type of Student . . . . . . 171 Percentage Distributions of the 10th Graders Planning to Major in the Arts or in Science in the 11th and 12th Grades by the Local School Districts in Saudi Arabia . . . . 173 Percentage Distributions of High School Students' Plans and Preferences to Attend Specific Colleges, by Type of Student. . . 176 Percentage Distributions of High School Students Whose Plans and Preferences to Attend Specific Colleges are in Agreement and in Disagreement, by District of Student Residence . . . . . . . . . 178 Percentage Distribution of Student Responses if There are any Circumstances Which Would Encourage Enrollment in the Colleges of Education, by Type of Student . . . . . 179 Percentage Distribution of Students' Free Response Identification of Factors Which Encourage Enrollment in Colleges of Edu- cation, by Type of Student . . . . . . 180 Percentage Distribution of Students' Free Response Identification of Factors Which Discourage Enrollment in Colleges of Edu— cation, by Type of Student . . . . . . 184 Government Budget for Education: Ministry of Education, Teacher Model Schools, Riyadh Model School and Girls' Education Administration by Main Field of Expendi- ture, 1969/70. . . . . . . . . . . 321 xii Table Page B-2 Government Budget for Education: Religious Colleges and Institutes, Islamic Uni- versity, Riyadh University and College of Petroleum and Minerals by Main Fields of Expenditure 1969/70 . . . . . . . . 322 B-3 Education Budget in Saudi Arabia, 1965/66- 1969/70 (in Thousand Riyals) . . . . . 323 B-4 Summaries: Schools by Kind and Supervising Authority, 1969/70 . . . . . . . . 324 8-5 Summaries: Pupils by Schools, 1969/70 . . 325 B-6 Summaries: Pupils of Intermediate Level by Schools and Classes, 1969/70 . . . . . 326 B-7 Summaries: Teachers by Schools and Super- vising Authority, 1969/70 . . . . . . 327 8-8 Summaries: Public Schools, Teachers, by Nationality, 1969/70. . . . . . . . 328 8-9 Summaries: Public Schools, Saudi Teachers by Diploma, 1969/70 . . . . . . . . 329 B-lO Summaries: Public Schools, Non—Saudi Teachers by Diploma, 1969/70 . . . . . 330 B-ll Summaries: Pupils per Class by Supervising Authority, 1969/70 . . . . . . . . 331 B-12 Summaries: Pupils per Teacher by Super- vising Authority, 1969/70 . . . . . . 332 B-l3 Intermediate: Saudi Teachers by Diploma, 1969/70 . . . . . . . . . . . . 333 B-14 Intermediate: Non-Saudi Teachers by Diploma 1969/70 . . . . . . . . . 334 B-15 Intermediate: Teachers by Nationality, 1969/70 . . . . . . . . . . . . 335 B-16 Secondary Stage: Teachers by Nationality, 1969/70 0 o o o o o o o o o o o 336 B-17 Secondary Stage: Saudi Teachers by Diploma 1969/70 . . . . . . . . . 337 xiii Table B-17 8-18 8-23 B-24 Secondary Stage: Saudi Teachers by Diploma 1969/70 . . . . . . . Secondary Stage: Non—Saudi Teachers by Diploma 1969/70 . . . . . . . . . Teacher Training: Saudi Teachers by Diploma, 1969/70. . . . . . . . . Teacher Training: Non—Saudi Teachers by Diploma I O O O O I I O O O O 0 Teacher Training: Teachers by Nationality, 1969/700 O I o o o o o o o o o The Development of the Students in the University of Riyad Since the Academic Year 1957—58 Until 1969—1970. . . . Frequency Distribution of the Male Saudi Regular Graduates in the Different Higher Education Institutes in the Last Ten Years, 1971-70, by the Type of the Colleges Offer Specialized Programs Which Might Enable Its Graduates to Teach in the Secondary Education Schools 7-12 . Statistics of High School Graduation and the Rate of the Students Who Enroll, University of Riyadh During the Last Four Years (1966, 1967, 1969, 1970) . . . Estimated Statistics of the Expected High School Graduation and the Rate of Enroll- ment, University of Riyadh in the Coming Five Years, 1970-75, According to the University Plan . . . . . . . . Students in the University of Riyadh According to the University Five-Year Plan from 1970-71 to 1974-75. . . . . Distribution of Students into the Uni- versity Colleges, 1969-70 and the Ex- pected Enrollment During the University Plan. 0 I C O O O O O O O O O xiv Page 337 338 339 340 341 342 343 344 344 345 346 Table B-28 B-36 Distribution of High School Graduates at the End of the School Year 1970-71 Compared with the Estimate of the Ministry of Edu— cation and Adapted by the University of Riyadh, and the Rate of Enrollment of the University of Riyadh . . . . . . . . Distribution of High School Graduates to All Colleges and Universities According to the Decision of the Arrangement Committee. . . . . . . . . . . . Percentage Distribution of Student Prefer— ence Regarding In-Service Promotional Options by Type of College . . . . . . Percentage Distribution of High School Students' College Preferences Assuming Choice Were Limited to Five Specified Colleges, by Type of Student . . . . . Frequency Distributions of High School Students' Plans to Attend Specific Colleges by Type of Student in the Northern and Southern Provinces . . . . Percentage Distribution of High School Students' College Enrollment Plans Now (Student Allowances at Certain Colleges) Versus Their College Enrollment Plans if Allowances StOp, by Type of Student . . . Percentage Distribution of Students' Responses to Different Hypothetical Allowance Arrangements, by Type of Student . . . . . . . . . . . Percentage Distribution of High School Students' Responses to Hypothetical Discontinuance of Present College Allow- ances, by Type of Student . . . . . . Percentages of Students Reporting Prior College Enrollment Elsewhere, Plans to Enroll in Present College, and Feeling of Satisfaction with Present College, by College of Present Enrollment . . . . . XV Page 347 348 349 350 351 352 353 354 355 Table B-37 B-42 Percentage Distribution of College Students' Aspirations to Attend Specific Colleges, by College of Present Enrollment, by Current College Attendance, by College Now Being Attended, by Present College of Enrollment, by College Currently Being Attended . . . . . . . . . Percentage Distribution of Students' Reasons for Enrolling, or Planning to Enroll, in a Particular College, by Type of Student . . . . . . . . . . Percentage Distributions of Students' Free Response Reasons for Most Preferring to Enroll in Specific Colleges, by Type of Student . . . . . . . . . . . Percentage Distribution of College Students' Previous College Attendance, by College of Present Enrollment. . . . . . . Frequency and Percentage Distribution of College Students' Free Response Reasons for Their Change of Enrollment from One College to Another, by College Enrolled in Prior to the Change . . . . . . Frequency and Percentage Distributions of the Most Important Reasons for Drop—Out the College to Another College, the Second Reason . . . . . . . . . Percentage Distribution of the Colleges of Education Students‘ Plans, and Satis- faction in the College, by the Type of College of Education . . . . . . . xvi Page 356 357 358 359 360 361 362 CHAPTER I INTRODUCTION Brief Background of Education in Saudi Arabia Saudi Arabia is an independent Muslim Arab country located in the largest part of the Arabian Peninsula. The Kingdom of Saudi Arabia became unified under that name in 1932, and became a member of the United Nations, the League of the Arab States, and the Center of the Muslim World League. "Recently, there are no verified figures of the exact population as no accurate census has yet been taken."2 It is estimated to be nearly 7.5 mil- lion. All are Muslim. The area of the country is 800,000 square miles and the population density is 9.5 persons per . 3 square mile. 1See the map in Chapter III, p. 114. 2Saudi Arabia, Encyclopedia Britannica, 1966, 20, 113. "The Royal DecreeTWIJune 17, 1971 newspaper article. [The Government decided to take the first official census during the present Five Year Development Plan 1970-75.] 3International Yearbook of Education, Vol. 30 (Paris: UNESCO, 1968), p. 416. Responsibility of Education Manpower is considered by the State as the spring- board to the utilization of all other resources. The State considers the development of this power through education and cultivation as the basis of general development. Education in all its forms, stages, organs, and facilities is geared to achieve Islamic objectives and subject to the requirements and provisions of Islam. Education endeavours to reform the indi- vidual, develop the society morally, intellectually, socially and economically. Education is free in all its forms and stages, and the State does not charge tuition fees. The State supplies the Kingdom with all branches and forms of higher education in accordance with the needs of the country, and the policy placed by the higher education Board.7 In accordance with this policy and philosophy, education is supervised by units of the official authori- ties as follows: A. K-12 Education (public education): 1. Ministry of Education (for boys' education K-12). 4The Educational Policy in Saudi Arabia, Article 229 (Riyadh, Saudi Arabia: Ministry of Educatibn, 1970), p. 43. (Hereinafter referred to as Educational Policy.) 5 Ibid., Article 232, p. 44. 61bid., Article 233, p. 44. 71bid., Article 236, p. 44. 3 2. The General Directorate of Religious Insti- tutes and the Colleges (religious education for boys, grades 7—11).8 3. The General Directorate (sometimes referred to as the General Presidency) of Girls‘ Education (for girls' education, K—12). 4. The Ministry of Defense (for the army mens' children, K-12). In addition, the Private Schools, which are owned and run by private bodies, are offering K-12 education and the Ministry of Education supports them financially, and sometimes supplies the teachers as well as the materials. B. Higher Education. (Within this level there are the following Universities and Colleges): 1. The University of Riyadh in Riyadh. It has the faculties of Arts, Business, Science, Pharmacology, Agriculture, Engi— neering, Medicine, and the College of Education. 2. King Abdul-Aziz University in Jeddah, which became a government university in 1971. It was established with the first College of Economics and Administration. In addition to the already established departments, both the College of Education 8These Institutes will conduct six-year programs after the 6th grade instead of just five, the Higher Committee of Education has decided after some studies about equal time for the secondary education stages. and the College of Shari'ah, which were supervised by the Ministry of Education became parts of this University in 1971. Both colleges remain in Mecca, and are functioning to prepare teachers for secondary education, 7-12.9 3. The Islamic University in Madinah. It has two colleges and secondary institutes, grades 7-11, to prepare the students for these two colleges. The major goal of the University is to offer the Islamic studies to those students who come from different Islamic Countries. About 20 per cent are Saudi students. 4. The Faculties of Shari'ah and Arabic Language, Riyadh, which are supervised by the General Directorate of the Religious Institutes and Colleges. 5. The College of Petroleum and Minerals, Dhahran. It is supervised by The Ministry of Petroleum and Mineral Wealth. 6. Other colleges which are supervised by different authorities such as the College of Public Safety and Police Administration 9 31, 1971. The Ministries Cabinet Decision, no. 150, March (which belongs to the Ministry of Interior). The Ministry of Defense has three Colleges for the Army, Air Force, Marines (Navy), and some other military institutes at the secondary education level. 7. The Girls' College in Riyadh which was established in the beginning of the aca— demic year 1970-71, and is supervised by The General Directorate of the Girls' Edu- cation to prepare Saudi women teachers for secondary education for females. The degree of participation in the educational re- sponsibility differs from one authority to another ac- cording to its budget and the number of students who are enrolled in those institutes, and also differs from one year to another. The present public educational system in Saudi Arabia as a whole is broadly the same as in the United States. Elementary education provides a program of six years of study for children aged 6—12. Secondary education consists of the seventh grade through the twelfth; it in- volves three years of intermediate school and another three years in the high school. Higher education starts right after secondary schooling or its equivalent, and there is no particular number of years for all colleges. Some colleges require five academic years while others offer only four year pro- grams. The Military Colleges offer from two to three year programs according to the philosophy and objectives of each college. Growth in Public Education Many changes have been made in the educational system since it was adOpted by the government. It is difficult to measure the quality of education in such a new, developing nation. While some measure quality from just the change in the system, others are looking deeply into the ability of that system to improve the society so as to meet the basic needs of educated human beings. The world is changing at an exponential rate. If our society is to meet the challenge of the dizzying changes in science, technology, communication, and social relationships, we cannot rest on the answers provided by the past, but must put our trust in the processes by which new problems are met. For so quickly does change overtake us that answers, 'knowledge,‘ methods, skills, become obsolete almost at the moment of their achievement.1 Focusing on Saudi Arabia, the really obvious change is the rapid growth in educational quantity, rather than quality. Without going too far into the beginning of public education, Table 1.1 shows the degree of movement in public education 1-12 within just a ten-year period. In 10Carl R. Rogers, "A Plan for Self-Directed Change in an Educational System," Educational Leadership [A.S.C.D.] (May, 1967) 717. TABLE l.l.--Absolute and percentage growth in numbers of public schools, classes, 1969, by educational level and pupils, and teachers from 1959 to type. The Educational Levels 1959 1968-69 The Rate Boys Education (Ministry of Educatibn) . Elementary Education Schools 600 1309 118.2 (Grades 1-6th) Classes 3710 10414 180.7 Pupils 95960 252207 162.8 Teachers 4075 13932 541.8 Intermediate Schools Schools 24 139 479.2 (Grades 7th-9th) Classes 189 1182 525.3 Pupils 4728 22561 588.6 Teachers 230 2172 844.3 High Schools Schools 17 35 105.8 (Grades 10th-12th) Classes 78 266 241.1 Pupils 1335 6940 419.8 Teachers 320 747 133.4 Elementary Teachers Schools 7 (1965) 7 - Training Institutions Classes 10 74 640.0 (Grades 10th-12th) Students 228 2025 788.0 (Established 1965) Teachers - 184 - Special Education Schools 1 7 600.0 (Grades 1-12th) Classes 5 116 2220.0 Pupils 100 1132 1032.0 Teachers — 198 - Religious Education Schools 8 37 462.5 (Grades 7th-llth) Classes 55 221 401.8 (Religious Institution Students 1598 7578 474.2 Administration) Teachers 154 362 235.0 Girls Education (General Administration of GifIs Education) Elementary Education Schools 15 286 1806.6 (started 1960/61) Classes 127 2892 2177.1 Pupils 5180 96824 1796.1 Teachers 147 4235 2880.9 Intermediate Schools Schools 4 12 200.0 (Grades 7th-9th) Classes 13 96 638.4 (Started 1963) Pupils 235 3181 1253.6 Teachers - 207 — High Schools Schools 1 l — (Grades 10th-12th) Classes 3 166.6 (Started 1963/64) Pupils 21 254 1109.5 Teachers - 15 - Elementary Grades Schools 1 26 2500.00 Teachers 7th-9th Classes 1 133 13200.0 Started Pupils 21 3892 18433.3 (1960/61) Teachers - 287 Training Grades Schools 2 5 25.0 Institutes 10th-12th Classes 2 9 45.0 tarte Students 56 281 501.0 (1968/69) Teachers 4 18 450.0 Source: Ministry of Education, The Brief of Educational Development in Saudi Arabia During Ten Years TRiyadh: and The Report of the Religious Institutes and the Academic Colleges Ministry of Education, 1970). pp. (Riyadh: Ministry of Education, 1969). translated from Arabic to English by the author. :This table was summarized and 37-41, the number of schools, the range of growth runs from 105.8 to 600.0 per cent in boys' education, and from 200.0 to 2,500.0 per cent in girls' education. The number of boys and girls increases year after year, resulting in neces- sary expansion in the number of classrooms and teachers who are available to meet this great increase. Focusing on public secondary education, 7-12, and excluding vocational education in some secondary insti- tutes, Table 1 shows that the range of growth in schools runs from 105.8 to 479.2 per cent in boys' education and from 220.0 to 2,500.0 per cent in girls' education. In numbers of students, the range of growth runs from 419.8 to 788.0 per cent in boys' education, and from 1,253.6 to l8,433.3 per cent in girls' education. Consequently, the teachers needed for those public secondary schools should increase (the range runs from 133.4 to 844.3 per cent in boys' education). Many important questions might be raised about the implications of the data presented in Table 1. One of these is: "Will the intermediate schools of all types be able to contain that great number of sixth grade boys and girls?" Similarly, "Will the high schools (in all forms, for boys or girls) be able to contain all the ninth graders?" In reply to the first question the Ministry of Education states: "Schooling in this stage is available as much as possible to the holders of the elementary certificate."11 Intermediate schools are established in places where there are a large number of elementary school graduates and are located in a central, suitable place making it possible for students from neighboring locations to commute back and forth.12 For the 10th, 11th, and 12th grade levels (senior high school): Education in this stage is diversified and is avail- able as much as possible to graduates of intermediate schools. Concerned authorities define conditions of enrollment for each type of secondary education in order to meet various needs and orient each student toward the field that suits him.13 If we assume that educational authorities will be able to solve the problems of adequate school buildings and supply all educational materials, will they be able to prepare enough qualified teachers to meet the demands of the edu- cational movement in public secondary schools 7-12? The Need for the Study "God verily never changes what is in a people un- til they change it in themselves."14 It is easy to say that something must be changed, but it is difficult to accomplish unless we are convinced that change is necessary. 11Educational Policy, Article 125, p. 24. 121bid., Article 126, p. 24. 13Ibid., Article 128, p. 24. lflThe Hoiy Quoran, S.XIII, A.,11.‘ 10 To adopt any kind of change, the writer believes that we have to feel that there is a problem or problems needing to be changed. Saudi Arabia as a new developing nation has been facing some major problems which might be considered as of secondary importance in other nations. Both in quality and quantity, the shortage of citizen teachers in public secondary education is one of the most fundamental prob— lems facing the nation at the present time. The schools are open to all, citizens and non-citizens. But the schools should have teachers who can lead the environmental learning in the classroom. We recognize that the good, qualified teacher is the guide, the advisor, and the leader of the young citizens in the restricted environment which we call a "school." The qualified teacher is the only one who can stimulate our youngsters in their learn- ing and help them to discover explanations for themselves. Even when the new instructional media are being used, the writer believes the teacher should be in the classroom to lead it. The new media lack the human heart which alone can humanize education in general and environ- mental learning in particular in the classroom. The teacher is the human leader in his class dealing with other human beings who must be understood if the educa- tional process is to take place there. 11 Some of the improvements we seek in education can be brought about by spending more money, by building better schools, by introducing new courses of study, new standards, or new equipment. But the really important changes will only come about as teachers change. .‘ v \ To assure the continuation and maintenance of the educational system in Saudi Arabia, the government has been supervising education care, establishing schools, providing all educational services from kindergarten through the uni— versity level without cost, and bringing teachers from the neighboring Arab States and some different countries. The number of these foreign teachers increases year after year as a result of the great growth in the schools and number of pupils. For one reason or another these teachers may leave the country, and consequently the schools would be without teachers. This educational disaster has already occurred twice. The educational authorities have recog- nized the importance of this fact and tried to solve the problem by establishing teacher education programs to meet the need of the nation for citizen teachers. Although self-sufficiency in supplying elementary education teachers has been largely achieved in terms of quantity, improvement is needed now in terms of quality. The need for professional teachers in the secondary edu- cation grades 7-12 exists as the greatest educational 15Arthur W. Combs, The Professional Education Teacher: A Perceptual View of Teacher Education (Boston: Allyn and Bacon, Inc., 1965). 12 problem facing the nation not only at the present time, but it will persist until it is solved or substantially re- duced. Some Facts about Individuals Now Teaching in the Public Secondary Schools in Saudi Arabia There have not been enough well-qualified Saudi teachers to meet present demands of public secon- dary education; this condition appears likely to continue unless steps are taken to change it. At the present time, the majority of secondary education teachers are not Saudi; in 1967-68 the ratio of Saudi teachers was 44.9 per cent to 55.1 non-citizen teachers, while in 1970-71 the Saudi teachers became 38.4 per cent to 61.6 non-Saudi teachers. This ratio should be reversed. They have been coming from the neighboring Arab States and from other more distant countries (Table 1-2). If we assume that a well-qualified teacher is one who has a degree of B.A. or B.S. with some instruc- tional training, only about 3 per cent of the Saudi teachers in the public secondary schools in 1221 met this criterion, while the non-Saudi teachers at the same level are about 7.7 per cent. 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Furthermore, Table 5 will show the importance of and the need for this study. 8. The author believes that borrowing of educators, university professors, and expert teachers is a great opportunity to exchange some adequate socio- cultural aspects, and to improve better understand- ing between the borrower and the lender. More- over, exchange of socio-cultural understanding is a very useful way to promote the adoption (directly or indirectly) of the suitable beneficial changes which are necessary sometimes to develop the new growing nations and to make them share the world in civilization, development, and modernization. O mankind! Lo! We have created you male and female, and have made you nations and tribes that ye may know one another. Lo! the noblest of you, in the sight of Allah, is the best in conduct. Lo! Allah is knower, Aware.1 Cultural borrowing is the process through which a people adopt ways of thinking or behaving of other people. It may, or may not, involve the transfer of 16The Holy Quoran. Surah Al-Hujurat (The Private Apartments), XLIX, A.l3. l9 material products from the latter to the former. Cultural borrowing is the major force in national development after local invention and discovery. One reason for its importance to national development is that individuals, in any culture, are limited by background and time. Cultural borrowing requires less time and effort on the part of the borrower, though it has the disadvantage of risking development of the habit of borrowing, and therefore, inhibiting creativ- ity and originality. It also has the potential of increasing the area of world understanding, though it has the serious disadvantage of importing already conflicting ideologies and innovations which might handicap the whole process of development.17 9. But, the citizen teachers should be specified. Although the writer believes that borrowing and exchanging various experiences are very important, he also believes strongly that citizen manpower is still the most important and most basic factor in social development. There are some fundamental reasons to prepare Saudi teachers since the nation is trying to achieve national self-sufficiency. According to the writer's analysis, improvement of Saudi educational quality has been obstructed for the following reasons: (a) The lack of qualified educational leadership. (b) The absence of suitable socializing of the educational influence. (c) Peoples' negative attitudes toward education l7Salah El-Din A. Gohar, "Planned Cultural Bor- rowing for National Development" (unpublished Ph.D. dissertation, Michigan State University, 1969), pp. 1—2. 20 in general and particularly toward teaching as a profession (career). (d) Inadequate and inappropriate financial support. (e) Political interference in staffing and operation of the school. Lack ofgualified Educational Leadership among Saudi Citizens The 1960 Yearbook of the Association for Super- vision and Curriculum Development defines educational leadership as: that action or behavior among individuals and groups which causes both the individual and the groups to move toward educational goal? that are increasingly mutually acceptable to them. 8 The process of education in the classroom, in the society, and in curriculum-making is greatly facilitated by the presence of adequate leadership which will lead to change and develop educational quality. To have an adequate ed- ucational leadership, the citizen teacher is the one who is more aware than the non-citizen about his environment, and his country. The citizen teacher should be prepared not only to lead the classroom and the learning experience but also he should be receptive to further preparation, and 18"Leadership for Improving Instruction," Assoc- iation for Supervision and Curriculum Development (Wash- ington, D.C.: The Association, 1960), p. 27. 21 for more functions. The well-qualified citizen teacher will share with the community the responsibility for improving educational quality; he will lead also "the community which should participate with the school in constant evaluation."19 He also can understand the other "citizens of the community [who] should be the ones who defend their schools against 20 ignorance and calumny." The citizen teacher also will be able to select and recommend the effective citizen participants required for the leadership which should de- termine the school's purposes and experiences.21 Educational leadership by the citizens of Saudi Arabia should start within the school from the teacher who has already gained experience and a better understanding of his nation and of its educational needs. To change or to improve the quality of education which should be improved sooner or later, the citizen's educational leadership should start from the school by the teacher who has already been working in the field of ex- perience and has a better understanding of his nation. 9Vernon B. Anderson, Principles and Procedures of Curriculum_Improvement (New York: The Ronald Press Company, 1965), pp. 199-200. 2°Ibid. zllbid. 22 Socializing the Educational Influence "Education which does not take into account the cultural realities will either stand helpless or do posi- tive harm." 1. 22 All the social aspects are very clear and closer to the citizen's eyes than the foreigner's, who might or might not stay more than one year. Therefore, the citizen teacher should be able to solve the basic social problems in his school environment. Learning takes place best when it is vitally con- nected with the culture. When social disruption makes these connections difficult, learning is severely handicapped. Education for change re- affirms the y§ta1 relationship between education and culture. 2. The citizen teacher with a well-organized program will be able to understand the needs of his nation, his environment, and of the youngsters in his com- munity more than the non-citizen. Therefore, he should be able to make a wise balance between the demands of individuals and Saudi society. The inability to communicate through language presents a major barrier to understanding and knowledge of different peoples. A common language is one of the ‘_ 22Cole S. Brembeck, and John W. Hanson, eds., Egggation and Development of Nations (New York: Holt, R1nehart and Winston, Inc., 1966), p. 225. 231bid., p. 229. 23 major bonds which relate the people of a particular society to one 320ther and identify the boundaries of the society. It is too clear that all human behavior is learned or acquired in association with others who speak and communicate with the first-related means of communication--the language. 3. Great changes should be carried out to assure better schools and to improve educational quality. The citizen teacher will have the ability to work without fear. Non-Saudi teachers are not shy, but they are unable to effect desirable changes, or they do not care about achieving change in Saudi Arabia since they feel that they will leave sooner or later. In addition to the Eimg_which should be spent to become acclimated, the non-citizen teacher may find it difficult to accept the social life, the new environment, and the individuals' backgrounds; thus their practical social influence will be less effective than that of those who are very close to the society and aware of their nation. 24Wilbur B. Brookover, and Edsel L. Erickson, §2§iety, School, and Learnipg (Boston: Allyn and Bacon, Inc., 1969), p. 21. 24 Changing the Peoples' Attitudes Toward Education in General, and Teachingin Particular Most Saudi citizens conceive of education as pri- marily a means to getting a good, comfortable government job within a short time; they consider the teaching pro- fession as a difficult and socially unacceptable job. If we turn back to the history of the problem, we find that the great majority of Saudi students in the colleges and the universities do not regard the teaching profession as favorably as other government jobs, and therefore most of them do not think of preparing for teaching positions. Here are two examples: 1. Students in the Army Colleges are given more at- tractive financial compensation during their study than students in the Colleges of Education. In addition, they can graduate in a shorter time and be guaranteed a well—paid and desirable position. 2. In the University of Riyadh and the other new colleges students receive largely the same kind of preparation as those who are in the Colleges of Education. But they can decide what job they want after graduation while the graduates of the Colleges of Education are expected to teach. To change the peoples' attitudes toward teaching 30 they would consider it to be like any other profession, 25 they must be involved and share in understanding the problem as it is. By participating in teaching, the well-qualified citizen teacher will show the others that there is no differentiation between his professional career and that of the others. But avoiding teaching by the citi- zen teacher will insinuate (directly or indirectly) that teaching is not the kind of job which is sought after or of interest to anybody. Economic Reasons The cost of the non-citizen teacher is very high. It might be equal to two or three Saudi teachers. For example, the salary of the Saudi teacher is like any regu- lar employee. He gets about Saudi Riyals (S.R.) 1175 monthly, while the non-Saudi teacher holding the same degree receives twice or three times the Saudi teacher's salary. In addition to salary, the foreign teacher re- ceives four tickets for one round trip each year for him— self and his family, regardless of where his home may be. For housing they are given three months' salary or some- times more. Also, the non-citizen teacher is given 20 per cent of his annual salary to cover expenses incurred in preparation for travel to Saudi Arabia.25 Table 1.6 shows that 2.3 per cent of the 1969-70 educational budget is for the expenses of contractual 25The Department of Contracting Affairs, Ministry of Education, January, 1971 (by the writer). 26 TABLE l.6.--Government budget for education by main fields of expenditure, l969/70.* 8.5229333. Grand Total (Education) 596,588,931 100 Salaries 383,874,000 64.3 Travel and Transport 31,836,000 5.3 Operating Funds Operating Supplies 22,694,656 3.8 Equipment 16,017,704 2.7 Contractual Services 13,805,800 2.3 Communication and Utilities 3,591,500 .6 Other Expenses 21,642,854 3.6 Other Expenses 60,935,710 10.2 Projects 42,190,707 7.1 Source: Ministry of Education, Educational Statistics in the Kingdom of Saudi Arabia for the Year 1969-1970 (Riyadh, Saudi Arabia: Ministry of Education, Department of Statistics and Re- search, 1970), p. 223, Table l. *The Education budget is 10 per cent of the total government budget. 27 services. This amount of money (13,805,800 Saudi Riyals) increases year after year, and most of it is spent not in Saudi Arabia, but outside the country. Political Reasons Since most secondary education teachers have been coming from different foreign nations, and each teacher has his own philosophy, feelings, and values, the people are confused, as well as the government, by the different ideas of achieving in the Muslim Arab developing nations. Therefore, at any time, in any case, the non- citizen teacher may leave the country through intervention by his government or by the Saudi government. The result would be that some schools would be without teachers and this has happened twice. Citizen teachers remain in the country, spending all their lives working in their home lands. Purpose of this Study The purposes of this study were: (1) to investi- gate the most important factors which are associated with enrollment and non-enrollment in teacher education pro- grams for public secondary education, (2) to investigate the factors influencing supply of and need for qualified Saudi Arabian teachers in the present public secondary education system (grades 7-12), and (3) to propose pro- cedures intended to meet the anticipated needs of public secondary education through the coming ten academic years 28 (beginning with 1972-73). Specifically, the study at- tempted to answer the following questions: 1. What characteristics of students, financial incen- tives offered to students, and of institutional programs are associated with enrollment or non- enrollment in teacher preparation programs? How much are those characteristics associated with the supply of and need for qualified citizen teachers in the present public secondary education system? Do the majority of college and university students regard a teaching career in the public schools as attractive as other government jobs? Why or why not? How do high school students feel about their choice of a future career (selecting college and jobs) and how do they feel about a teaching career? Assuming a long-term plan has been prepared by the Saudi authorities to meet the anticipated need, what outcome seems most probable? If such a plan has not yet been formulated and officially adopted, what will be the probable 29 consequences, if any, if any combination of the proposals here recommended are implemented? Assumptions and Hypotheses Assumptions 1. That Saudi Arabia as a developing, modernizing nation must have an increasingly well-educated citizenry. That the prospective supply of well-qualified secondary level teachers who are Saudi Arabian (which would be required if the first assumption is to be implemented) is not sufficient to meet that need. That investigation of the factors associated with choice of a teaching career by potentially well- qualified citizens will contribute to: (a) understanding of the problem, and hence (b) development of rational and feasible plans for solving the problem. Hypotheses 1. The most important factors associated with enroll— ment or non-enrollment in teacher preparation programs will be the student's perception of teachers' salaries and the in-service system of promotions. 30 The majority of college and university students as well as secondary school students will not regard a teaching career as attractive as other government jobs. Those students who are enrolled in the science and technical colleges will regard teaching as less attractive than those in the liberal arts colleges. High school students will show greater interest in the science and technical colleges than in the liberal arts colleges and the Colleges of Edu- cation. Methodology This study makes use of a combination of histor— ical, descriptive, and comparative approaches, as follows: 1. Source Documents. Recent vital statistics, edu- cational reports, documents, and the official publications related to the study were obtained from all educational administrations and from other authorities in Saudi Arabia. These docu- ments are being used: (a) to analyze the history and causes of the problem, and (b) to make an approximate estimation of the 31 prospective need and supply for public secondary teachers (grades 7-12) in the coming ten years, 1972-73 through 1981—82. 2. Questionnaires (a) The purpose of using this technique was to investigate the factors which, in the opinion of university students, and high school stu- dents, may affect their occupational choices, in particular their views regarding the teach— ing profession in comparison with other pro- fessions. (b) The population of this study is male Saudi citizens categorized as follows:26 (1) University and College regular students, except those in the Colleges of Medicine and Pharmacy, who were enrolled in September, 1970 in Colleges of Education, Science and Technical Colleges, and Liberal Arts Colleges. 26The female Saudi college and high school students were not involved in this part of the study mainly for two reasons: (1) At the present time, females in the colleges are few, mostly irregular students attending only liberal arts colleges. Some of them are already full-time teachers. (2) High school females have only one choice--to enroll in college as a regular student. The General Administration of Girls Education has established the Girls College (for secondary women teacher training) beginning the school year 1970-71. (C) (d) (2) 32 High school students enrolled in grades 10 and 12 in 1970-71. Sampling procedure: current enrollment records of 716 subjects were selected randomly from college and university stu- dents and high school male students. They are 100 115 99 3T4 180 100 122 402 categorized as follows: from from from from from from from Analysis 2,809 Saudi students in Liberal Arts Colleges 1,320 Saudi students in Science and Technical Colleges 1,015 Saudi students in Colleges of Education 5,144 Saudi students in all colleges 5,092 Saudi students--10th grade 906 Saudi students--12th (Arts) grade 1,228 Saudi students--12th (Science) grade 7,226 Saudi students from all high schools of the data will present the fol- lowing comparisons: (l) (2) (3) Between students in the Colleges of Education and students in Liberal Arts and Science Colleges. Between students in the various colleges and those in high school. Between 10th and 12th grade high school male students, and between male 12th graders in the science section and male 12th graders in the liberal arts section. 33 Each of these comparisons will focus on the following variables: (1) (2) (3) Opinions regarding the teaching profes- sion in comparison to other professions, rated on: a) financial rewards b) Opportunities for promotion, and c) social status Feelings of social and national concern: a) sensitivity to social and national needs b) attitudes toward the higher education norms required to meet the national needs c) youth's responsibility to cooperate with the authorities Occupational choice: a) aspirations or preference--reasons b) actual plans (or, in case of grad- uates, actual choice)--reasons c) reasons that aspirations and plans do not coincide d) qualifications required . e) job demands in terms of time, efforts, and other considerations. 34 (4) Choice of university studies: a) preference or aspiration--reasons b) actual plans or choice--reasons c) financial rewards and other motivations d) academic adjustment in the college or school e) the value of university studies Definitions for Selected Terms Used in This Study 1. Saudi Arabia: Kingdom of; it is one of the Muslim Arab States covering the largest part of the Arabian Peninsula. 2. Citizen Teacher: a teacher whose nationality is Saudi by birth or by immigration and who lives in the nation permanently having all the rights of citizenship. 3. Teacher Education Institution: any educational insti- tution concerned with the conduct of activities re- garded as significant in the professional education of teachers and whose program is given appropriate recognition by state agencies that certify teachers including teachers colleges, universities, and colleges of education.27 4. Qualified Teacher: A teacher who has obtained the degree of B.A. or B.S. or a higher degree from a 27C. V. Good, Dictionary pg Education (New York: MCGraw-Hill Book Company, Inc., 1959), p. 289. 35 teacher education institution or teacher training pro— gram, or part of it, so as to be experienced, social- ized, and associated with all characteristics that determine a teacher's fitness for teaching one or more specialized subject-matters in his major area of com- petence. Public Secondary Education: a period of education planned especially for young people of ages approxi- mately 12 to 17 (may be more in some countries) and involving grades 7 through 12 for boys and girls. It is sponsored and administered by the state or the government rather than any private person or organi- zation. Student Attitudes Toward Teaching: the manner in which the student (in the colleges or in the school) reacts to, and feels about, the teaching profession and the way he might see himself or others in the teaching situation. This attitude differs in respect to the direction and the intensity of the individual's reaction. Incentives: the factors and forces that incite or motivate the individual or the individuals to act or to show basic behaviors. 10. 11. 12. 13. 36 Self-Sufficienpy in Teachers: the ability of a nation to provide its own citizens to meet the nation's needs for teachers without the support of any other nation in the matter of quantitative needs for teachers. Active Educational Administrator: any person who now holds official responsibility for the management or direction of any educational establishment, system, or an administrative unit of it, in the Ministry of Education or in other Educational Authorities. Student's Plan: the student has decided upon a definite course of action. Student's Preference: the aspiration toward something he most wishes and desires to accomplish. College is an institution of higher education which will be used as the equivalent to the word faculty which is used in some other documents quoted in this dissertation. A Complete Saudi Senior High School: is one which offers entire range of high school grades and curricula; the 10th; 11th, the Arts and Science; and 12th the Arts and Science. Chapter 1. Chapter II. Chapter III. Chapter IV. 37 Opganization of the Study Introduction: Brief Background of Education in Saudi Arabia; Need for the Study; The Purpose of the Study; Assumptions and Hypotheses; Methodology and Procedures; Definitions of the Terms Used in the Study; and Overview of the Study. Review of Literature: Some Attempts in Educational Researches Related to the Problem of the Study; The Historical Development of the Problem; and Evaluation of the Present Teacher Education Programs in Saudi Arabia. Design of the Study: Questionnaire; Purpose and Design; Population; Sample; Procedures; Analysis of the Data; Measure of Obtaining the Variables; and Some Problems Faced in Collecting the Data. Analysis of Data: The Attitudes of the College and High School Students Toward Teaching Profession; Free and Pre-coded Responses; The Students' Actual Plans and Preferences Regarding Different Chapter V. 38 Colleges, the Students' Feelings About the Problem, and Their Opinions About How to Solve It. Summary, Conclusions, and Recommendations: Organizing a New Program to Solve the Problems of Quantity and Quality; The New Changes Which Might be Made in Teacher Education Pro- grams Related to the Curricula of Secondary Education in Particular; and Suggestions for Other Researchers Related to the Study. CHAPTER II REVIEW OF LITERATURE Introduction In the newly developing Saudi Arabia, education is invested with the greatest public interest so far as the government is concerned, so all educational efforts, and the utilization of human resources in the present period, have been to supply the basic needs of the quickly grow- ing nation. Education as the function of developing such traditional societies and improving socio-cultural con- cepts is a highly controversial issue even among the edu- cators, administrators, and the higher position leaders. To some individuals the function of education is to transmit the ideology of the culture and core body of knowledge and intellectual skills. To others, education is primarily concerned with the optional development of potentiality for growth and achieve- ment--not only with respect to cognitive abilities, but also with respect to personality organization and adjustment. Disagreement with respect to ends, however, neither removes education from the category of science nor makes it less of an applied branch of knowledge. It might be mentioned in passing that automobile engineers are also not entirely agreed as to the characteristics of the "ideal" car; and physicians disagree violently in formulating a definition of health.1 ‘— 1William J. Gephart and Robert B. Ingle, Edu- Eigional Research, Selected Readings (Columbus, Ohio: Merrill Publishing Co., 1969), p. 6. 39 40 At the present time, all educational authorities, even the private agencies who are serving education K-12, and the universities, have been trying to educate and train as many peOple as possible. Educating and training these people in a fast-growing nation such as Saudi Arabia are essential elements to development in every sector. Even though educating and training the people are very important in the present Five-Year Development Plan, they are also extremely desirable development objectives in their own right. The development plan for education looks to con- tinued expansion of opportunities for education at all levels, from elementary through college, so that each level will have the capability of accepting all qualified graduates from subordinate levels who seek enrollment. In planning for this expansion, attention has been given to strengthening educational institutions at all levels with efforts concentrated on measures that will improve efficiency and produce excellence in the edu- cational program. The Plan provides for more diverisfication in edu- cational offerings, once the student has completed his basic general education. Industrial education for boys at the secondary level is being expanded. Training in office skills and commercial subjects will be avail- able at three new institutes. The Plan includes more advanced programs in teacher training for girls. Pro- visions for technical training in agriculture will also become available as the Plan nears completion. Growth in student enrollment calls for more schools and more teachers. A school construction program is planned to add more government-owned buildings to the school system. In the short run, existing facilities will be utilized much more intensively. The teacher requirements of the Plan are very large. By expanding the teacher training programs for boys and for girls, it is planned to increase the annual output of primary teachers to the point where annual requirements for elementary teachers will be met by teacher training graduates. Until this point, however, contract per- sonnel will be needed for a good number of the 41 elementary teaching positions as well as most of the post-elementary teaching assignments. The plans for higher education take into account the increasing number of students who will be com- pleting secondary education. By the end of the plan period, enrollment in the University of Riyadh, the College of Petroleum and Minerals, the College of Education in Mecca, and King Abdul Aziz University in Jiddah, is expected to reach 9,900 students as com- pared with the 1389-90 total of 3,800 students for these schools. In addition, the new Women's Teachers College will have more than 900 students according to enrollment projections. The Plan provides for assist- ing all these institutions by adding new facilities and equipment, by c00perative arrangements with foreign Specialists, and by grants. Special programs for education include additional facilities for the instruction of the blind and the deaf and dumb. At the same time, an education program for the mentally retarded is to be initiated, with the Opening of two institutes, one for boys and one for girls, in Riyadh. Expansion of the night school pro- gram for adults, to parallel the develOpment of the intermediate and secondary school programs for boys, is included in the development plan for education.2 Concerning educational research, it is necessary now to think about the most important reason to have such research centers included in the education sector. Be- cause of the lack of those skilled in and willing to do research, and because there are no research centers, either in the universities and colleges, or in separate organi- zations, education like many other scientific areas has been neglected or delayed until now. But sooner or later the rational time is coming to develOp such research centers. 2DevelOpment Plan, 1390 A. H., The Kingdom of Saudi Arabia (Riyadh, Saudi Arabia: Central Planning Organi- zation, 1970), P. 24. 42 Generally speaking, all higher education insti- tutes in Saudi Arabia are in their beginnings, in the bud stage, and are unable to establish research centers in- cluding the necessary educational research sector at the present time. Colleges of education might very well introduce these educational research centers even in their early developmental period as a good experimental try. In addition to those official unpublished edu- cational reports, and some attempts at research which have been carried out by individual officials and authority groups to improve and to promote the framework of the official or the administrative functions, the great wide- spread hOpe is the emphasis and focus on those students abroad in the field of education and other scientific fields, although they are very few, supervised and spon- sored by the Government of Saudi Arabia. In the United States, At present, educational research is in a period of great expansion. For many years the overwhelming majority of educational research was carried out by individual professors in colleges and universities and was supported largely by the research worker's personal resources or from small grants that usually covered nothing more than the materials and clerical assistance required. The trend in recent years, however, has been toward a great many more research projects and also larger and better-financed projects. 3Walter R. Borg, Educational Researchydan Intro- Encgign (New York: David McKayICompany, Inc., 1965), nfi I 9‘ I‘M- .3- .H' “It, 43 In addition to better financing, facilitating the supply of all materials, resources, and clerical assistance re- quired, the author believes that the skilled, trained researcher is the most important factor in the ability and willingness needed to improve educational quality through research. Some Educational Researches Focusing On and For Saudi Arahia In terms of the academic research under higher institutional sponsorship, there have been very few attempts to do, or proposals for, research concerning education in Saudi Arabia by those graduates abroad in the United States and other countries. As far as the author knows, until the date of this study, five studies have been undertaken, four of which have been published and the fifth one is still incomplete. It is worthwhile at this point to summarize each briefly, in chronological order. The First Study The first research was "A Health Text for the Fifth and Sixth Grades in the Saudi Arab Government Schools," written by Mitchell‘Valdor Owens, in 1962. This project encompasses the preparation of a health text for the fifth and sixth grades of the Saudi Arab Government schools and the develOpment of plans for incorporation the text into the schools' curricula. The project is written in two parts. Part one describes Saudi Arabia, its schools, its people, and its health conditions. It also recounts the background conditions, p an. ova .a‘ g a... 0!: MI, 6., a... “e. .- 44 planning, and research that went into writing the text. Part two is the actual health text as written before being translated into Arabic.4 This study was submitted to Columbia University for the degree of Ed.D. in Teachers College. The author would like to point out that the fundamental idea sum- marized in the abstract is the request which was made of the Arabian American Oil Company and approval was given by the Director of Education of the Eastern Province of Saudi Arabia. The text also is presently being published for the Government by the company. It seems to the author, after having worked a few years in the Ministry of Education,that the book was pub- lished as a supplementary reading, not as a text,in the public elementary Schools. It might be that the book named Your Health, which had been reviewed by the Depart- ment of Public Education, was recommended as a useful supplementary reference for the students in both stages, elementary and intermediate, and as a resource for the teachers. About 1,000 copies of that book had been distributed in all local public education districts.S R 4Mitchell V. Owens, "A Health Text for the Fifth and Sixth Grades in the Saudi Arab Government Schools" (unpublished Ed.D. dissertation, Columbia University, 1962), p. 1. 5A letter of the Deputy Ministry of Education, N0. 321813154 in 9-8-1383A.H. (1963) issues to the local education provinces; a letter of the Director of the Department of the Culture in Ministry of Education delivered to the Department of School Health, No. 215 in 14/5/1383 (1963). 45 The Second Study» The second attempt was ”Community College Education for Saudi Arabia," written by H. R. Snyder in 1963. The project report is based upon the writer's sixteen years of experience as an administrator of schools in Saudi Arabia, and upon nearly two years of intensive negotiation with the Ministry of Education on plans for a vocational secondary school for the children of Saudi Arab employees of Aramco.6 Dr. Snyder's conclusion is that a community col- lege should be established in the Eastern Province financed by Aramco, and Operated by a highly qualified American educational institution in the Middle East for a ten-year period beginning September, 1967. Snyder wishes that the Ministry of Education would be encouraged to adopt the same techniques elsewhere in the schools of the Kingdom. Snyder's recommendations are to establish an experimental school system in the Eastern Province based upon a 5-5-5 grade pattern; five-year elementary school K-4, five-year intermediate school 5-9 grades, and com- munity college grade 10 through 14. The major functions that Dr. Snyder was looking for are: l. The community college to function as a research and publishing center under the direction of Specialists employed for each Of these functions. 2. The community to function as a technical insti- tute under the direction of a competent staff of 6Harry Roscoe Snyder, "Community College Edu- cation for Saudi Arabia" (unpublished Ed.D. dissertation, Columbia University, 1963), p. 2 71bid. 46 specialists. A joint education-industry advisory committee to be established to counsel with the board Of governors on staffing problems, on cooper— ative education programs, and on the country's man- power requirements. 3. The community college to function as a special training center to provide training facilities and programs, when feasible, upon request of Govern- ment ministries and agencies. 4. The community college to function as a preparatory school for Saudi Arabs regpiring proficiency in the Epglish language and other subjects in order to qualify for entrance into universities and professional schools in the United States. 5. The community college to function as a training center for Aramco Saudi Arab employees; it will gradually absorb the general education and the basic industrial skills courses now offered by the Company's Industrial Training Centers and Industrial Training ShOps. 6. The entire school system to function as a service center for community purposes; school plants and facilities to be offered to communities for use after school hours on an availability basis.8 [Italics mine] The Third Study The third study was "The DevelOpment of Higher Education in Saudi Arabia, 1945-1965," written by Mr. Mohamed Ali Hibshy.9 This study was "an attempt to examine the development of higher education in Saudi Arabia against the social and economic background."lo Mr. Hibshy in this research reviewed the historical, geo- graphical, economical, and social background related to 8Ibid., p. 112. 9Mohamed Ali Hibshy, “The DevelOpment of Higher Education in Saudi Arabia 1945-1965" (unpublished M.Phil. thesis, University Of London, 1967). loIbid., preface. 47 primary and secondary education in their relationship to higher education. In a historical research, Mr. Hibshy described the development of higher institutes indi- vidually and related the philosophy of each to the needs of the country. He discussed some basic problems which are facing higher education, such as the unity in goals, the policy, and the academic curriculum. In such a new nation, higher education is not an easy job to start unless it is supplied with all physical and human facilities which are required. Mr. Hibshy stated: Higher education in Saudi Arabia started by send- ing some of the holders of secondary education certifi- cates abroad for further training. This had been the only way of providing higher education till 1949-50 when the first faculty of Shariah was established by the Directorate of Education. This institution was followed in 1952 by the Teachers College. It was founded by the same authority. There are (now) different institutions, the supervision of which is the responsibility of different governmental authori- ties. The most important consideration that should be taken into account is the brevity Of period for establishment and development of higher education in Saudi Arabia. To this factor one may attribute the fact that higher education in its modern sense, has not taken root yet, and consequently no particular philosophy [characterizes] in this field. This coupled with the fact that Saudi Arabia is one of the developing countries [dominates] which are charac- terized by the vast Shortage of data and lack of Specialized studies and surveys in the economic and social fields, leaves the research worker with no choice but to deal with some of the broader issues, so far as future develOpment is concerned. 11Ibid., pp. 197, 204. 48 The Fourth Study The fourth attempt was "A prOposed Social Studies Program for the Intermediate Level of the Elementary Schools of Saudi Arabia,” written by Mr. Saleh A. Bawa- zeer.12 "The purpose of this study is to propose a plan for developing the social studies program for the inter- mediate grades Of Saudi Arabian elementary schools and to suggest selected units of content for consideration in social study curriculum making.l3 Mr. Bawazeer had proposed an adequate plan for one of the most important areas in the elementary education curriculum after long and effective experience in this field, and working in the Elementary Teacher Training Department as its director. HOpefully it will be followed either by its implementation or by similar studies in all other elementary and secondary curricula. In his seven- chapter study, Mr. Bawazeer developed a social studies program emphasizing the unity of the learner related to the comprehensive unity of social studies in two grades considered as a unity of child develOpment. The most important factors in making such a program successful, Mr. Bawazeer has pointed out, are the teacher 12Saleh A. Bawazeer, "A Proposed Social Studies Program for the Intermediate Level Of the Elementary Schools of Saudi Arabia" (unpublished M.S. thesis, The University of Southern California, Los Angeles, 1967). 13Ibid., p. 11. up mil 'Ofl I 1 nub .tl. - ~.III l" 49 and his preparation, the continuation of the teacher's self-evaluation, planning for a career in teaching, facilitating the learning environment in the classroom, and using other souces.14 The Fifth Study The fifth study is "Education-Manpower Needs in Social Economic Development in Saudi Arabia," which is being investigated by Mr. Ahmed Shukri Ibraheem.15 In his research Mr. Ibraheem has been emphasizing the role of the educational system and its effectiveness in supplying the nation with Saudi components at all economic and social levels. The human factor is important; without humanpower, the great plenty of natural resources is unable to do any thing. Unless there is Skilled and well trained technological manpower to develop these natural resources, develOpment cannot take place.16 Mr. Ibraheem believes that undoubtedly the increasing numbers of students and the public schools will supply the nation's needs by qualified graduates in each needed field in the 14Ibid., pp. 70-85. 15Ahmed Shukri Ibraheem, "Education-Manpower Needs in Social Economic DevelOpment in Saudi Arabia" (unpub- lished Ph.D. dissertation, University of London, in pro- gress). Since this letter was written in Arabic, the anthor has translated it. 16Ibid. 50 long run. But the number Of high school graduates each year is still too few to meet the nation's needs and its various projects in agriculture, industry, and in social development. It seems to Mr. Ibraheem that public edu- cation is unable at the present time to succeed in meeting the expected needs Of the industrial era. Therefore the nation must use non-citizen competition to fill up this gap, which includes of course the shortage of citizen teachers and the problem of preparing them in the coming years.17 .He also states that the developing society such as ours (Saudi Arabia) needs each citizen to play his role in the construction and the accomplishment. The majority of Saudi peOple should communicate with the new modernized scientific devices and adjust themselves to the socio- economic changes which have been coming into the society in the past few years. The Saudi society in which many different powers such as a progressive, conservative, moderate, radical, etc., . . . such a society needs analytical studies. Mr. Ibraheem asked: "What is the role of education in facing these different powers?"18 Moreover, Mr. Ibraheem criticizes the educational system and its division into religious and non-religious. like many others, he is seeking for the unity of the educational system, in the goals, and in the means to achieve these goals. 17Ibid. 18Ibid. 51 The division Of education into religious and modern- ized, with each jealously guarding its own charac- teristics, goals, and means, no matter what happens to the nation's demands will not work to the benefit of the future generations. It will achieve internal discrimination unless there is a unity of educational policy and clear philosophy for the future.19 Mr. Ibraheem is fearful about the external influ- ences, and focusing on the importance of a unified edu- cational system to protect the values of the nation. The inroads of the external culture and ideology are working together and will divide (separate) the internal powers unless there is a united educational philosophy to protect the new generation in its con- fronting of those inroads. The modern technology which has been coming into our society might de- molish many of our values and our ideals unless the new generation has been fortified with enough and a strong part of each, the religious and the modern- ized education. These are the general outlined characteristics of my thesis which was discussed last August (1971).2 The Relationship Between the Previous Studies and this Research If the fundamental function of education is to meet the individual's needs and interests, and to offer all available help to understand himself as an individual and as an effective member in the society, it is also to supply the basic needs, the essential interests, and to Offer all available human resources to develOp the nation at large and the community Of that individual in particular. 19Ibid. _ ZOIbid. 11a E! U u 1‘.‘ .9 o- .1. 52 The major point which might be considered as a fundamental function Of education focused on in these three researches is to meet the basic needs of Saudi Arabi. While Mr. Snyder had focused his project report on a community college planned for the Eastern Province, Mr. Hibshy emphasized development of higher education in the whole country, and Mr. Ibraheem looked at the total educational system in its plan, goals, and philOSOphy. As the reader already knows, the core problem as defined in this study is the shortage of qualified citizen teachers for secondary education, the reasons for that shortage, and how to attain self-sufficiency. Each of these studies has approached the problem of serving the needs of Saudi- 'Arabia in terms Of different dimensions. In the study of Mr. Bawazeer, as he considered the role of the teacher in planning the school program, preparation of the teacher was recognized to be the first step in adopting any new classroom activities. Mr. Bawazeer stated: Because of the direct relationship between teacher and children in the teacher-learning situation, the teacher has a vital role in any educational program; he carries the program, transmits knowledge, builds attitudes, and develops Skills in the classroom and the school community. No matter how sound the pro- gram may be, it can not achieve its promised outcomes nor fulfill its Optimum goals unless the teacher who carries such a program is professionally prepared and organized.2 21Bawazeer, op. cit., p. 70. 53 Preparing the teacher means building his knowledge in a continuing process, including external evaluation and self-evaluation by the teacher. Mr. Bawazeer also is con- cerned about the teaching profession as requiring increas- ingly extensive preparation. The more organized qualifi- cations the teacher gains, the greater will be his effec- tiveness in achieving his educational goals. The teaching profession is no longer the job of those who have some knowledge and want to teach it or those who consider it as a waiting point for other jobs. With the explosion of knowledge, increased understand- ing of human growth and develOpment, and the develop- ment and the extensive use of teaching materials, the teaching profession is becoming more complicated. Regardless of the issue of whether the teacher is born or built, extensive preparation for teachers is an inevitable requirement for well-organized and well- prepared teaching procedures. At this point it will be appropriate to discuss the other studies which related to this study mostly in quantitative terms. Mr. Snyder's Study In an eleven-chapter thesis, 115 pages long with 65 pages of Appendices, Mr. Snyder, in chapter seven (pp. 69-80) discusses teacher training as one function of the community college. Increasing the numbers Of students in public schools was given as the most important reason for the need of the teacher in general. He stated: 22Ibid., p. 71. 54 Education is booming in Saudi Arabia. . . . NO problem in Saudi Arabia looms larger than the quantity and quality of education available for the next gener- ation. 3 After reporting the rates of Saudi teachers to non-Saudis in 1961-1962, Mr. Snyder reported: The Ministry Of Education is making a determined effort to rectify the deficiencies. At the beginning of the school year 1961-1962 two secondary teacher training institutes were Opened--one each in Mecca and Riyadh-- to supplement the thirty-six elementary teacher train- ing institutes now in Operation throughout the King- dom. In October, 1962, an education college for intermediate and secondary teachers was Opened at Mecca, and plans were announced to convert the exist- ing Shari'ah College at Mecca into still another institution to train intermediate and secondary teachers. The question is, will these institutions be able to produce well qualified teachers in the numbers required? In reply, the Ministry ofiEducation announced that by 1970 it plans to have replaced all foreign contract teachers with Saudi Arabs. This may be an overoptimistic plan.24 [Italics mine] Mr. Snyder compared the salary of the Saudi teacher with that Of other occupations in that period and stated that teachers' salaries in Saudi Arabia may be somewhat more attractive than in neighboring states, but evidently they are not attractive enough. He quoted from Al-Nadwah, a daily newspaper issued in Mecca, in January 17, 1962, as follows: A leading newspaper comments that one of the main reasons for the country's inability to achieve self- sufficiency in teachers is that many educated Saudi Arabs--especially university graduates-~are avoiding a teaching career because they are better rewarded in other walks of life.25 23Snyder, Op. cit., p. 69. 24 25 Ibid., pp. 70-72. Ibid., p. 72. 55 Solving the problem of the citizen teachers Short- age, Mr. Snyder prOposed a plan which is summarized as follows: a. All elementary and intermediate school students to be encouraged to prepare for jobs and activi- ties in the Eastern Province, . . . all to be trained as teachers of their specialties. b. At the end of the community college five-year term (the 14th grade level) all students to be required to serve the Government for two years as apprentice elementary or ihtermediate school teachers before becoming eligible for higher education at col- leges. . . . Community college diploma to be awarded only after the teaching requirement has peen completed. c. The curriculum for the year of teacher training, upon completion of ninth grade, to be Qperated on the same three trimester schedule as the community gpilege curriculum. d. The graduates of the community college will be scheduled as intermediate school teachers. e. The best-qualified master teachers available through the Arab Middle Eastern countries to be hired (preference given to Saudi Arabs). f. In-service teacher training to be available at the community college during late afternoon and even- ing for all teachers in the Eastern Province requesting such training.26 [Italics mine] It is Obvious that Mr. Snyder does not solve the PrOblem even for the qualified elementary school teacher Sincehe recommends the ninth grader to teach in the ele- mentaryschool prepared by the study of the same one-year program which is given to the community college student. “ht: Snyder also still thinks unrealistically about non— c . ' o o o - I 1't-‘l-Zen teachers as Operating even in the lntermedlate s . . chool as master teachers. Moreover, the writer disagrees \ 251616., pp. 76-80. 56 with Mr. Snyder in all underlined statements. The writer believes it should be emphasized at this point that help- ing people to be develOped is not achieved by giving them an educational system, by changing one system to another, (n: even living with them for many years, but to understand their needs, interests, and comparing these needs and the interests with the demands of the develOping nation. Dr. Edgar A. Schuler stated that "Helping traditional societies numdernize their culture is now a career Opportunity for individuals with a wide variety of vocational backgrounds 27 including that of the sociologist." Dr. SOhuler also adds: I feel certain that the content Of our public school- ing needs drastic overhauling and modernization. Preparation to accept change without trauma and to help creatively shape it in desirable directions; recognition that science cannot be monopolized, by us or by anyone else, nor the incredible new tech- nology it makes possible; knowledge and appreciation of social, cultural, and racial diversity, with emphasis on filling the voids in our sympathetic understanding Of the developing non-Western world-- its history, values, and contributions to our vast cultural inheritance; these are examples of the modifications I think are called for in our school Curricula to better prepare the rising generation for active and informed roles as adult citizens in the interdependent world of tomorrow.28 The undesirability of establishing such a com- munity college system in the developing countries at the \ as. 27Edgar A. Schuler, "The Role of the Sociologist (M Advisor Overseas," The American Sociologist, I, NO. 3 9y. 1966), 141—42. 28Ibid. 57 present time since they already contain three colleges and universities which are available for everybody, is confirmed by the pragmaticless educational system prOposed by Mr. Snyder has not been established yet, and it is now almost five years since his suggestion was made. As men- tioned before, already there are many higher educational institutions throughout Saudi Arabia. Mr. Hibshy's Study In a historical research which includes descriptions 0f the higher educational institutes in Saudi Arabia in the period of 1945-1965, Mr. Hibshy described the insti- tutes which supply secondary education teachers. Some of these institutes were established to Offer teacher train- ing programs such as the Teachers College (the College of Education), but most of the other institutes do not offer any educational subjects. He defined the problem not only in terms Of quantity but quality as well. The provision of teachers has not been sufficiently developed to meet the demands for more education. So far as the training of primary education teachers is Concerned, it has been thought that as long as the teacher is one page ahead of his pupils he is all right. Thus the intermediate schools of primary edu- cation teacher training have been established.2 In respect of intermediate and secondary education, grades 7-12, Mr. Hibshy has quoted the amount of shortage o . . . . . f ‘1ltlzen teachers 1n terms of quantity and quality. Two \ 29Hibshy, Op. cit., p. 241. 58 expert advisors visited Saudi Arabia and wrote a report about the problem of secondary education teachers and the role of the Faculty of Education in Mecca to meet their needs.30 They rated degrees in teacher education training in terms of academic qualifications only. Concerning the amount of the teacher shortage in quantitative terms, there is not too much difference between what was reported in Mr. Snyder's study, and in what has been mentioned in the preceding chapter of this study. It might be understood that one of the most im- Portant reasons which are causing the problem is the lack Of close relationship among the higher education institutes and between higher education and secondary education in terms of enrollment in the colleges which supply teachers for secondary education. Mr. Hibshy reported that: In respect of the former, we have noted the absence 0f anybody who may coordinate the efforts and work Of these institutions which provide similar studies (e-g., Faculties Of Shari'ah in Mecca and Riyadh). In respect of the relationship between higher edu- cation and secondary education, we have noticed the absence of any organized contact and COOperation b“l‘tlnleen the two educational stages. This phenomena aPP-'|.J'.es to all higher education institutions even t1:103e recruiting teachers for secondary education Iii-8., the Faculties of Shari'ah, the Faculty Of OEPS, and the Faculty of Education). This and many her reasons indicate that higher education has not giayed the role in the field of teacher training Sh 11:. should be playing, . . . teacher training 9u1d be (faken more seriously and given first pr 1Ority 3 \ 3011313., p. 242. 31_I_k_>_i_d_., pp. 224, 229, 244. 59 Approaching the problem of the citizen teachers, Mr. Hibshy did not suggest a basic plan to solve it. He is more concerned first to achieve greater unification of all educational efforts; then they can point adminis- tration in the direction Of teacher training institutes: Experience in the past few years has shown that the plurality of the authorities responsible for teacher training has caused this vital issue to lose serious- ness. Moreover, the lack of coordination of efforts among_these authorities has made it impossible to draw a plan showing the number of teachers needed at the present and in the future, and to act accordingly. Therefore, the plurality of the authorities and conse- quently the existence of several institutes for inter- mediate and secondary education should be abolished. Therefore, teacher training should be concentrated in two faculties, one at Riyadh University and the other one at the proposed University of King Abdul-Aziz (in Jeddah) . Mr. Hibshy has stated some reasons for or advantages of that unity which are sumarized as follows:33 a. In addition to gathering all specialized fields of studies, Faculty of Education will be a part of these fields and available to those students who would like to become teachers. b“ TO cover the teaching of all subjects contained in the intermediate and secondary school curricula, the Faculty of Education should make adequate pro- Vision in both fields, science and arts. \ A212 . _321bid., pp. 243, 244. University of King Abdul- 68 anlnltiated its program of studies in the year of 1967- DOte 9 ecame a government institution in 1971. See foot- ' Chapter I. 33Ibid., pp. 244-47. 60 c. It will be easy for the Faculty of Education to use all the available facilities needed for effective teacher training programs. d. Communicating with the other faculties, the Faculty of Education will not be limited in its own program; it will also use all human resources in the other faculties in such seminars and dis- cussions. e. Teacher training in the Faculty Of Education then could be a part of the B.A. or B.S. degrees or a first stage of graduate studies. The author agrees that unity of administration, eSpecially in higher education, particularly in such develOping countries, should be the first step in any educational planning. Although Mr. Hibshy did not propose a basix: plan for the Faculty of Education, his proposal to include the Faculty within the university is a good beginning to develOp it and improve its functions. At the Present time the Faculty of Education in Riyadh is a part,¢3f the University of Riyadh. But the physical location is very important, and it is now in a separated area, In the future it is prOposed to gather all Uni- Varsity of Riyadh Faculties in one campus. The Faculties of:E dunation and Shari'ah in Mecca have become a part Of the . Uhlversity of King Abdul-Aziz; but they are still 61 separated in location so it is hoped that it will be possible to gather all faculties and the colleges into one campus. Mr. Ibraheem's Study Since this study is still underway, and few de- tails are known about the contents of this study other than Mr. Ibraheem's personal letter, the only related matter is the responsibilities of the educational role to meet the needs of the nation from the manpower including the teachers. The present writer disagrees that "the nation must use the competent non-citizens to fill up the gap which has resulted from the rapid development"; a balanced plan should be developed according to studies dealing with each developmental dimension of the nation. The writer is in complete agreement that the edu- cational system should be unified in goals, philosophy, and in the wise balance between the individual as a human being and the nation as the mother environment of that individual. But wise use and reasonable adoption of the external culture should be based on understanding as it is, not as we look at it from one limited side. The teacher is one Of the most important factors which can protect against any inadequate understanding and appreciation of external values, if that teacher is adequately prepared and is involved in the school curriculum planning, and hIAI :01 "I -v '4 4 62 becomes a real participant in educational leadership in the school and of it. In addition to tOpics dealt within the previous studies, there are some basic questions surrounding the problem of the shortage of citizen teachers for public secondary education, grades 7-12. Some of these questions are: (1) how has the shortage of citizen teachers become a real problem? (2) What are the causes of this problem? (3) Is there any long-term plan to supply the need for public secondary education teachers? (4) How well could this plan meet the rapid growth? (5) What is the practi- cal role Of higher education institutions in Saudi Arabia if they are to be required to participate in Offering teacher training programs? (6) What is the student's role in accepting enrollment in such programs? (7) What kinds of teachers does Saudi Arabia need at the present time? To answer such questions as these, it might be helpful to review the history of the problem. A Historical Glance The history Of the problem may be considered as consisting of: (a) before 1951, (b) from 1951 through 1960, and (c) from 1961 to the time of writing this thesis, 1971. 63 Before 1951 Focusing on the year 1951 in writing this brief history of teacher training in Saudi Arabia, the first higher institute for preparing teachers for secondary education was established in 1951, namely, the Teachers College. Even the College of Shari'ah (the Islamic studies) in Mecca was founded as recently as 1949 (1369 A.H.); its main objective was to provide a four-year pro- gram in order to prepare its graduates to work as judges in the Saudi courts or to be mosque leaders or preachers, not to be teachers in the secondary schools.34 The first public secondary school, grades 7-11, was established in Mecca in 1927-1928 (1346 A.H.) under the name of the Saudi Elmi Institute (semi-religious studies), and its major Objective was to supply the ele- mentary school teachers in the country. Ten years later the first modern high school was also founded in Mecca, named Abroad Preparation School. The State Department of Education (now it is the Ministry Of Education) had established the School of Abroad Preparation in 1937-38 (1356 A.H.) and requested the Egyptian delegated teachers to pre- pare the youth (Of this school) to be sent abroad to the universities of Egypt and Beirut.3 34The System of Education and the Types of Schools in Saudi Arabia in 1952- 53 TMecca: The State Department OfIPublic Education, 1953), P. 5. 35Ibid., p. 1. 64 Consequently, the secondary school curriculum and almost the entire educational system are similar to the Egyptian schools. Two groups Of the Egyptian mission had been teaching for a long time in these two types Of secondary education, the religious and the modern schools. The Arabic language and religious sciences were taught by teachers delegated from the University of Al-Azhar, and the other subjects were Offered by those who were dele- gated from the Ministry Of Education in Egypt. In that period, the State Department of Education had been sending all the modern high school graduates (Abroad Preparation School) to the universities of Egypt and Beirut to major in medicine, science, business, law, economics, and industrial arts. The department also had been sending abroad the first group of three tOp grade graduates of the Saudi Elmi Institute in Mecca; later it became five from Mecca and three from the same institute in Medinah. Those students enrolled in one of the Al-Azhar colleges or a college of arts at any university, or in the College of Dar Aleum University of Cairo (Islamic and Arabic language majors).36 Those students who had been sent abroad to the neighboring Arab countries were given scholarships by the 36The rest of these semi-religious institute graduates, as an alternative, had to teach in the ele- mentary schools or attend the College of Shari'ah. After 1951 they might enroll in the Teachers College. 65 government to complete their university and college edu- cations in the hope that some of them, particularly those who were majoring in science and arts, would return to Saudi Arabia and teach in the secondary education schools. A few of them did, but unfortunately most did not accept work in the schools and worked instead at other government jobs which were more attractive in terms Of salaries and privileges. The few who stayed were the teachers of Arabic language and religion, and a very few of them taught social studies, history, and geography. From 1951 Through 1960 The feeling of the need for citizen teachers in general, and for secondary education in particular, had been shown when the State Department of Education decided to Open a Teacher College "to be Similar to teachers college in Cairo."37 The college was established in Jeddah with an Arabic language section to prepare the Arabic language arts teacher for the secondary schools. The main sub- jects which were Offered in this college were religion, Arabic language, history, and a very few courses in education and English; these curricula were similar to those which were offered in the College of Shari'ah in 37State Department of Education, The System of Education and the Typdgof the Schools in Saudi Arabia 1n I952-53, a report, Decision NO. 43, in 3/20th, 1372 A.H. (1951), p. 15. 66 Mecca. With thirty-two hours class attendance a week, Offering all academic subjects, the college had to cancel the student teaching period in order to complete the text coverage.38 Table 2.1 shows the development of both colleges in terms of numbers of students, classrooms, and the teachers during a Span of eight years, which is the age Of the Teacher College. In addition to the decrease in the Teachers Col- lege develOpment in all aspects--students and teachers-- therefore, the College did not Open the other departments for mathematics and science which had been promised. Instead of growing, the Teachers College was closed in the year of 1958-59. Many questions might be raised here about why the College of Shari'ah had been developing while the Teachers College not only was decreasing, year after year, but was closed after a brief lifetime. It could be said that many different factors had been playing various roles affecting the growth of the most important higher education institute of that time. This college might have become a major force in the development of educational quality if it had been handled carefully, used adequately, and developed wisely to meet 38Ismail Al-Kabbany, "Report About the Public Education in Saudi Arabia," Ministry Of Education, 1955, p. 43. 67 .ommH .anmua Hoomm .cpwaHm .COHumoopm mo muuchHz .ucmsuumdoo cOHumommm mumocoomm one .mowumHumum mo unmeuummmo .mummw cue pond on» OH ucmEmon>wo HchHumooom on» now mOHumHumum O>HumummEoo a Scum wouMHmcmuu can OONHHmEESm "mouoom N m H me can m amaHImmmH o as a a one a omaHIemaH on an m 0H mos a emaHIemaH .Na em a on om a ommHImmaH o as a a we a mmaHIemaH a mm m a mo m emaHImmaH A an N e oo 4 mmaHINmaH o mm H 5 mm a mmaHIHmoH mHQEOQOB mucwfldum EOOHmmMHU mHOSOflOB mucwfldum EOOHmmMHU oomHHoo nauseous rm.aumcm mo mooaaoo mHMOM UHEOUMO¢ .mumnomou one .sooummmHo .mucmpsum an .mumma uanm cH OOOHHOU anemones one nu.Humnm mo OOOHHOU ecu anon «0 ucmEmOH0>mo OnBII.H.N mqm4e 68 the demands of secondary schools for teachers in each subject matter area. The author Of this study does not have enough details to prove that any one particular reason caused the closing Of the Teachers College. But there are several reasons which should be considered as the probable major causes for termination of the Teachers College. 1. The willingness of the Saudi Elmi Institute (the only secondary school which fed students to the college) graduates to work after securing the Institute diploma, or go to the College of Shari'ah, because it Offered more allowance than Teachers College. ”The study in this College (Shari'ah) is free in addition to Saudi Riyals 245 plus 25% for the high cost of living to motivate most of the students to enroll in this college and facili- 39 The student in tate a good living for them." Teachers College had been given the same allowance of Saudi Riyals 245, except that additional 25 per cent.40 This might or might not be one reason for decreasing the number of the students in the college. 39State Board Of Education, The System of Edu- cation and the Types of the Schools in Saudi Arabia in 1952-53, OP. Cite, p. 16. 4OIbid. ' p. 15. 69 2. The Opening of the University Of Riyadh in 1957-58 could be another reason. The university had accepted the Saudi Elmi Institute graduates in the Faculty of Arts (the first college to be established), while the high school graduates were still sent abroad to Egypt and Beirut. The academic year 1957-1958 marked the inaugu- ration Of the first university in the kingdom. The faculty of arts of King Saud University in Riyad received its first batch Of students. The faculty of science will start next year. Other faculties will be established according to conditions. The university will occupy its new build- ings covering an area of 4 Km2 according to a plan designed in an international competition. 3. The system of administration in the College (directed by the State Department of Education) could be another reason. Although the writer does not have many details, the role of the college in terms of the student norms it provided and the activities which were or were not sup- ported by the official administrators, and many other motivating factors were among the most effective factors in causing students to enroll in the college or to drop out. College staff- administration relationships to a higher authority are very important in addition to the student- teacher relationship. 41Ipternational Yearbook of Education, Vol. XX (Paris and Geneva: UNESCO, 1958), p. 282. 70 If teachers and other educators are to contribute significantly to the vitality and progress of stu- dent and of society, the organization (school system or institution) with which they are associated must provide a favorable climate. Among other things, this means that the purposes, policies, and regu- lations must facilitate the employment and effective functioning of competent personnel who are interested in preparing students to contribute to constructive, orderly change. 4. The movement of the Ministry of Education from Mecca to the capital city of the country, Riyadh, may be another reason for the weakness of the Teachers College. It was very difficult to com- municate with the central administration in Riyadh during the period when a new administrative system centralized in Riyadh was being estab- lished. This, associated with many educational requirements, made the system hazy and complicated leaving uncertain which problem should be solved first. 5. The ambiguity of the importance to be attributed to the shortage of citizen teachers for secondary education could also be an important consideration in causing active educational administrators at that time to be careless about the new college, or unwilling to allow it to carry on a very important responsibility, which consequently has 42Edgar L. Morphet and others, Educational Organi- zation and Administratiop (Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1967), pp. 11-12. 71 been transferred to the present times as a big problem. It was very easy for them to bring any number Of the teachers from Egypt, since the educational Egyptian mission became unofficially a part Of the Ministry of Education, Offering the Ministry requests from teachers, and other expert educators in the administrative activi- ties. One of many evidences is the fact that a conference, which was held for the first time in Riyad, Offered 124 recommendations to be followed up, of which not one was related to the Teachers College, or to the Shortage Of citizen teachers in the secondary education. Some of the effective administrators requested delay of the discussion of this subject. One said: The problem Of the secondary institutes (10th-13th grade for intermediate teachers' training) to be six. I could not say that they are needed to be increased to this number (6); preparing teachers for the secondary stage is premature, because it is too difficult for us to work in two fields, we have to work to prepare (the teachers) for the elementary stage. Under the title of teacher preparation, Mr. Mohamed Abdul-Hadi, the advisor of the Ministry of Edu- cation in that period, stated in his report to the Ministry, This is the issue in which the education problems have been focused (crystallized), and it is impossi- ble to develop such an extension policy to spread 43Third meeting, Riyadh Conference (Rajab 9th, 1-1377 A.H.), Ministry Of Education, 1957, p. 3. 72 education unless it is associated (combined) with another policy to prepare the teachers who are needed for that extension. At the present time, the country has been using a large number of the foreign teachers and will be using them for a long time, in this case, the problem Should not continue and all ppssible efforts should be provided to prepare a large number of well qualified teachers. [Moreover], the using of the foreign teachers will be necessarily existingfor someyyears in secondary education because Of the time requirpd_toprepare the secondary edu- caEion teachers. But the primary education teacher should be from the country, this (citizen) teacher undoubtedly is able to understand the children and is aware of their habits, and the way they think, and consequently, he will be able to teach and educate them. 4 From 1961 Througthhe Present Time, 1971 Closing the Teachers College in 1958 tended to reduce the feeling of the importance of the shortage of citizen teachers for secondary education, especially in the early 1960's. The author would like to point out here a fact which might Show this feeling. In the second educational conference held in Riyadh in 1961 (1381 A.H.) , the super- intendents of the local districts were asked to comment on the teacher situation in general. Their fundamental reactions could be summarized in three categories: (1) quantity, (2) quality, and (3) adjustment in the environ- ment of Saudi Arabia. \ fer 44Mohamed Abdul-Hadi, A Report and Suggestions Arabthe S stem of Education in the Kingdom of Saudi men 1a, 1956, The Social and Education Welfare Depart- 195:) R yadh, Saudi Arabia: The Higher Board Of Planning, I p. 200 73 In terms of quantity, few mentioned that their schools have enough teachers, while the majority stated that there were not enough teachers for each grade in' some subjects. In terms of quality, all of them agreed that the qualifications of most teachers were very low in the academic fields and in training, and some were not specialized in the subjects they teach. In their adjustment to Saudi life, particularly in rural areas, most of the teachers were unable to adjust themselves to the new and different climate, including communication with the students and peOple.4S They recommended increasing the number of well- qualified teachers, particularly those who are from Jordan andPalestine, because they are able to live in any area, rur all or urban, any place in the country.46 They did not mention anything about the need for citizen teachers who are: areally able to live in any part Of the country and can comu'lllnicate with all of the people. Even the project of the Ministry of Education for the Five-Year Plan 1960-1964 had focused on the number of schOols which should be established, and the number of ______¥ me 45The response of superintendents toward the recom- Thndation made in the Conference held in 1961 (1381 A.H.) , Ree Ministry of Education, Department Of Statistics and searches, 1961 (Groups A, B, and C), pp. 1-7. 451616., p. l. 74 students who should be accepted, particularly in the secondary school; the project did not show how the Ministry attempted to prepare the teachers for these new schools in addition to the schools which were already open.47 But the feeling Of frustration did not remain very long, for the Ministry of Education had reviewed the situation and tried to revise the main objective of the College of Shari'ah so as to prepare teachers for the high schools, grades 10th-12th. For the first part of secondary education, the Ministry decided to Open insti- tnrtes to prepare teachers for this stage, grades 7th-9th, which was to be in 1961—62. Teachers of the Intermediate Stage (7th-9th grades): The Ministry had decided to establish two insti- ‘tutes to train teachers for the intermediate stage, ‘flhiCh will begin next year. Their students will be find out the most important factors which are influ- efitting supply of and need for qualified Saudi teachers in the present and in the future public secondary education sYstem (grades 7-12); and (2) in terms of quality, to find out how well these programs are providing the academic and professional qualifications needed by those who will be the leaders to teach and educate our youth 11‘ secondary education. 79 The Quantitative Criterion In quantitative terms, the need, the production required to supply that need, and the official plan pro— posed for the next five—year period will be considered as subcriteria to evaluate the teacher training programs. Education in Saudi Arabia is free for everyone, and the opportunities for formal education are available for all elements of society, from elementary education through the university level. As education is in the society's interest, it is also an acknowledged fact that the government needs to improve the quality of manpower at the present time. To plan for educational needs and to supply these needs, educational advancement is a complicated and inte— grated process. Expansion at one level can rarely take Place without ultimately affecting all other levels. The concept need has no meaning except in relation to goals or objectives, and this is no less true of edu- cation than of any other category of needs. Neither for an individual nor for a society is it possible to specify what amount and kinds of education are de: sirable or necessary until the relevant individual or social objectives are identified. Once the goals with respect to which education is relevant are specified, it becomes meaningful to inquire to what extent they can be achieved through education, and a basis is provided for judging the magnitude and character of educational effort necessary for their attainment. Even assuming that the goals can be precisely set forth, however, they frequently cannot be translated into unambiguous educational require- ments, for the relation between means and ends often 80 is not clear, or even if it is clear, not quantifi- able.51 In seeking to understand the educational ends in Saudi Arabia, at least at the present time, it is reason— able to clarify the statement of the goals and the pro- grams proposed to achieve these objectives. The major objectives of secondary education 7-12 may be summarized as follows: Boys Education Intermediate School Education (7-9) a. To provide facilities for all elementary school graduates who would be expected to apply for intermediate school enrollment (85 percent of elementary school graduates); b. To increase the proportion of buildings designed and constructed as intermediate schools by 30 percent during the plan period; c. To expand the curriculum to include vocational guidance that is oriented to the environment, activities, and Opportunities of the school community. High School Education (lo-12) a. To enroll 50 percent of the intermediate school graduates as well as all other applicants with appropriate entrance qualifications, then to maintain this rate throughout the plan period; b. To develop total enrollment to assure that the number of qualified graduates each year is sufficient to meet the demands for new students implicit in the develOpment plans for higher education. Teacher Training Institutes (lo-12) a. To achieve the capability of meeting all annual requirements for fully qualified elementary teachers with trained Saudi personnel on com- pletion of the Plan; b. To expand provisions for specialized teacher training in art and in physical education. 51Don Adams and others, Educational Planning, Center for Development Education, All—University School of Edu- igtion (Syracuse, N.Y.: Syracuse University, 1964, pp: " 8. 81 Vocational Education (7-1) a. To extend the system of secondary level industrial education to include six more areas in addition to the present four; To initiate a system of secondary level commercial education with three schools to be operational within the first two years of the Plan; To establish an institute for technical/vocational teacher training; To complete the agriculture technical school in Buraydah as scheduled and to initiate work on three additional schools by (1391—92.) 1971-72 Religious Institutes (7-12) a. To increase present 1969-70 (1389-90 A.H.) total enrollment by 45 percent by the completion of the Plan; To eliminate overcrowding in classes, establishing an average of 30 students per class as the stan- dard to be attained; To increase the number of communities with religious institutes for education from 37 to 41; To replace all rented facilities with government- owned buildings by the end of the plan period, constructing 20 buildings in a phased program. Girls' Education: Intermediate Education (7-9) a. b. To improve the enrollment relationship between intermediate level education and elementary edu- cation from the present 9.3 percent (intermediate enrollment as a percentage of elementary enroll- ment) to 17.4 percent at completion of the Plan; To provide more opportunities for intermediate level education in small communities and rural areas. High School Education (lo-12) a. b. To increase general secondary enrollment from the present level of 350 students to over 4,900 stu- dents by the completion of the Plan; To establish general secondary schools at ten new locations within the Kingdom during the plan period. Teacher Training Institutes (lo-12) a. To achieve the capability of meeting all annual requirements for fully qualified elementary teachers with trained Saudi personnel on com- pletion of the Plan; 82 b. To increase the emphasis on teacher training at the secondary level; c. To initiate a program of teacher training in small communities, beginning in (1390—91), 1970-71.52 Emphasizing the point of statistical increase in numbers of students, graduates, schools, and teachers needed to meet the requirements of rapid growth, Table 2.2 shows the numbers of the teachers needed for each stage in the secondary education schools. Table 2.2 also shows that there will be self—sufficiency in the preparation of elementary school teachers during the plan period. But if we compare this kind of quantitative self- sufficiency in the first educational stage with the secondary stage, we find a great discrepancy. Supplying the secondary schools with citizen teachers will be impossible within the plan period. Even in Girls' education, the graduates from the WOmen's College during the plan period will not be enough to supply the female teachers needed for female secondary education (see Table 2.2 above for Girls' Education). The quantitative problem concerns not only numerical growth; it is also involved in the subjects to be offered in secondary education. As Tables 4 and 5 in the last chapter have shown a great shortage exists iJI certain subjects, such as Science, Mathematics, and 52Development Plan, 1970 (1390 A.H.), Central flanning Organization, Riya We Kingdom of Saudi Arabia, 9'70, p. 98. .mmam nmsoucu mmum moanme .m xapcommd oom oaowm sumo cw mufimuo>wco ozu mo mouoopmum usono maaouoo ouOE uom .poosHocw uoc ma coda mo oco on» Ca cocoon muonomou mousuwumCa mDmefiHoH was coaumosoo auoucoano mo Hones: onu .coHumoopo ahmpcooom :uw3 ma cuoocoo m.uouwu3 onu oucflm .Nwa .m ..pwnHo 83 can.o mvooz mo Houoa an moa In a u: mva II mvm nu omoaaoo m.coE03 5mm «mm ham vm mm mam.na ~ma.a 5mm.ha ~mv.o mcwcfioue uocoooe mom mam ma Ha H va.~ oma ooa.v omm ammocooom omo.a mn~.a mma ov NH oom.ma mam oom.m~ oo¢.v ouofipofiuoucm In oov.m Hmm.m mmm hem mmm.nm mom.m oom.v- oom.vHH huoucoEon cofiumoscm .mauflo mum mom mom av hm mom.m mom moo.~a n>~.m mousuaumcH msowmflaom 55H mmv How oa v Hn~.H ov nwh.~ vmo Hmcoflumoo>\amoficnooa vmo moa awn vm Ha oo~.oa mmm ome.~a nov.m mcficflous nosomoe mmn oom.a awe mm mm ~mm.va nmm.a vmm.ma ~v~.m >Hmpcooom hmm.~ mam.m mam.~ mmm mam Haw.om mmn.v omH.om mmm.hm oumwposuoucH www.mm ~mm.va mnm.a mmm.~ ann.~va Nmm.oa ova.oav mmm.nwm muoucoaoam cowuoospm .mamm scam Aoatmmmav scam Aomlmmmav swam Aomlmmmav swam Aomtmmmav mo 0cm onaalmoma mo cam onmaoooma meauso onmanmoma 90 new onmanmmma moooz one muonomoa maoonom noumsomuo mucousum o.omoaaoo m.coEoz can walh maoonom omoum humocooom Ham mcflooaocw nodumosoo owansm uo woman on» an cocoon muomooou on» mo «Hones: pom mn\v>mH|OhmH swam ucoEmoHo>oo umo>|o>wm onu zooounu can oEHu ucomoum on» an uuocooou can .uaoonom .mouospoum .mucopouu «COwuoosoo .mauwm can .maon mo auoEEdn Hmowumwumun wm onu mo poo onu um pomoao>op on on muonomou mo nu3onm Uoummwowuco Hmuou mo omuusoouom was nonEdZIl.v.m Handy 86 English Language. This is only one more example to show that the problem will exist for a long time unless another plan is developed and implemented which considers all levels in the secondary stage. The obvious example is that the plan of the secondary education Department for the coming Five-Year plan (Table 2.4) shows good movement toward changing the old policy. The high school teacher should teach at least three years in the intermediate school, grades 7-9, before being considered for promotion. If he has good grades in his evaluation he may be moved to teach in the high school. It seems clear that the only available resource for high school citizen teachers is those now teaching at the intermediate level who successfully com- plete at least three years at that level.53 Table 2.3 shows that the average percentage of Saudi teachers needed in high schools for all subject matter areas during the plan period will be about 41.5. The comparable figure for all teachers in boys‘ high schools is now about 12 per- cent; it is expected to be 27 percent by the end of the Plan period.54 Table 2.4 also shows less development is anticipated in the subjects that need to be offered by the citizen teachers: science, mathematics, and foreign languages will still pose a problem of teacher shortages. The only fact which might be considered as 531bid., p. 29. 54Ibid., p. 31. 87 a fundamental questionable issue is the decrease of the Arabic Language teachers in such an Arab State which has many supplementary resources for the special pro- fessions people. The question now is: what is the role of teacher education in helping to meet the great numbers of teachers needed? Will the male Colleges (see Table 9) be able to supply about 4,776 male teachers needed to meet the demands of boys' secondary education, grades 7 through 12? It is obvious that the women's College for preparing female teachers will not be able to meet the demands for growth in the girls' schools. The reason is that the College has been established only very recently (1970-1971), and even if the plan works well the proposed number of female teacher graduates will be only 145 during the entire plan period. This number will not meet the need for 2,020 female teachers for grades 7-12 to provide edu- cation to girls. For male secondary education, then, we must raise and try to answer this basic question: could the other higher educational institutions participate in solving the problem in quantitative terms, regardless of the quality of the educational program they might provide? Teacher Education Colleges.--Table 2.5 shows the nuInbers of estimated graduates from each college in genfiaral during the plan period. At first glance, the 88 .onma .mmnmud «comm .ncmwem .manma .mm .N can H moabme .mh\vnmalah\o>ma manor onu sow coHumoscm mo owoaaou on» no swam ucoEQOHo>oo one cam “em cam mm moabma .coHumoscm mo muumwcwz onu mo swam ucoemmao>oo umowuo>em osu mo uoofidum one "scum Monaco onu an conHmEEsmm moH.H nmumscmpm on» Ham mo mameoe 7:0 D van oma mm on no em nmumppmno uwem e2. man 2:. omm Sm nncmpfim H2 wwm mom mmm om.“ mm... HNH Room cmgmoum mm% 9 P: U. T. 3 D u 90 wmwnu nae mma med we mm mm nmnnspmno .ep.a 25 «2 man at. mam 333% H2 ”3” omm com eem wee Nee new» ansenmnm p.mlu T: 1:3.5 unvo U T. H D T. new m3 mm mm 3 3 8638.6 Mum Rn m3 omm mam 28 3:33.... :4 mm a «,2 TN H2 2: «3 new» gmfimmnm an m. menace memeueeea eemaumeaa memeumnma Nemaneema Hemanenma nonsmoppm mo momoaaou och mnea\vnmananma\oema spam nmmsum>em one o.ucocsum mo Ho>oa an coo .omoHHoo ha .mn\enmauae\onma spam unmmum>wm we» no mums comm pow Accepposcm mo nmmmeeooc menus Iona mcwcwouu Honooou ca ucofiaflouco usocsum couomwOflucm mo oceansbfluumwc Knocosqoumln.m.~ mange 89 shortage of qualified citizen teachers will exist for a long time, particularly if we recognize that the greatest numbers of students in these three colleges are majoring in subjects for which there is less need than others. Table 2.6 depicts the actual specialization dur- ing the last five years and gives a good basis for making a clear prediction for the future in terms of specialized teachers in various fields. Most of the students in teacher training colleges now are majoring in the theoretical and liberal arts majors while a few are majoring in Science, the most important major which the nation needs at the present time and in the foreseeable future. A glance focusing on the student enrollment in the teacher training programs (Table 2.6) shows that in the academic year 1970-1971, 55.9 percent majored in SocialStudies, 21.5 percent in the Arabic Language and Religious Sciences, 16.1 in teaching Science and Mathe- matics, and only 6.5 percent in the lowest specialized major which is English. It is obvious now that these colleges did not Plan to meet the real needs of the secondary education teachers. In the College of Education in Riyadh, for eXample, 22.4 percent, or less than one-third of the fJi‘eshmen are science majors while 72.6 percent, which is the largest field, are liberal arts majors. Table 10 90 TABLE 2.6.--Frequency distributions of students enrolled in the educational colleges which prepare the secondary education teachers, 7-12, by subject Specialized in and offered in these colleges during each of the last five years.a A. College of Education in Mecca: Physics Education Academic Year Geography English and and Totals Mathematics Psychology 1965-1966 - - - - 156 1966-1967 72 31 22 31 156 1967-1968 92 35 31 72 230 1968-1969 101 54 41 130 326 1969-1970 - - - — 416 1970-1971 109 52 86 143 390 8. College of Education in Riyadh: (only in the three last years) English . . Education Academic Freshman Year Social and Phy81cs Biology and Year . Studies Social and and Psycho. Totals SClence Arts Studies Mathematics Chic. and Arabic 1968-1969 11 9 20 1969-1970 12 103 4 2 6 12 34 183 1970-1971 57 137 37 14 10 10 26 291 C. College of Shar'al in Mecca, (Islamic Studies): Academic Year Islamic Studies Arabic Language History Totals 1965-1966 - - - 232 1966-1967 74 37 42 153 1967-1968 100 49 69 218 1968-1969 127 56 87 261 1969-1970 - - - 313 1970-1971 130 88 116 334 6A Brief Report on Education in Saudi Arabia During the Ten Years, Except 1960(70, Ministry of Education, Riyadh, Saudi—Arabia, 1970, pp. 19521. t e statistical data of the last year in the College of Education in Riyadh which was collected by the author, there is no detail for the last year in the College of Shar'ah in Mecca included in that report. 1970-1971 data were collected by the author specifying only Sanch Students enrolled in this year. 91 shows that the percentage of Science enrollment decreased to 26.5 in the total enrollment in the College of Edu- cation in Riyadh, while it is already smaller than that in the College of Education in Mecca, where it is about 22.0 percent of the total students. Also we can see that two colleges are preparing teachers for Social Studies separately although both are located in the same building. The College of Education in Mecca offers a geography major and the College of Shar'ah provides one in history. In addition, the College of Education in Mecca has a four- year major in "Education and Psychology" (undergraduate level). The students in this major do not study any other area as a minor to be taught in secondary schools. The question remains, is there any other possible way to create an adequate supply to meet the needs of secondary education grades even without teaching qualifi- cation certificates? According to the estimates of the government development plan for the coming five years, the numbers of graduates from each of the colleges and universities by the end of the plan will be as follows:55 Graduates University of Riyadh, (all colleges) ‘I,856 College of Petroleum and Minerals 475 55The Development Plan (1970) 1390 A.H., Central Planning Organization, The Kingdom of Saudi Arabia, Riyadh, P- £123. The graduates of the Higher Institute of Justice érEB not included. The Ilamic University in Madinah also 18 not included. 92 Graduates King Abdul-Aziz University in Jeddah 261 College of Arabic Language in Riyadh 1,182 " " Shari'ah " " 1,199 " " " in Mecca (T.T.C.) 394 " " Education " " 469 Total 5,836 These numbers of graduates will not supply the nation's needs including the education sector. If the assumption could be made that all these graduates will become teachers in the secondary education grades, by referring to the need of 6,796 teachers shown in Table 7, it becomes clear that the shortage of citizen teachers will exist for at least one more Five-Year Plan period, just for high school teachers. But this assumption cannot be validly made since all national sectors are waiting for more than this number of graduates to meet the nation's demands. On the following page the author would like to quote the answer of the Ministry of Education on this important issue, showing how it became a real problem facing the nation at the present time and will remain a long time unless a prOper solution is promptly under- taken. The statements in the Ministry report underlined lar the author call attention to points where he is inclined tx> be in disagreement. One of these points is that the differentiation among these five colleges in terms of curricula and goals is clear. This is not the place to 93 discuss each of the different issues involved in their goals and curricula. Again, it is very doubtful that the graduate of a non-educational college will prefer to work at any government job because "The secondary school teachers are given the same opportunities as other state personnel who have similar qualifications." SAUDI ARABIA From the reply sent by the Ministry of Education56 Features of the Shortage Existence and details. The number of secondary school teachers is insufficient for requirements. The shortage is equally marked in the case of men teachers and women teachers and in all types of general secondary schools in different parts of the country. Causes of the Shortage The shortage is due to an increase in birth-rate and to the more generalgprovision of opportunities to pursue secondary studies. Steps Taken to Meet the Shortage Planning. Planning is undertaken in order to meet the Shortage. Five colleges and two universities, namely Riyadh Universifiy and the Islamic UniVersity, are now training graduate teaéhers for secondary EEHools. With the collaboration of Unesco the Min- istry is establishing a planning unit for defining the requirements as regards teachers in the future. Raisin the status of the profession. Secondary school teachers are given the same opportunities as other state personnel who have similar quaiificatidns. S ecial steps for recruitment. Secondary schooi teachers are subject to the general regulations appli- cable to personnel of the State. There has not yet 56 The Shortage of Secondary School Teacher, Unesco and International Tureau of Education, Geneva, 1967, p. :133. 94 been any question of re-appointing teachers who have, for personal reasons, given up teaching. Foreigners are called upon, particularly for teaching mathematiCS, science and foreign languages. Emergency steps. Emergency steps which have been taken are: (a) increasing the number of pupils per teacher; (b) increasing the number of lessonihours per teacher, who is paid for his extra work. International Action Foreign assistance received. Unesco has contributed to the establishment of a college of education, the purpose of which will be to train graduate teachers for secondary schools. The kingdom of Saudi Arabia maintains close relationships with Unesco for dis- cussion of questions connected with secondary edu- cation and solving related tedhniCal difficuities. (Emphasis added) Increasing the required numbers of teaching hours and the numbers of pupils per teacher will not solve the problem at all. It would, in fact, make it more difficult to improve the quality of education in the future (see Table 2, Chapter I). The number of pupils per teacher is already increased in the intermediate and the high school in the large cities, and at the same time it is very low in the rural secondary schools. More details about the development of the stu- dents' enrollment in the University of Riyadh, and the graduates of different higher educational institutions through the last ten years, and other details related to fiso oooaaoo mucocSDm 113 Selecting high school students to represent the whole nation required inclusion of all geographical regions and the complete range of high school offerings, which in— cludes 10th grade general studies, and 11th and 12th grades, which are divided into Arts and Science majors. Twenty complete high schools, out of a possible forty—four,were visited in the Winter term of academic year 1970-71, 3 high schools in the northern part, 2 in the southern part, 4 in the eastern part, 4 in the central part, and 7 high schools in the western part, which includes the largest number of students in four large districts. An average of 20 students were selected randomly from each school. Because of the variation in the number of students in each grade, nine 10th graders, five 12th grade Arts majors, and six 12th grade Science majors were chosen from each complete high school included. There were two main reasons for the limits placed on the complete high schools included in the study. (1) The students of the 10th grade in those complete high schools have an option to choose either the arts or the science major, which will affect their future plans and restrict their choice to the type of study they plan for and the college they wish to enter. The 10th graders in incomplete high schools do not have that kind of option. It might be because the number of students is few, and in this case the Ministry of Education does not welcome 114 maid.” silk." _.. . SQQQQ \qum 65 EQQQEE E 14 .4m3m 24w: 2.an .. . $2.110 5.5.0.5 ./ ,., 382 220.208.”. no 29200.. i/ \. 04m. ./.\.\ 115 dividing students into arts and science majors because of the shortage of teachers in general. (2) Most of those incomplete high schools are just newly established with the 10th grade, and sometimes the 11th, in only one major—- arts or science. They do not include the 12th grade with which we are more concerned in this research. It was a very difficult job for the writer to find accurate official records as a basis for distinguishing between the citizen students and non-citizens, and to per- mit categorizing them by the major field and the year of study. In the colleges as well as in the high schools, very good cooperation was given by the administrators and the teachers in order to reject all non-Saudi students from inclusion in the study sample. To assure more accuracy in dealing with high school students, great help also was given by the Department of Statistics and Re- search in the Ministry of Education. No basic information exists for classification of high school students by nationality in each particular grade. At the time the data for this research were collected, the schools had no statistical forms for categorizing students by nationality in each grade, only for the whole school. Therefore, a carefully considered estimate has been prepared by the writer in cooperation with the Department of Statistics and Research and in consultation with the Department of Secondary Education in the Ministry of Education. The 116 estimated figure, then, is that there are about 90 per cent Saudi and 10 per cent non-Saudi students in Saudi high schools. Procedures Employed in Collecting the Data A letter of recommendation from the Ministry of Education was carried by the author to each participating college, university, and high school district superin- tendent. These administrators were urged to give as much help as they could to facilitate the conduct of the re— search and to make the data collection more accurate. In visiting each school or college, a sample of students was chosen randomly, by means of a table of ran— dom numbers, and with the cooperation of the registration office. Then the students comprising the sample were assembled in a large classroom. After a welcome and a brief introduction given by the school or college admini- strators, the author explained the general purposes of the questionnaires, and how to answer the two kinds of ques- tions, the precoded and the open questions. He also at- tempted to help the students answer the first two questions and left them to continue filling out the rest of the questionnaires. These procedures were carried out in each school and college by the author himself except in the College of Education in University of Riyadh, where the cooperation offered by the then Assistant Dean of the 117 College (he is now the Dean of the College), who had done the same kind of work when he was in the United States, was gladly accepted. Plan of Data Analysis Analysis of the data will present the following comparisons: 1. Between students in the Colleges of Education and students in Liberal Arts and Science Colleges. Among graduates from the three types of colleges, those who have entered teaching and those who have taken government jobs. Between students in the various colleges and graduates from those colleges. Between 10th and 12th grade high school male stu- dents, and between male 12th graders in the sci- ence section and male 12th graders in liberal arts section. Each of these comparisons will focus on the following variables: 1. Opinion of the teaching profession in comparison to other professions, rated on: a. financial rewards, b. opportunities for promotion, and c. social status. 118 Feeling of social and national concern: a. b. Sensitivity to social and national needs. Attitudes toward the higher education norms required to meet the national needs. The responsibility of youth to cooperate with the authorities. Occupational choice: a. b. Aspirations or preferences--reasons, actual plans (or, in case of graduates, actual choice)--reasons, and reasons that aspirations and plans may not coincide, qualifications required, and job demands in terms of time, effort, and other considerations. Choice of university studies: Preferences or aspirations--reasons, actual plans or choices--reasons, financial rewards and other motivations, academic adjustment in the college or school, the value of university studies. 119 Obtaining the Basic Data College Students Both the complete questionnaires as reproduced and answered by students in the Arabic language and the English translations are given in the Appendices. But to help the reader focus on the kind of data sought, the questions considered by the writer to be those most basic to the study are as follows: Note: 10. In what college are you enrolled? What year are you attending now? Why did you choose to enroll in this college? Do you feel that study of your major subject in the high school helped you to make your choice to go to the college that you are now attending? What is your opinion about the system of being required to choose a major (arts or science) during the last two years of high school? In some of the following questions, you will find these two words, PLAN, and PREFER. Please try to distinguish between them. PLAN means that you have already made up your mind to accomplish something, while PREFER means your aspiration and preference toward something you like most. Did you PLAN to attend this college? Are you satisfied to be enrolled in this college? Suppose you could have chosen to attend whatever college you would PREFER. What college would you prefer most? Why would you PREFER to attend this college? ll. 12. 13. 14. Note: 15. 16. 17. 18. 19. 120 Did you attend another college before you enrolled in the college you now attend? (If yes.) What are the most important reasons for that change? What is your major field of study? How and for what reasons did you select that major? Please answer the following two questions 15, 16, IE you are a freshman student, please continue your answers. All others will continue their answers from question 11 until the end. Would you be willing to change your major field of study in general from the Arts to Science or from Science to the Arts even if you would need one more year to meet the new major requirements? Please write only the most important reason for your answer to question 15. Suppose that the allowance was greater in the College of Education than in the other colleges-- in which college would you prefer to enroll? Suppose that allowance has been stopped at all colleges and universities EXCEPT the Colleges of Education, no matter where they are--which would you prefer most? Suppose that allowance has been stopped forever at all colleges and universities, and there is no college which offers any allowance anymore--what are you going to do? High School Students In the same way as with college students, the crucial questions put to high school students are presented here: 1. Note: What is your grade? Please answer questions 2 and 3 if YOU are 10th grader only, and continue. The 10th and 12th graders start from question 4 and continue to answer all questions following the directions wherever you find them. 5. 6. 7. 10. ll. 12. 13. 121 What is your plan for the 11th grade, Art or Science? Why? Do you plan to enroll in a college or university? In what college do you now PLAN to enroll? Why do you PLAN to go to this college? Suppose you could choose to go to whatever college interests you; which college would you PREFER to attend? Why do you PREFER this college? Suppose there are only 5 colleges that accept you; which one would you most PREFER to go to? Suppose the student allowance was the same in all colleges--what college would you prefer to attend most? Suppose that the allowance was greater in the College of Education than in the other colleges-- in which college would you prefer to enroll? Suppose that allowance has been stopped at all colleges and universities EXCEPT the Colleges of Education in Mecca and Riyadh--to what college would you prefer to go? If an allowance was not given in any one college, in which college would you enroll? College and High School Students Both college and high school students were given the following questions: 1. 2. Are there any circumstances that would encourage you to enter the Colleges of Education? Which type of career do you PLAN to have after you finish college? 10. 11. 122 Why do you PLAN to have that type of job? Which one of the following occupations do you PREFER? ( ) a. Agricultural ( ) e. Engineer. technician. ( ) f. Teacher. ( ) b. Businessman. ( ) g. Other (please ( ) c. Clerk. specify). ( ) d. Doctor. Which one of the above occupations in question 4 do you think is most important for the nation (Saudi Arabia)? Which one of the above occupations in question 4 do you think is most important for your town or village? Do you PLAN to teach? Do you PREFER to teach? Suppose (after your graduation from the college) there is only one job available--it is teaching in the Middle or in the High School of your home town. Would you accept that job? Suppose there are only two jobs available in your town or village school--which one would you prefer most? ( ) a. I would prefer to be a TEACHER in the school. ( ) b. I would prefer to work in the ADMIN- ISTRATION JOB in the school. ( ) c. I would prefer not to work in the school at all. I will wait to find another job, not in the school. Please write only the most important reason for the answer you just gave to question 10. 123 12. How would you compare teaching and another govern- ment job? a. Which job is more difficult? b. Which job is more helpful for others? c. Which job is more enjgyable? d. Which job has the better salar ? e. Which job has better opportunities for promotion? f. Which job helps you most to continue developing ygur knowledge? 13. What is the most important reason which would en- courage you to be a teacher in the public school? 14. What is the most important reason which would NOT encourage you to teach? 15. Suppose there will be a new system for teaching which provided some attractive privileges to the teachers, no matter what their major is (Arts or Science)--would you accept the teaching career? 16. Which do you prefer? Teacher with the 5th degree plus a teaching allowance (as at present), or a government employee in any job with the 5th degree only. 17. Which arrangement would you prefer if you decided to be a teacher? The 5th degree salary plus the teaching allowance to be paid SR 1200, or thI 45h degree salary which starts with SR 1200. 18. Which would you PREFER? To teach if I have the 4th degree, or to work at another job with the 5th degree. 19. Which would you prefer? To be a teacher in a town with the 5th degree, or to be a teacher in a village with the 4th degree. 1This question (17) is to examine the students' understanding of the value of each degree under the present system which gives the teachers of Liberal Arts Saudi Riyals 225 to supplement their salaries SR. 1200 in order to equalize them with the other teachers of Science and Mathematics who have earned the Fourth degree which starts with SR. 1200, with SR. 100 as an increment each two years. The Fifth degree employee is given the SR. 975 per month and SR. 75 as an increment each two years. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 124 Which would you prefer as an incentive to you to enter the teaching profession? A financial pro- motion only each 3 years, a moral promotion onlyi to a higher position, or both systems together (the financial and the moral promotions). How many hours a week should the professional teacher in public intermediate and high schools spend at work? How many hours a week should the government employee in any place in the country spend at work? Would you like to teach as a volunteer teacher if you should be asked? How many hours a week would you prefer to teach as a volunteer? When would you like to teach as a volunteer teacher? How many years could you teach as a volunteer teacher? Would you agree to teach as a part-time teacher (to be paid)? How many hours a week would you like to teach as a part-time teacher? When would you prefer to teach as a part-time teacher? How many years could you teach as a part-time teacher? Suppose that a high school or intermediate school has been opened in your home town or village, and there are NOT enough teachers to meet the needs of your school. If you were asked to teach in the school, what would your reaction be? Please write the most important reason for your answer, whatever it is, to question 31, no matter what it is. 33. 34. 35. 36. 37. 38. 39. in Saudi the high problems Although problems 125 Go back to question 31 about your home town school, and imagine the following situation in connection with this question. Suppose that NO teacher comes to this school, and in this case you might be asked to teach in the school-~what would your reaction be? (Mark only one.) ( ) a. I would teach until another citizen comes along to carry on the same responsibility. ( ) b. I would refuse to teach. Some other citizens should carry on that responsi- bility. ( ) c. I would teach permanently in the school. Do you have any other reaction about that problem in the questions 31 and 33. Suppose that you decided to teach--in what type of school would you prefer to teach? If you decided to teach in the public school, what level would you prefer to teach? Please write in a brief statement the most important reason for your choice in question 36 about the educational level. What subject or subjects would you like to teach? If you accept a teaching job, how many years would you like to teach? Some Problems Faced in Collecting the Data fOr This Study Such a pioneering effort at educational research Arabia, involving the students of the colleges and schools, required overcoming of some unexpected which were met in the data-collecting process. the author had prepared himself to face some and made all necessary provisions to meet them, some difficulties still remained, such as the fearfulness of some regarding: 126 l. the reluctance of some school administrators to participate in collecting this kind of data; 2. the problems of transport, communication, and co- ordination with on-going college operations in arranging a schedule of visits to colleges in dif- ferent parts of my country; 3. understanding by the students, especially the young ones, in high schools, of how to deal with this strange, new social science instrument or tool--the formal questionnaire. In addition to these basic problems, more or less inherent in the situation, there were other less funda- mental problems, such as traveling during the period of the annual pilgrimage to Mecca. At this time some high school students are working in the west part of the country to serve the pilgrims. Furthermore, the timing of the trip through the country in the changeable weather of the winter season added some minor difficulties. The more considerable problems are dealt with more fully in the following paragraphs. The Acceptance of Some High School Administrators Great help and cooperation was given by the majority of high school principals. Some, however, were fearful since they did not understand the idea of collecting data from individual students. Some of them asked to see the 127 contents of the questionnaires even though a letter of recommendation was carried by the author from the Ministry of Education as well as a letter of endorsement written by the superintendent of the district. Some other high school principals tried to delay the visit and waste the time available for a school visit by the writer. In many cases the administrators tried to remain in the room with the students. In the writer's judgement this did not adversely affect the answers of the students because he requested the administrators to allow students some free time alone with the author, so he could observe the students' progress and promptly answer any queries about meanings of words or questions which they might raise. Scheduling the Visits to the Colleges It should be emphasized here that all university and college administrators and the deans of the colleges gave as much help as they could, and tried to make the collecting of the data as accurate and successful as possible. But scheduling the visit was a major problem in some colleges because each student in the chosen sample group had his classes which met at different times from the others. It was very difficult to gather them together at one place at one time. Therefore, it became necessary to work out a prior arrangement which provided adequate time for each group in each college separately. Such 128 scheduling agreements were made and carried out accurately . with the cooperation of the college administrators. Understanding of the Questionnaires by the Students It was an unusual situation for the students to be involved in such educational research, therefore, most of them were surprised and fearful to answer the questionnaires, particularly since the questions had been made and were offered by a strange man who did not have any kind of re- lationship with their own school. This feeling of appre- hension was confined almost entirely to the high school students. After reading the questionnaire introduction, most of the college students were mature enough to answer the questions without fear. But in high schools, the major- ity of the students were still fearful about answering, even after reading the introduction and after the author had tried to explain the procedure and to show them how to answer the questionnaires, using the first two questions as illustrative. Both college and high school students seemed to be confused and failed really to understand the difference between the words PLAN and PREFER which was pointed out in an explanatory note. Although the two words were differen- tiated in easy and commonly used language, the author also tried to clarify the meaning by using the local examples. 129 This questionnaire provided the writer with a good opportunity to discover the weaknesses of students in reading as a whole, and in the pOpularly used vocab- ulary in particular. In some cases the author had to ex- plain the meaning of the words, to clarify some question in response to a request. CHAPTER IV ANALYSIS OF DATA To find out the proper answers for those questions which have been raised in the previous chapters in general, and in Chapter II in particular, an analysis of the data and a discussion of the results are presented in this chapter. Some of the most effective causes of the prob- lem of the shortage of citizen teachers in Saudi Arabian secondary education have been discussed in Chapter II. In this chapter the data collected from the college and high school students, very important elements in the total edu- cational process, will show how various causative factors affect enrollment in the teacher education programs in Saudi Arabia. Four hypotheses have been developed to be tested by data from those students who were admitted in the aca- demic year 1970—71. These hypotheses are: Hypothesis 1 The most important factors associated with enrollment or non-enrollment in teacher preparation programs will be the student's perception of teacher salary and the in-service system of promotions. 130 131 Hypothesis 2 The majority of the college and university students as well as secondary school students will not regard a teaching career as attractive as other government jobs. Hypothesis 3 Those students who are in the science and technical colleges will regard teaching as less attractive than those in the liberal arts colleges. Hypothesis 4 High school students will show greater interest in the science and technical colleges than in the liberal arts colleges and the Colleges of Education. Discussion of the First Three Hypotheses The Student's Positive Perception of Teaching In the students' free responses, 35.9 per cent of the students in the colleges and high schools consider the nation's demands as a fact which would encourage them to teach. In this respect, 10th graders show the feeling of the nation's needs more than students in the liberal arts colleges. In general, the nation's needs factor was shown as uppermost in the youths' feelings. The next con- cern in the students' feelings involves the teacher's galary and promotions, while 29 per cent of all the subjects reveal that feeling, the highest response is that shown by the colleges of education students while the lowest is shown by the 10th graders (see Table 4.1). There are some other reasons which would encourage the students to be :132 me p e Hm m ~H ma oncomnmm oz ~.m m.m ~.H o.a m.o o.H m.m caocxcs uo muonuo n.H n.m ~.H o.H o.o o.H v.~ Hoonom on» Ca xuos o>wumuoooou o.m m.~ n.m o.n m.m m.m ~.H nooou ou Eocoouu muonomou onu one>wm xn c0eme>uooam mo Eoumam on» oceocmnu a.m e.m ~.H ~.m m.m m.m e.e panama» n oceeoomn an umououcfi Howooom >2 H.m e.m e.m n.m m.e o.H m.m nonunospm no nmmpaaoo on» cw oucs3oHHm .mucocoum mcemmouocH n.n e.m ~.H n.m e.e e.oa ~.m xpoz poom umeuo mm nose on xuoz .muonooou ocfiufisc< o.oa v.m v.ma ~.n m.m v.nn H.vn sceumooco uonooou Mow Emumouo couwcomuo oumsooco Gd o.m~ e.om m.m~ e.- «.mm H.om ~.m~ coeuosona can Shanon .muonomou onu mnemoouocH m.mm h.mm H.mv m.nv m.m~ H.m~ m.Hm “comm on» Eouw muonooou co«MfiHo9o mccoeoc oceans one Ammv Ammv Amway name Amoav Ammv maouoe muocmuo muocmuo muocmuu momoaaoo mooonnoo moooaaoo numH numa nuoa nodumoscm Hooecnooe muu< oocoeom muu< . com oocowom Houoneq muouoom one mucocsum Hoonom no“: musocsum omoanou .ucocsum mo ooh» an .muonomou Hoonom oeabom oEooon ou Eon» ommuoooco umoe casoz noen3 muouoow oceum>wuoe maficummou wsofluooouoo .mucocsum mo c0eusnwuumwc ommucoouomul.a.v mqm a m.m~ N.m m.om name mucocsuw c0euo05cm mo omoaaou a v.ma ~.m v.mh m m.mH m.mm m.om m w.mm m.a w.vo Amaav .mucocsum omoaaou HMO necnooe com oocoeom m ~.n m.m m.vm n o.m~ m.~m n.mm m n.0m «.5 H.mm nooav .mucocoum mmmHHoo nuns Hmnmneq N 1.8 rib O I N 3.8 rib O I N 1.8 rib O I 8 H0 001. a H 90 003 a “a No 003 a a3 QAQ e 93 QAH e 9 a3 QAQ e u. e.e 0 u. a a 0 u. a e 0 s 1.1 q s .11 H s 1.4 H mu m m. mm m m. mm m m. e.e a 5 .ee 3 6 .ea 3 6 ucocsum mo ooha . W . W . W Inmuoonnam one oocoa3ocx ocwooHo>oc ou huouobauucoo ouos non one non oanoxoflco ouos one now Hawonon once one .ucocsum no omau ha .ucosmoHo>oc omcoa3ocx mcwsceucoo coo .wmosoano>0nco .mmosasuoaon non maficumoou mn0n ucoscuo>om uonuo nuwz mcwnooou mewuoosoo mcowcwmo .mucocsum mo mcowuonwuumwc oomucoouomll.~.v manna 135 Our country does not achieve self—sufficiency in many sectors, in education in particular; and the good citizen is the one who is aware of his responsibilities and feels it is his duty to meet the need for teachers, in the secondary school in particular. Increasing the student's allowance in the Colleges of Education, especially those students who come from remote areas and do not have families living in Riyadh and in Mecca, will encourage us to enter one of these colleges and be teachers in the future. Increasing the teacher's salary and Opening the way for more Opportunities by means of promotions would en- courage us to be teachers. Giving the student an idea about teaching from the beginning Of the elementary school will help us to select teaching or other jobs in the light of the information offered to us. Giving teachers the chance to study abroad, as the other government employees do, and improve the quality of education in the Colleges of Education. The Student's Negative Perception of Teaching It might be said that the negative factors must affect the students and discourage them from becoming teachers, but the teacher's salary is at the tOp of the students' concerns, and discouragement regarding prospec- tive teacher welfare, in addition to the difficulty Of the job, were the most important factors shown in the stu— dents' free responses. Other factors might be of more concern to some students, while they are of less concern according to the others. Table 4.3 shows this differen— tiation within each group. Tenth graders show slightly but not significantly higher feelings about teacher salary, 1L36 nm e e me an en mm namuoe oncoanom oz .COeuoaomom m.~ m.H m.m m.o o.m H.m H.m n3onxcs no muonuo m.a o.H o.o m.H m.~ H.m m.a Eoumem nodmfl>uomsm cno oceumsao>o uonuo one v.m m.~ ~.H m.H ~.H H.v m.m unoE uomousoono ecu no menu muononom MOM c0e0o>euoe o>mn uoc 0c muonomoe m.m n.v v.m n.v m.~a H.m a.m muonEoE mmmum Hoonom mnoeo coHuouomooo mo noon ¢.wa n.o~ o.o~ m.ma m.NH m.mm m.on .mCHnu lens omnono ou Eocoouw o>mn uon mooc uonooou onu cam .nu«3 Hooc ou oceumo IuoDCH Doc me maoonom onu mo Ednsowuuso one m.na e.m~ m.mH N.en o.m ~.~H ~.ee hoe nanonmmnp >uo> m we mcwnomoe e.o~ v.0a m.m~ e.- o.m~ e.H~ o.mH unseen nnn oceanoc can unmodme on» NO cumooumeo m.mm m.e~ e.o~ m.mm m.nm m.nm ~.em nmepncspuoddo coeuosona Hosoons nuw3 mofiuoaom uonooou mcwwoouoon Anode Anne Ammav lems Meme Wane muocmuu muocouo mo oHHou mo oHHOU muocouo momoaaou nachos some nuNH Hmoecnooe nnn< oonoeom muu< noon no«umoscm cco oonowom douonwn muouoom one nunmpsum Hoonom roe: nucopsum mmmHHoO .ucocsum no one» an .muonooou Hoonom Deanna onwfiooon Scum Eonu omousoomwc umOE casoz nown3 muouoomln.m.v mqmde 137 more even than those in Colleges of Education. In addition to the teacher's salary, the appreciation of the teacher's welfare is also a very important factor which plays a sig- nificant role in selecting teaching as a career, com- paring the teaching profession with other government jobs regarding job difficulty, salary, and promotional Oppor- tunities. Table 4.4 shows the student perspective regarding the difficulty of teaching as compared with other govern- ment jobs. On the average, 77.3 per cent of all students are concerned about this variable. This figure shows greater agreement among all types of students on the factor of job difficulty as a cause for students not going into teaching than the other factors considered, i.e., salaries and promotion opportunities. Among the Science and Technical College students 64.2 per cent consider promotion Opportunities to be better in other government jobs than in teaching. They already are given more salary than teachers in the Liberal Arts col- leges. Among students there is no significant difference in the proportion who think teachers are better paid, other government jobs are better paid, and who think no salary difference exists. This lack of agreement may be because of the unequal employment system, which gives them less salary than the science graduates unless they become teachers and will be given a teaching allowance. 1L38 ommunoouoo o.v~ m.mm m.nH ~.ov n.mm H.m~ m.mH v.m m.nh Houoe em we HH «on u n m m.H~ n.mo o.~H m «.mm m.om H.nH H v.MH H.n m.mh AmHHV muocouu nuNH oonoHom Hoonom anm o H.mH n.om ~.o~ H m.mv m.Hm m.mH H m.vH m.m q.mn Ammv muocouo nuNH nuna Hoorom no“: m m.m~ m.mm m.oH m v.wv m.mm m.o~ m m.o~ o.n e.~n novHV muocouu nuOH Hoonom smHm v H.mw v.ev m.m~ v m.vv H.NN h.mm H N.HH N.n m.Hm Ammo mucocsum noHuoo ascm mo oooHHoo o o.m~ ~.vw m.~H mH m.vm m.ov m.mH v m.MH m.m ~.om anHv mucoc Isum omoHHOU Hoo annooe can oonoHom v o.m~ m.mm n.oH HH e.mm m.vm m.Hm H ~.mm H.v n.~n AOOHV munocsum mmmHHoO npp< Hmnmneq N 3.u rtb O I N 3.8 rib O I N 3.8 rib O I 8 H0 003 a 8 HO 003 a 8 "H0 003 a 33 QAH 9 a3 QAH 2 .e3 Qau. e H e.e 0 H lee o H ice 0 s 1 J u. s 1 1 u. s 1 J u m_u w T p.e w t. e e m 1. ea 3 m WM 3 .w WM 3 m . u . u . u nuuoflnsm one 3 3 3 now noHuHcan nuoomo noHuoeoum uouuom one now euoHom uouuon one now uH56Hnnnp «nos one .unocsum no one» en .moHanouHoooo HmcoHuosouo can .auoHom .huHSOHmuHc non mswcuooou mach unoEnHo>oo uonuo nqu manooou onHuooEoo mnoHnwoo «mucocoum mo nnowuanuuch oomucoouomll.q.v wqmde 139 Some free reactions.-- There is no concern for teacher's rights and welfare 0n the part of the government with respect to salary and promotions as a basis for attracting the graduates to be teachers. Society also is looking at the teachers in terms of social rank as having less status than other government employees. This was the answer of a student in the freshman year in the College of Petroleum. Another student in the College of Engineering stated that: There are many teachers who have been teaching a long time and are still paid the same salary without any kind of promotion, in addition to this kind of relation- ship with the school administration and the evaluation system, which is given more concern by the Ministry of Education. One of the students in the College of Science mentioned that: In addition to the lack of communication with the edu- cational authorities, and unequal opportunities among all teachers, the teacher is not trusted and does not have the freedom to teach what he believes useful, and he follows the school administration's directions even in the methods of teaching, which have come from the Ministry of Education. One more of hundreds of written responses, by a senior student in the College of Arts, is: The discouragement 0f the Saudi teachers and encourage- ment of the non-citizen teachers, since the latter get more pay and housing and round trip tickets home for the whole family, are discouraging us from be- coming teachers, and from teaching some subjects which have not been Offered to us in the colleges, High school students feel in the same way. In the northern part, this reaction was written by a 12th Science major grader: 140 Teaching is a sensitive job and has too many responsi- bilities, and any kind of mistakes will affect the teacher through the students, and consequently by the school principal. NO one is practically perfect. Consideration of Teaching as a Profession Excluding the College of Education students' re- sponse, 77.7 per cent of the college, university, and high school students do not plan to teach as a professional career (see Table 4.5). Among college students (again excluding College Of Education students) 66.8 per cent do not plan to teach. This rate increases to 84.7 per cent among high school students. Table 4.5 shows the students' consideration of plans and preferences to teach, and responses to two sit- uations, first, on the assumption that the teaching pro- fession will be given more attention and special attractive privileges, and second, on the assumption that no job will be available after the student's graduation except teach- ing. In the liberal arts colleges, 42.9 per cent of the students planned to teach and more have that preference than plan to teach. But if there is a new system to at- tract the graduates to teach, 72.0 per cent of them say they would teach and in the other situation which assumed no available job but teaching, 78.6 per cent say they would teach. About 35.7 per cent between the actual plan to teach or not to teach, the liberal arts students show this amount of change. 1J41 o.Nm o.mw o.mv v.vm m.mm v.vm ~.mm m.Hm omoucoouom n O OH OH «on u : mHouoe H «.mm O.HO O O.OO O.mm H O.OO O.HH H O.~O 0.0 AHHHO unopmno ean oocoHom Hoonom anx O O.OO 0.0m O O.Om 0.00 O O.Oe ~.O~ O H.me 0.0~ HOOO nnwpnno HHNH pug Hoonon nOH: H O.~O 0.0n N O.OO O.nH H O.eO O.~H H O.eO O.~H AOOHO nnwpmno nnOH Hoonum nOH: O O.H O.OO m ~.e O.~O O H.HH O.OO H ~.O O.HO AOOO nunwpsnn noHuooscm.wo momoHHOU H m.OO n.Om N m.~e m.em m O.OO ~.Hm O 0.0e O.m~ anHO nucmpsum umoHHoo Hoochooe cno oocoHom N O.H~ O.OO O O.O~ O.~e m O.Hm 0.00 N H.On O.~O AOOHO npcmpsum mmoHHoo nun< HpuonHH mz nomou no: nooou nomou uon nomou nomou 0» Don nomou ou nomou ou uoc nomou ou cHso3 H cHso3 H «2 cHsoz H cH503 H mz Howouo H uououm H mz coHo H coHo H oanooou usn moooHH>Huo o>HuooHuuo mcHnomoe manoooe muoomnsm one noHuoscouo Houwo muonooou mo>Hm mchuooom ocecuooom oHnoHHo>o mH no“ 0: HH Eoum>m 3o: M NH moocouououm mnon .unocsum Ho omxu an .mcoHuchoo coHuHoomn Hoccs mnom Honuo .m> ocHnomou manHomoH moonouowoum can mcmHm .mucocsum mo mnoHuonHuuch omoucoouomul.m.v mqmde 142 There is almost the same increase among science and technical college students as we move from left to right in Table 4.5. Those planning to teach is 23.4 per cent which changes to 31.2 per cent in terms of preference for teaching, and rises to 59.7 per cent when other jobs are not available. But the main point to be noted is the greatly increased percentage who say they would teach if there were a new system to attract them to teach. Table 4.5 also shows that these students in the science and technical colleges consistently (under all conditions proposed) regard teaching as a less attractive profession than do those who are in the liberal arts colleges (Hypo— thesis 3). Analyzing data collected from the liberal arts colleges, students of the Arabic Language and Islamic studies in Riyadh show the highest degree of interest in teaching in terms of their plans and preferences, and even in the two hypothetical situations (see Table 4.6). The second highest degree of interest is shown by the students in the College of Arts in Riyadh, the third is the univer- sity of the King Abdul-Aziz in Jeddah. This may be be- cause it has some students who are majoring in the social studies which raised this rate. The lowest percentage of students planning or preferring teaching are those students who are in the colleges of commerce and business adminis- tration in Riyadh. 143 0.00 O.NO 0.00 O.mO aoHpmopcm mo nmmmHHoO e.OO O.OO m.mm O.OH npmnHm mo .5 onHHoonHmnm ~.OO O.Hm 0.0N «.mH cmnnmso nH ssmHonumm O.OO O.OO 0.0H O.OH epmsHm mo .9 ousuHsOHHmd N.mO O.OO m.HO O.Om epmsHm up .D moemHom HmOHCSOOB UGO wocwflom O.~m O.eO m.O 0.0 epnsHm no .: monmssoo 0.00 m.HO 0.0m 0.0m rupees cH NHnn -Hscns maHm no .: O.OO H.~O O.NO H.OO eemmHm Ho .9 nuns O.OOH O.~O 0.00 O.OO nOnHHm pH an.Hnmem coo ommomnmq oHnoum nuns HmumnHH ocHnoooe pom memwwwwmm manoooe oanomoe .oHnoHHo>¢ muonwooe mo>Ho manHmmom manHomom m0 oooHHOU on» anon on HH . mooooHomon mGMHm nH munocsum one Eoummm 3oz o MH .omoHHOO nooo nH monocoum m0 omen an mGOHuHcooo coHMHooom Hocno mnon Honuo .m> manomou ochHmmoH moonouomouo can mano .mucocoum m0 mnoHuanHuch omounoouomll.o.v mqmne 144 Table 4.6 summarized the students' plans and prefer- ences, comparing with the other two specified conditions by the type of students in each college. The college of sci- ence students' responses favorable to teaching is higher than those of other students in the technical colleges. It is obvious that increasing concern for teaching and giving more attractive motivation will encourage those students who planned not to teach, or who prefer not to teach. Motivating Consideration of the Teaching ProfessiOn It has been shown in the foregoing that the present system of teachers' salaries affects student plans and preferences, and it has been suggested that this system should be changed to give teachers special attractive privileges. The question now is, what kinds of privileges do students think they would most want as in-service teachers? Table 4.7 shows the student concerns which re- gard both the financial and moral promotions as attractive factors to motivate them to teach. Very little con- sideration is given to financial promotion alone, while about one-fourth of the student response concerns moral promotion only. This finding helps to demonstrate the feeling that the teacher has low status, and that he needs to be regarded as just as good as the others. But promoting the teaching profession by using both kinds of 145 em m.mm ¢.m~ m.m Hmuoe ml O.OO m.Hm O.m AmHHO .nnmnnpo sumH oonoHom Hoonom nOHm O H.eO O.e~ O.m Hmmv.nnmpnno epmH nuns nHooeum emHm m 0.0m m.om m.m HmeHv .muocmuo euOH nHoonum emHm O O.Oe 0.0N H.O «mme .nunmpsum noHumoscm H0 moooHHou m m.om n.mH v.m anHv .mucocoum HMOchooe cam oonoHom e o.mn m.om m.v HQOHV .munocoum mmoHHoO mane HmnmnHH >Hco nOHuos mz noon nOHuoEOHo HoHOE onu loud HMHOGMGHH onu mcHHHoHoHo Honooou o no xuo3 uanE H onHHHoHoHo Honooop o no xuo3 uanE H ocHHHoHon Honomou o no xnoz uanE H .moooHH>HHo HMHOE H0 HoHoconHm oEOm muonomou o>mm nOHn3_Eoum>m noHuoeoum HoHoomm o oHo3 ouonu HH muoonnsm one .unocsum m0 omen an .mGOHuoo HonoHHOEOHm o0H>HomInH ochHomoH moonouomouo .munocODm H0 mnoHuanHuch omounoonomll.h.¢ mnmde 146 promotion is most likely to increase the number of teachers. Among those students of the science and technical colleges in particular (which represent the greatest national needs) 81 per cent might work as teachers if greater attention and more privileges were given to the teachers in-service. This was an unexpected result since the majority of them do not regard teaching favorably and, consequently, they did not plan to teach. Table 4.7 also shows that college students are slightly more concerned about the job salary and promotion because they are almost at the end of the college trip, while high school students feel the need for the moral promotion more than others. That would explain their feeling about the teaching profession in the field of the secondary school itself. Among the science and technical college students, the highest response is the students in the College of Agriculture, among whom 30 out of 31 re- sponded, and 93.3 per cent of the 30 say they might teach ‘if there were a system to promote in-service teachers in both aspects, morally and financially (see Appendix Table 3'30) - The other responses are 88.5 per cent and l non-response in the College of Petroleum, 71.4 per cent and 2 non-responses in the College of Engineering, and 69.2 and 1 non-response in the College of Science. All these responses regard the combination of moral and finan- cial in-service promotions as best. 147 The financial promotion.--C0mparing the teaching profession with other government jobs in terms of financial promotion, Table 4.81 shows the different responses within each group of students. Majorities (over 50 per cent of each group of college students prefer 5th degree salary and teaching allowance, but majorities of each group of high school students prefer 5th degree salary gnly, Again the liberal arts students have shown 63.9 per cent concern to gain the teaching allowance rather than working in the other government jobs in the Fifth Degree which is paid SR. 975 and SR. 200 for transportation. The teaching allowance is SR. 225 and is given to only those graduates of liberal arts colleges who become teachers, in order to bring their salary up to the SR. 1200, which is the salary Science and Technical college graduates are paid. Table 4.8 also shows more than 10 per cent increase among the re- sponses of those students who are in the science and tech- nical colleges in the case of giving them the Fourth 1To understand the contents of Table 4.8, the Fifth Degree (which at the time this study was being carried out, was lower than the Fourth Degree in the status hierarchy) in the personnel system in Saudi Arabia starts with Saudi Riyals 975 monthly as a salary, SR. 200 for transportation also each month, and SR. 75 to be added to the salary as a promotion or incremental in- crease each two years, until the maximum salary is reached at SR. 1200. The Fourth Degree starts with SR. 1200, and ends with SR. 1400, its salary increase each two years is SR. 100, and SR. 300 is for transportation. The U.S. dollar is equal to SR. 4.5. This system has been changed recently after these data were collected. 148 N.hm m.~v m.v> m.mN m.Nv h.hm m.hv H.Nm mHmuoe mm mm VH om mH H.nm m.~v om e.om m.mH m m.om H.mm e m.ew H.mm AMHHV muocmuo nHNH oonoHom Hoonom non oH m.mo n.mm NH m.em m.mm o H.mm m.vv H n.mm m.vq Ham. muocmuo numH one Hooeom eOHm mH m.vm e.me mH H.me m.m~ m N.om m.mv m m.vw m.mm nmvHV muocmuo nuoH Hoonom nOHm v m.Hm «.mv v m.me v.nm m H.v m.mm v v.n m.~m Home munocoum noHuooocm m0 omoHHOU NH v.vm m.mv eH n.mm m.vH m v.om m.mm OH e.mv m.mm anHv mucoczum oooHHOU HMOHnnooe coo oonoHom O 0.00 H.mm O O.mO H.Om N 0.0m 0.00 m H.Om 0.00 AOOHO nucocsum mmmHHoo nuns HmnonHH N parwv. Anv N H513M.1 o.3.m N rue V bhv N clenv «HCOV H 430 3;} 8 “no 14% a qua 8 «3m 3 8 43m 9.3 m3 H13 39 ea Qd6 H3 496 EH3 a Is Isq d 10 .O I0 0 a P 9 Pee 230.7 995 POA Pp. POA u.Pe one a 0 Oen3 14:4 358 .O0 359 visa 6 144 6.3"H nu: 3HH P;Lu. 6 3.1 gnu. 523.4 uauu. 1 3.O .1 e 3 O .lOOm 1.8 .lavm A“: a ans: 3 M11 2 P QOMHP e 3.1 e 9.4 an: an... mun 3: One 9.. an.” we u o o . To u.u u.u 301 To: 3 u o 3 Ten muooflnsm one a u.M.O 7Oa.O 3 u 3 onu 3 39 ea 0 a q 3 TH MP3 q "nu u n03 e u. rue e "H e a,A .0 o + 3 Uses a Hue 3.3 Homoum H Homouo H .Honooou on on on ou Honooou m on 0e o no nuos 0e Hououo H Homouo H mnonnoHOHo oanomou on» cououno :0» HH Howouo 50> cHSOB mucoEomnoHHo nOHuomnooEOO cno ooumoc O3u omonu HO nOHn3ll.m.¢ mHm.HH ommunoouom He . mm wow u n mHouoe m o.e o.HN H.mH n.m~ m.n~ o ~.HH H.MH H.mH m.mm m.0H anH. muocmuu numH oocoHom Hoonom anm e H.m m.mH m.HN m.om o.- n H.@ v.MH m.mH «.mm ~.~H Ham. muocmuo numH noun Hoonom ann HH o.~H o.o~ n.om 0.0N o.o~ OH m.~H m.~H «.mH «.mv ~.mH HovH. muocouo nuOH Hoonom nOH: o ~.mH ~.- H.m N.o~ m.mm o H.mH H.m H.v m.mm H.vH Amm. monocoum noHumoocm Ho momoHHoo 0H ~.wH m.H~ m.m n.m~ >.m~ 0H m.OH m.m m.m e.mw e.m HmHH. munocoum omoHHoo HmOHnnooe cam oonoHom m m.~H m.eH o.~H m.Hm m.m~ m 0.0H m.n 0.0H m.mm c.0H HOOH. mucocsum omoHHOU noun HouonHH N 310 632 me 309 1st: N T30 32 see He JsI H u.u3 OH. I. STU Ten 8 uu.3 T. 3....u .... Teu a 0. Has Pd u.d u3 eu. ad u.d 63 u3 0.0 0 n P.. o.ep. .e7:m 3 a m.. o.ep. "we 9.:m W01 omd T...: oIs USA UN... at. 013 a. USA T.T.S 1LT.8 en T. S 31. 87:5 UU T. 8 SD 01: uI. 3P1 H. 07: TTd u. .40 or. 09 11d ....a PA St. 1.8 930 0.... 9.... 1.8 u.a 930 868 7;: 0d .4 IPS 038 1d 3 01 IPs «He.u a.O "He O.e r. .La3n rue p.9 0 I. 1.8.0 o 0.L u AuM.+ T..0 I u If: d M44 1. u. 1 0 v.3 11...: aKu. 9 m3 u 17...... muoonnsm one .Oo .Lo 1. OH+0 .0 .00 I. 0.30 8...? T. 1. 5d mun BOP v.1. Pd H... mun s u "H1 0 .13 0 P.. H HO 2 7: 3.4 0 e 7.1. a 3.+ u ....u. .... In an Tu. . 0.0 u . 0.O u u “on 0» Hououm cHoo3 H .Honooou “on 0» Homouo cHso3 H .Honooou Hoonom ann o ecooHHm as H can Hoonom oHccHz m accouHm an H can .unocsum no one» an .mnOHuchoo moneys can oocoHuomxo HMOHuonuomen msoHum> Hocns mnOHumo HMGOHuOEOHm o0H>HomInH manHomou moonouowoum .munocsum H0 noHuonHuuch ommunoouomln.m.v mqmne 152 Feeling of Social and National Concern The basic needs of any nation differ from country to country. In the developing Saudi Arabia, for example, the nation needs as much qualified manpower as possible in order to meet the needs for rapid growth in each sector. In the author's point of view, there are some basic needs which should be considered as top priority by the planners. In addition to national defense, public safety, and the legislature as fundamental foundations to protect the country from external and internal dangers, the doctor, the teacher, the engineer, the agricultural technician, the businessman, and the administrator are the most important trained manpower needs at the present time. Regarding social and national basic needs: all students, on the average, identify doctors and pharma- cists as the most important occupations. College students hold this View much less frequently than high school stu- dents. Tables 4.10 and 4.11 show the same sequence of occupations and confirm that the doctor and the teacher are of the highest concern both for the nation as a whole and for towns and villages. Two groups of high school students' responses show more consensus on the need for the doctor than the teacher but the third shows no significant difference. College 6 n; ‘ I -‘D.nnw 153 En... 0‘ 1.... an .... .3. Amowuc. he m.m e.m m.~H m.mm 0.0N m.om Hmuoe MI O.m O.m O.OH 0.0H O.OH O.OO AOHH. nnmpmno numH oonoHom mHoonom anm OH m.m H.m m.MH e.mH m.mm m.Hm Ham. muocmuo numH nuns nHoonom anm mH n.v v.m N.OH H.m~ H.mH m.~v HmvH. muocmuo euOH nHoonom anm v o.H u v.5 m.~H m.nm H.Hm Ham. monocoum noHumo 15cm H0 momoHHou m I m.H e.mH N.ov m.mH 0.0H anH. munocsum omoHHoo HMOHnnooe cam oonoHom m H.H m.HH m.mH m.mH m.Hm 0.0H HOOH. .munocsum mmmHHoo none HmnmnHH muoumuu mcmHOHn mumHo omnoomom ImHsHEcn nos nnooe muoon who omo anemone oz can ummonHmsm HousuHoo IHmnm n e cam muoonnsm one mxHoHO IHHo< muouooo oHnoHn Hcsmm HOH mnoHummoooo unouHOQEH umoz one .unocoum H0 one» an .oHnoun Hcoom H0 GOHuon onu How unmuHOQEH unOE mGOHummsooo manHomoH mGOHnHQO .munocoum mo COHUDQHHuch omounoonomll.0H.v mqmde 154 nnmmun. mm e.o w.m o.mH H.mH m.m~ m.mm Hmuoe m1. . O.H e.~H m.em O.OH O.OH AmHH. mnmpnno nan oonoHom mHoonom anm e m.H m.m h.o~ H.5H m.mm n.Hm Ham. muocmuo numH npnm nHoosom anm NH >.o e.m m.om «.mH m.0H m.mv HmvH. muocmno euOH mHooeom anm N o.H o.H m.mH m.m N.ow o.mm Ammv monocoum noHumo Iscm Ho momoHHoo m a I o.mm o.mm e.hm m.VH HmHHV munocsum omoHHoo HMOHnnooe cam oonoHom m H.H m.OH m.mH e.m v.om v.om AOOH. munocsum mOmHHoo nuns HnnmnHH muoumnu mGMHOHn mumHO omnommom amHnHEce nos Inooe muooc Imenonm oz can ImmonHmsm HonouHso IHmnm muonoooe can n MVHHGHU IflHUAN mHouthQ muhvm. am $38 moHuHGSEEOU .munocsum HOH mnoHuoosooo ucmuHomEH umoz one .unocsum Ho ooeu an .omoHHH> Ho :30» :30 uHonu Mom unmuuooEH umoe mnOHuomoooo manHmmou mnoHnHoo .mucocsum H0 noHuanHuch omouooouomun.HH.v mHmne 155 students are concerned less than high school students for the need of the doctor. Except for College of Education students, there is no big differentiation between the felt need for the teacher and the doctor. On the average, the big difference between the needs felt regarding towns and villages and the nation as a whole as revealed by these _. ru :5. two tables is clearly that concerning agricultural techni- cians. About 19 per cent name this occupation as most needed in towns and villages, while only 13 per cent name it as most important for the whole nation. A comparison of these two tables shows slightly more students agreeing on the importance of the engineer for the nation than for town and village, but the difference (3.5 per cent) may not be significant. Between the College of Education students' assessment of the importance of teaching to meet national needs (57.9 per cent) versus the meeting of town and village needs (40.2 per cent). This strong identifi- cation of teachers as important for the nation by College of Education students shows greater consensus on this point than does any other group of students regarding any other occupation. There is least concern about the need for clerks and administrators. It is less than one per cent in the responses regarding towns and villages and only 2.3 per cent for the whole nation. 156 Comparing the social and national needs with the students' occupational preferences and plans, Table 4.12 shows more interest in teaching. But, excluding the College of Education student responses, (about 84 per cent), 20.8 per cent of all responses shows a consideration of teaching as part of their plans or preferences. Table 4.12 shows also that liberal arts college students regard teaching as more attractive than those who are in science and technical colleges. Even among high school students, one-fourth of the Arts 12th graders prefer teaching, while only 5.4 per cent of the Science 12th graders regard teach- ing as more attractive than the other professions men- tioned in Table 4.12. The 10th graders show almost the same as the science major 12th grade students. Regarding other professions, Table 4.12 reveals how much more these science major students are concerned with medicine and engineering than with the other occupa- tions, while those who are in the arts major rate teaching first, and business and clerical jobs vie for second place. Their other job interests will be shown later. The 10th graders differ from older high school students in their thinking about jobs since they are still in school. Most of them.would like to study medicine in order to be doctors. Almost the same percentage would prefer other occupations, which will be specified later, in the 1557 O.OH O.OO H.OH O.O O.O O.O H.OH O.OH O.ON oOmucmunom OOH O-OOO u : mHouoe OO H.O~ O.OH O.OH 0.0 O.H O.O O.e~ O.HO O.O AN. mz ..OHH. nnmpmno zn~H oonoHom Hoonom non O O.OH O.eO O.eO .. O.OH O.OH H.H 0.0 O.OH .H. mz .AOO. numpmno nONH mane Hoonom nOH: HO O.OH O.OO H.OO H.~ 0.0 O.O O.HH O.OH O.O AN. «2 .AOOH. nnwpnno nuOH Hoonum eOHm OH H.H O.OO O.O u- O.O H.O O.O O.O 0.00 AOO. nncmpsnn noHumoocm Ho oooHHou OO O.OH O.HO O.O H.OO O.H O.O O.OO 0.0 O.OH AN. «2 .OHH. nucocsum mmmHHoO Hmochooe can oocoHom HO O.OH e.OO H.OH -- O.OH O.OH :. 0.0 O.OO AH. mz .AOOH. nucmpsuw wOpHHoO none HmnwnHH umHumEHonm mz omone noHOchooe . cno 3onx o MMMH unoEnuo>oo mo HououHsoHuo< xHoHU noEmmonHmOm HoomHmcm HOHW Honoooe no: on H n . a 6:02 c4 4 4 < w on a on» cH xnoa Ou zeqa H HoEooon ou Hououm cHnoz H .mcoHuoosooo mnH3oHHoH on» no oEHe unomoum onwrnm mcooz MHan< Hcsmm umnu mcowmmomoum unmuuomEH umoz omw muoonnsm one .usocsum mo oomu an .m:MHd can moonouououo HmQOHusmsooo .munocsum HO soHuanuuch ommucoouoman.~H.v uqmne 158 relationship between the college and the professional training which is offered in that college.2 Table 4.13 shows the very important relationship between specific colleges and the professions which are trained in those colleges. From 67 to 90 per cent of the college students' responses show they know which job they l would like to do after graduation, and from 10 to 33 per ' i cent do not know which job is suitable and adequate com- pared vfijfll the fields of studies offered in the college. The following example might confirm this fact: L' 1. These college students would prefer the professions for which training is offered in their colleges: a. Most College of Agriculture students would prefer to become agricultural technicians; 90.4 per cent have reported this. b. Most College of Engineering students would prefer to become engineers; Table 4.13 shows that 90 per cent plan to work in that profes- sion. c. About 80 per cent of the College of Education students say that they would prefer to work in the teaching profession. 2For the relationship between the national basic needs and the colleges which should be developed to meet each sector at the present time, see Table B-31, Appendix B. 1159 m.oH omeucoouom oHuuoe AFN. .0000: pH an.Hnunn Hon. .ncoHHm :H noHuooocm me. OUOOUZ cH noHuooocm new. noHueoocm Ho uomoHHoo .823. Ho .9 ooooHom AFN. panacea :H EsoHouuom .OO. zpnOHm no .9 mnHHoonHmsm .HO. epnOHm no .9 ououHsoHumn .U HMOHnnooe oocoHom now. .naccmn Ho .0 oouoEEou .HN. .npuOHm Ho aanuo>HnD Ham. no .a .nuu4 Ana. .epaOHm .epaOHm .caum OHEoHuH cso owesonoq oHnoH< nuOoHHoo nape HuuonHH .¢ ooone oncomuom Ho oz 2.5 unHouEuenm HousuuuHcHscd Honoooe HoonHmnm Ho uouooo no xHoHo CUEUQQCHMQm unownaououm ouonu Ho ono oOHuoouo ou mmmmmm cHsoa H :eHOHsnooe HeuouHsOHuo< as» nH Ho noooHHoo NUCOflaun 08$ .nuoonnsm one .euH-Ho>Hno can cHoHH OHBocsoo an .ooonouomouo Hscoaumooouo .nucocoua omoHHou Ho :OHuonHuauHc omuusoouomuu.nH.v anode 160 70.4 per cent of the College of Petroleum stu- dents would prefer to become engineers, while 18.5 per cent would prefer to teach, and 7.4 per cent would like to become agricultural technicians. The only liberal arts college in Riyadh, most of whose students know what they wish to do, is the College of Commerce. 66.7 per cent of them plan to work in business, the college's main major. 2. These college students have shown very different responses: a. In the Colleges of Arabic Language and Shari'ah in Riyadh, 76.0 per cent would prefer to be teachers although the colleges do not offer more than one hour in traditional psychology, and three hours in educational courses, in- cluding teaching-practice within the four academic years. Although the College of Arts at Riyadh offers academic programs majoring in Arabic Language, History, Geography, and the English Language without offering any educational courses, 44.5 per cent of the students report their preference to become teachers, 18.5 per cent 161 would like to become clerks or adminis- trators, and 14.8 per cent plan to become businessmen, no training for these pro- fessions is offered in that college. c. The pattern of responses by students in the King Abdul-Aziz University in Jeddah is broadly similar, but the difference is that the sample which was selected consisted of students from each department, and each has his own major. Therefore, the results are: 38.5 per cent plan to become businessmen; 26.9 per cent would like to become clerks or adminis- trators; and 23.1 per cent say they plan to become teachers. d. What was mentioned about the College of Arts applies again in the case of the College of Science in Riyadh where 56 per cent would like to become teachers; 8 per cent plan to become agricultural technicians; 8 per cent would like to work as engineers; 4 per cent would prefer to work as clerks; and 4 per cent prefer to become doctors. Concerning the shortage of citizen teachers in the Saudi secondary schools, three different sensitive situations were examined by the students in their responses, in both college and in high school. 162 The choice between school administrator, teacher, or waiting for another job.--Table 4.14 shows that slightly more than half of the students would like to work as teach- ers if there is no available job except working in school administration or teaching. More than 30 per cent would prefer to wait until another attractive job became available for them, 18 per cent would work in school administration, and most of these are liberal arts students and the 12th graders. Excluding the college of education responses re- garding teaching results in a decrease to 45.8 per cent interested in teaching. Most of these are in the colleges, and high school students, except for science 12th graders, show less regard for teaching and prefer to wait for other jobs. Those who chose teaching in this case gave free re- sponses which also appeared in Table 4.14. Most students who chose to be teachers gave as their most important reason the claim that teaching is more beneficial to the public (36.7 per cent). The national need for citizen teachers is the second most frequently given reason; third was because there was no alternative job available in this situation. One of the free responses was: Teaching will develop my study on which I spent four years in college, and the administrative job will not help to do so This was a College of Science student's response. Another said: ‘K .163 O.N H.~ O.N v.m m.0H N.MH e.m~ 0.0M m.om o.mH m.Hm oomunouuoo OOO O nHmuoe we m.m ~.~ H.H o.o ~.~ O.H~ ~.m~ o.em H o.mm m.- H.Hv HMHH. muocmuo nuNH oonoHom Hoonom anm Hm ~.m 0.0 0.0 v.mH v.o ~.m m.mm m.mm H m.mm o.m~ m.mm Amm. muocouu numH nunc Hooeom sOH: mo o.H o.o o.o o.H m.o N.vm 0.0m H.em H m.mv O.HH m.mq HmvH. muocmuo nuOH Hoonom anm Hm O.m m.v O.m v.~H m.mH o.m o.HN H.- o o.m N.vH m.~m Ham. munocsum noHuooscm Ho momoHHou Hm 0.0 O.H o.H m.m o.mH H.MH H.MH m.mv m o.Hm m.HH m.em anH. munocoum omoHHOU Hoownnooe cam oonowom mm m.H O.H 0.0 m.MH m.HH m.m o.m~ n.mm m 0.0H m.n~ m.~m HOOH. mucocoum mOmHHoo nun< HaumnHH 1 001.9... deer. sIonXI .53... ml d8... qu 38 8 0 3 n3ea euPe do 3uue uoq 9H use 009 19 a 3 u..1 s e .4..o.e e e "unvo e s .O u a a.u_e ".n t. e n. 3 3.4.53 1.91.0 so eemo 3a.... 5 Tea .I3 39 p. I 1 rut. "H m. ..u. 144 2.1+.u. a O.O u t.3nu s P 0 u s 3?? a?! er.sset. so Se 0?? o n 1 3 0 Hou uou Tu 3Pu Pa? 93 cu HJu e a 3 o 086 Pu6 6 e66 ds n? 16 0T3 W e .1 n.. e t. u a 0 3 0.0 e 0 u.: o 8 3 .... AIS UT. 0. D. I. u Tu .L.... IPT. .... u. . n 0 s e .: .35 7:9 3 .40 s u e n. p... O... n. HO... O... O... O... O-.. O. .. u 3 .+7.s e.A T. o H e e ..0 q _ muooflnsm one 0 36A To 5 0 0 H0 0P 1 M 1.88 on 3 I. d .9... u.s 38 u ..+M u . s u.. e H 6.O .m a Hnooou ou Homouo on3 omonu >n no>Hov oszunme mo oOHono How cowoou unouuoosw once one on Honouo cHoo3 H .oHanHo>o ouo3 mnOn Hoonom o3» NHno uH .unocoum Ho one» an .nomou ou mnHHHoHon omonu an no>Hm snowmou coo .moHansuHommo no“ o>HumuumHoHEco H0 onflnooou Hon moonoHoHon .munocoum Ho :OHuanuuch omounoouomlu.¢H.v anode 164 Although teaching is very difficult, the nation needs these teachers from the same nation, who are able to understand their brothers and the other citizens. This was a College of Agriculture student's response. Another response from the College of Engineering was: I hate to work in administration because of the routine, which will not let me grow as I want, and teaching in the school is better than nothing. If there are not enough teachers for the home town secondary school.--This is one of two hypothetical situations which were given to the students in the colleges and high schools. The nationalistic feeling emerges in these two cases. Table 4.15 shows that more than 70 per cent would feel obligated to teach until some other citi- zen came to carry out the school's responsibility. 23.7 per cent say they would teach in the school permanently. There are more of such responses from College of Education students than from those in other colleges. Very few would refuse to teach--about one in twenty. There is a very important and unacceptable result in Table 4.15. It is that the College of Education stu— dents, although they are prepared to teach and to accept teaching wherever the school will be, give an unacceptable response when 56.2 per cent say they would teach only temporarily, until other citizens take care of this re- sponsibility, and 2 per cent in the first situation say they would refuse to teach! In the second situation 5.1 per cent will also refuse to teach if there is not any teacher in the school at all. 165 nNmmunv mN m.m o.oN e.mm NH n.m O.MN 0.00 Hmuoe MI 0.0H 0.0N H.mm MI 0.0 N.mH m.me AMHH. muocmuo o nuNH oooo IHom mHoonom anm m N.m 0.0N 0.00 N m.v H.eN m.Hn Ammv mHocmHo nuNH nuns nHoonom anm we m.o N.mN m.mm N 0.0 m.HN m.on. HOVHV muocmuo nHOH mHoonom anm H H.m m.vv 0.0m H o.N m.He N.om “Om. munoc Isum noHuooo Icm Ho momoHHOO m m.NH o.OH 0.00 m m.e O.mH o.mn anHV musoc noum .HHOU HMOHnnooe a oonoHom m N.h 0.0N H.ww N H.v m.vN o.He HOOH. munoc noum omoHHOU mums HmuonHH oncommom nomou eHunoc oEOO mnou oncommom nomou mHuoon oEOO moon oz on season IHuHo Honuo oz 0» Imfiuoo IHHHO Honuo omouom nomoe HHuno noooe omsmom noooe HHuno noooe npomenpm one eHnonOHo cHoo3 H .Hoonom enocnooom :30» oeon we nH muonooou on one oHonu HH mHnmnOHm cHooz H .nooooo no: one Hoonom mumcnooom n30» oEon m8 nH muonooou on» HH .bnocsum Ho one» an .muonooou HO xOMH Hmuou Ho HoHuHmm o mnH>Ho>nH mGOHuoouHm HOOHuonuommn unoHoHHHc on noncommon cououoouum .mucocsum mo nOHuonHHuch omounoonomvv.mH.v mqmde 166 If there is no teacher in the home school.--Table 4.15 also shows the per cent willing to teach permanently increases to 26 per cent or slightly higher than the 23.7 per cent in the last situation. The response of refusing teaching increases in the second case to 8.3 per cent. It might be said that some of these respondents understood the second case as posing the question of their obligation to teach, because the highest proportions of these refusers are from the science and technical colleges, and from those science 12th graders who have shown more willingness to teach under the circumstances of a new system which gave teachers attractive privileges. Table 4.15 shows an im- portant possibility in the case of opening school without teachers (case 2), since from 16 to 20 per cent of the science majoring students in the colleges and high schools say they would probably teach permanently in the new school. They need to be motivated to do so. Regarding the same major which the nations' schools need at the present time (SCIENCE), 71 per cent say they might be willing to teach temporarily, until some other citizen would carry the re- sponsibility. They probably would do so if they were to be motivated by any kind of communication, and by clari- fying a real understanding of the problem. To obtain special reactions toward these two hypo- thetical situations free responses were requested, but only 211 of the total 662 students actually gave their 167 free reactions (see Table 4.16). The percentage of non- response is 68.1 to 31.9 who responded. Five different types of free responses were given. Of these, 35.6 per cent of the responding students mentioned that there should not be any question of choice whether or not to teach, be- cause this is a national responsibility, 31.7 of them attempted to hold the educational authorities accountable if such a problem were to arise (opening school without providing the teachers needed in each major). About 8 per cent stated that closing the school is a social crime and an obstacle to the national development. A few others suggested that in this case the students of the new school might go to another nearby school, or they might be taught by students who are in the upper grades. Almost 20 per cent of the free reactions are unclear and difficult for the writer to understand and categorize. Here is another fact which seems to the writer very important. It is the non-responses, which constitute more than two-thirds of all student subjects. They did not give their reactions to the problem even though it is fac— ing them directly, and they are the very people who can feel its impact more than any others. In the writer's judgement, it might be the people's feeling and impression that the government should do everything--even carry on research in the school buildings and find the students to enroll in these schools. Or it might be said that there are other TABLE 4.16.--Percentage distribution of students' 168 free responses to different hypothetical situations involving a partial or total lack of teachers, by type of student. The Students' Reactions la! . o a Ic ~4H . 0 013 -H at: o g . » m a on: L4: o 44 o n H ~32 2.5 .2... 0.3 2% The Subjects ~u +2H o a u .LH s s s o H s on) H: c +JH u H 00v! ow» oco On-H at» O Hn OCH mom H o n H o—. n MJJ > o u o nco ado 0 s »H@ co n OHM on: m~n no as 0 so OHH o - moo HO -H . OO» Hmc oso» HnH mH » o on »nH nwuc Bus 0 m coc m<3> » u o m u o o n m : UELO (yo E m m or: o . 0 -H::o sown O H .2» u a.) H H 0 o 'calo Cr4C)O cuzo o s m oNo ouu HmsH oon on No o uHH mH»o cup 0 oH H o+1n o or» Otlm > :38 a o o n U n Hwfl n u:: H oxzo +ao o n o » n 0 e can e 8.4 t)m or; m :4: e«» o 5 2 Liberal Arts College Students, (31) 32.3 29.0 6.4 6.5 3.2 22.6 69 Science and Techni- cal College Stu- dents (29) 27.6 27.6 6.9 6.9 3 4 27.6 86 Colleges of Education Students (44) 29.5 29.6 6.8 0.0 0.0 34.1 55 High School 10th Graders, (32) 40.5 31.3 12.5 0.0 6.3 9.4 114 High School Arts 12th Graders, (32) 43.8 37.5 9.4 3.1 0.0 6.2 57 High School Science Totals (211) 35.6 31.7 8.1 3.3 2.4 19.9 451 169 people who are responsible for such business as this. It might be mentioned that such questions were not expected to be answered by students in colleges and high schools, but each citizen should participate at least in thinking and it is not necessary for him to act in each situation The nation is to protect the citizens who are on hand and are required to develop their nation in each dimension, including thinking about education in general and in the school functions in particular. Some free responses about the problem: It is impossible to open school without facilitating its needs, teachers, building, and other instructional facilities, and I am very sorry that sometimes schools are opening without facilities. It happens many times in our nation, said a sophomore student in the College of Petroleum. Where do these graduates from the Colleges of Education go? a freshman in the College of Engineering asked. One in the College of Agriculture said, I hope that the government would encourage the students and all citizens who are able to teach and motivate them to be teachers. My reaction is the reaction of the majority of college students, which is the teacher's needs, his interests, and his importance in the society, and how the people in the Ministry of Education are viewing the teacher. A freshman in the College of Shari'ah in Mecca said: I will work in the school forever to develop my home town school. Even if some teachers do come, I have no choice but to work with my friends, brothers and sisters to help them to learn as I did. 170 Discussion of the Fourth Hypothesis Hypothesis 4 High school students will show greater interest in the science and technical colleges than in the liberal arts colleges and the Colleges of Education. Among the selected sample of high school students, 348 of 402 subjects say they have decided to enroll in college after receiving their high school diplomas; 48 had not yet decided at the time the data were collected in the Winter of 1971. For some reasons which were not discovered in this study, 6 subjects have decided not to enroll in any college. For those who have decided to enroll in college, Table 4.17 shows the specific colleges which they plan to enter. The highest proportion (36.8 per cent) report their interest in attending the Military College programs, which will be discussed later. About 35 per cent of all high school students have shown interest in the professional preparatory institutions: the Colleges of Medicine, Petro- leum, Engineering, and Science; while 11.2 per cent selected the Colleges of Arts and Commerce which are offering Liberal Arts Education only. Only one in twenty (5.2 per cent) reports the intention of entering the College of Education in Mecca or in Riyadh;3 The rest of the subjects' responses indicate they have other enrollment plans: 6.6 3 See also Table B—3l in the Appendix. 171 TABLE 4.17.-—Percentage distribution of high school stu« dents now planning to enroll in a specific college, by type of student. Plan to Enroll in The 12th Graders The the College of 10th . Total Graders Arts SClence (348) (146) Major Major (89) (113) University of Riyadh: College of Arts 2.8 13.5 - 4.6 College of Com- merce 2.8 18.0 2.7 6.6 College of Engineering 5.5 - 17.7 8.0 College of Medicine 19.9 - 23.9 16.1 College of ‘ Science 2.7 - 3.5 2.3 College of Petroleum in Dhahran 8.2 - 15.9 8.6 Militany Colleges 39.7 50.5 22.1 36.8 Colleges of Education “in Mecca and Riyadh 3.4 13.5 0.9 5.2 Other Colleges in the Country 3.4 3.4 8.9 5.2 Foreign Colleges 11.6 1.1 4.4 6.6 Total 100% 100% 100% 100% 172 per cent plan to study in foreign colleges and universi- ties, and 5.2 plan to attend other colleges within the country. Table 4.17 also shows the interest for each high school group separately. The 10th graders, like the 12th graders, show the most interest in entering one of the military colleges. 39.7 per cent of the 10th graders specified these colleges, which are the Air Force, the Army, and the Public Safety and Police Administration college. For the science and technical colleges, 36.3 per cent of the 10th grade plan to enroll in medicine, petroleum, engineering, and science. Intending to enter liberal arts colleges, 5.6 per cent have planned to enroll either in the arts or in business. The least interest has been manifested in the colleges of education: 3.4 per cent. The 12th graders differ from the 10th. In the Arts major, 50.5 per cent show the greatest interest in the military colleges, 31.5 per cent plan to attend one of the two liberal arts colleges which are available to them, the College of Arts and the College of Commerce. 13.5 per cent will enroll in the Colleges of Education, the most important reason for which will be discussed later. For the 12th grade Science major, excluding the interest in the military colleges, which is less than among the arts majors and 10th graders, 61 per cent show their intention to enroll in one of the science and technical 173 colleges, which are Medicine, Engineering, and Petroleum. The least interest in 9 colleges for them are the colleges of education, of commerce, and of science (Table 4.17). Concerning the science and technical colleges, it may be noted that they give the first chance to divide the high school curriculum into two majors--science and arts. Therefore, the lower graders in secondary education are influenced by the higher graders (11th and 12th grades). The 10th graders, for example, have shown greater interest in majoring in Science than in the Arts. Table 4.18 shows that more than three-fourths of the 10th graders are planning to major in Science, while less than one-fourth of them have planned to major in the Arts. TABLE 4.18.--Percentage Distributions of the 10th Graders Planning to Major in the Arts or in Science in the 11th and 12th Grades by the Local School Districts in Saudi Arabia. Local School Districts Majoging in Maggiiggein Northern 41.7 58.3 Southern 25.0 75,0 Eastern 12.5 87.5 Central 10.0 90.0 Western 3}. 7_7__8 Total 23.5 76.5 174 Table 4.18 shows significant regional (school dis- trict) variation in the proportion of students planning to major in the Arts or in Science. The highest degree of concentration of interest in the Science major is in the central part in the country, then come the eastern, the western, the southern, and finally (lowest) the northern part. This variation may help to show the effect of the location of the different colleges and universities on students' plans to attend specific institutions:4 The higher education institutes are located in Riyadh (the central region); Dhahran, where the College of Petroleum is located, and which does not accept Arts majors, is in the eastern; Jeddah, where the University of King Abdul- Aziz is located is in the western region, and closer to the southern part than the northern. In their free re- sponses the 10th graders explained that the most important reason for their wishing to major in science is that Science has become their concern because it is the key for admission to many available colleges whose graduates find higher privileges during the study period, and after grad— uation become needed professionals, who get good salaries and higher status in society. Those who are more inter- ested in the Arts major have mentioned the difficulties of understanding science and that getting higher grades in the 4See also Table B—2 in Appendix B. 175 arts had encouraged them to think of the arts as easier study. In addition to these acceptable reasons, some of those students are planning to enroll in certain colleges which do not require certain majors, such as the Military Colleges and the Colleges of Education in addition to the liberal arts colleges, which accept them without any condition. One student respondent in the northern part of the country mentioned, as many others did: "I think that Mathematics, Chemistry, and Physics are the most difficult subjects, and I could not study them as easily as the Social Studies, which are my concern." The writer believes that the good teacher of these difficult scientific subjects will be able to facilitate the functioning of the learning environment to make it easier, but the nation particularly needs highly qualified teachers for these subjects. Comparing students' plans with their aspirations in Table 4.19, which shows the differentiation between the actual plan and the preference, it is obvious that there is not much agreement between students' plans and prefer- ences, even among the same students in the same grade. This finding means to the writer that there are some rea- sons for the plan which might or might not determine the students' aspirations. The most important reasons for the students' plans or preferences will be summarized later in 176 wOOH wOOH NOOH woOH mOOH NOOH Hm»oe N.m O.m v.m v.m o.m o.m MHnoH4 Hcomm nH moooHHoo Hon»o H.O O.O O.e H.H 0.0H o.HH Oupeooo on» ooHn I»so momoHHOO Hon»o N.¢H O.mH I I N.@ N.m nounmno nH EooHOH»om Ho omoHHOU O.OH H.Om O.OO 0.00 O.OO e.OO noooHHoo OnanHHz m.m m.m I I m.N N.N oocoHom v.eN O.MN H.H I m.NN m.mH onHOHcoz m.mH 0.0H I I m.e m.m mnHHoochom m.N 0.0 0.0 m.mH H.v v.m Amoco: nH com. noH»m05cm 0.0 O.N N.ON o.mH o.m m.N oOHoEEoo m.o 0.0 0.0 m.mH 0.0 m.N m»u< ncmem Ho e»HmHo>HnD muzmmmmmmm ZNHm muzmmmmmMm zmqm mozmmmmmmm z.Nm m.mm Hmmv nuon»uoz omoHHOU omoHHoo oOHonu omoHHoo omoHHOU OHHHoomm .oH OHHHoomm .oH mozm m»0HH»mHQ 0» 00 0» »oz mCHn .oH »oe 30cm »oz muzmmmmmmm cno ZNHH Immmmmm coo ZNHH HomOH . IQOHm 302 m»coco»m 0o on3 m»noco»m coo3»om »no8oonomHo coo3»om »no8ooumm .oonochoH »coco»m Ho »0HH»ch an .»co8ooummch nH coo »ooeooumo nH one momoHHoo OHHHoomm cco»»o o» mooco IHoHoHo coo mcon omon3 m»noco»m Hoonom ann H0 mGOH»onHH»ch oom»coouomII.0N.v mqmde 179 TABLE 4.21.-~Percentage distribution of student responses if there are any circumstances which would encourage enrollment in the Colleges of Education, by type of student. The Subjects Yes No NO Response Liberal Arts Colleges Students 62.0 30.0 8.0 Science and Technology Students 55.7 36.5 7.8 Colleges of Education Students 76.8 20.2 3.0 10th High School Graders 41.8 51.4 6.8 12th High School Arts . Graders 62.9 34.8 2.3 12th High School Science Graders 52.2 41.6 6.2 Total 57.1 37.0 5.9 The free responses given by those who point out that there are some circumstances which would encourage them to enroll in the Colleges of Education were analyzed, and they show five major reasons which might influence the majority of the students who enroll in one of these col- leges. These factors are: The financial allowance.--Table 4.22 shows that the financial allowance is most often volunteered by all types of students as an encouraging factor. With an average of 50 per cent among college students and 56.2 per 180 Amemunv O.O O.OH O.HH H.OH O.OO Hmpoe O.OH H.O O.OH O.OH O.OO .OO. nnoomno eoOH mono IHom nHooeon eOHm O.O H.H O.OH H.OH H.HO .OO. nnoomno npNH none nHooeom sOHm O.O O.O O.OH 0.0 O.OO .Ho. nnoomno npOH nHooeom eOHm N.m H.5H m.e m.mH 0.0m Ame. m»nocs»m noH»mo Iscm mo moooHHou m.NH H.«H o.O m.0N n.me new. m»noco»m omoHHoo HOOHo Inooe coo oonoHom o.m m.HH m.eH e.m m.mm Ava m»noco»w momoH IHoO noun HononHH mcooz oontoHHn manomoe m»moHo»nH momoHH>HHn oonmsoHHd HMGOH»oz can now e»HHsoom HMHoonm HoHoonm HMHonman m»0onQSm one mHO»0on mnHmmnsoocm .»nocs»m NO one» en .noH»ooocm Ho momoHHOU nH »coEHHouno ommunouno nOHn3 mHo»oom mo cOH»o0HHH»nocH omnonmou ooHH .m»noco»m Ho noHunnHH»ch omo»noouonII.NN.v mqmme 181 cent among high school students, the financial allowance is the most attractive motivating factor to encourage the students to enroll in colleges of education. The Colleges of Education are giving the Arts major students the allowance which is not given any more by the other liberal arts colleges, said one of the College of Agriculture juniors. The cost of living is higher than before, and some parents are unable to pay for their children to get their higher education, but in these colleges the student can study and has an allowance, another junior in the College of Commerce responded. Another type of response was given by a 12th grader Arts major in the northern part: In addition to the acceptance in the colleges of edu- cation of students with the lowest average grades, they offer the allowance to the students.6 The special privileges.--Table 4.22 shows also that one of the motivating factors is offering some special privileges. It seems to the writer these would include the teaching allowance which was explained before. In addition to the teaching allowance, which is given only to the liberal arts graduates, there is the teaching vaca- tion which is almost three months, and teachers can and are paid for this vacation period. Other privileges are men- tioned in some responses. 6More about the allowance in Tables IB—S and B-6 in Appendix B. 182 Study in these colleges is easier than in the other colleges which offer too many subjects, but in the colleges of education the student does not have to study as much as the other students, in addition to his being close to his family, a sophomore student in the College of Education in Mecca pointed out. Special interests of teaching.--Table 4.22 shows that 11.9 per cent of all the responses include "special interests" as one of the factors which would encourage the students to enroll in any college, including a college of education. Unfortunately, students in the colleges of education pay the least attention to this very important factor which motivates much behavior of human beings in this kind of study and other activities. The author believes that the special interest of the student should be at the top of educators' considera- tions when they select the teacher of the future. Security job and teaching allowance.-—10.8 per cent of the students in the colleges and the high schools are concerned with the security of employment in teaching as a granted job after graduation, plus the teaching al- lowance, which is given only to the liberal arts teachers to equalize their incomes with those of the science and technical graduates. Again, with those students who are in the colleges of education, they show a greater response than the others in terms of teaching allowance. This might be explained by the fact that they are almost all 183 liberal arts students who are not as needed as the science teachers (see Table 4.22). National needs.--This is the last factor which all respondents mentioned in the free reactions they gave. Table 4.22 shows that 9.3 per cent of the responses are concerned with the needs of the nation for citizen teachers who might enroll in the colleges of education. From the author's point of view, this factor should be rated as the next in importance after the special interest of the stu- dents. By assuring job security, and offering special privileges in the colleges of education and during pro- fessional service, the student's interest could be moti— vated to a high regard for national needs. Comparing the encouraging and discouraging factors which are associated with enrollment in the Colleges of Education, Table 4.23 shows three important factors which discourage enrollment in the Colleges of Education. These factors are: (l) the lack of special interest in teaching, (2) stopping the student's allowance, and (3) discourage— ment about teacher welfare while in—service. There are some other reasons which seem to the writer of personal and almost individual importance. As ‘was mentioned before, the lack of interest in doing any- ‘thing could not enable a person to do it successfully, so lit is with teaching, as a very important profession. This IEact has not been shown to be as important a factor as the 184 TABLE 4.23.--Percentage distribution of students' free re- sponse identification of factors which dis- courage enrollment in Colleges of Education, by type of student. Discouraging Factors The Discouraged Subjects Lack Of Stopping About Lack Others Interest the of Concern or 1“. Allowance for Teachers' Unknown Teachlng Welfare Liberal Arts Colleges Students (30) 50.0 6.7 6.7 36.6 Science & Tech- nical College Students (42) 31.0 9.5 11.9 47.6 Colleges of Ed- ucation Stu- dents (20) 0.0 30.0 20.0 50.0 High Schools 10th Graders (75) 73.3 10.7 6.7 9.3 High Schools 12th Arts Graders (31) 54.8 22.6 16.1 6.5 High Schools Science 12th Graders (47) 48.9 17.0 21.3 12.8 Total 50.2 15.3 12.7; .22.8 Averages (n=245) 185 others, which are reported by the students of the Colleges of Education. Table 4.23 shows the lack of special inter- est in teaching as the most significant negative factor except on the part of education students. Those who respond in this manner show the allowance factor to be less important than the lack of interest. Stopping the allowance is the second most dis- couraging factor, and third is discouragement about the public lack of concern for teachers' welfare. The question now is: "Did these students in the colleges of education choose or plan to enroll in these colleges? The answer to that question is that 44.4 per cent of the students in this study are enrolled in the college; 37.1 per cent of those in the College of Education in Riyadh had planned to enroll in this college; and 63 per cent had planned to attend the College of Shari'ah. It is obvious that the highest concern to enroll in one of the colleges in this group is shown by those who enroll in the College of Shari'ah in Mecca. This is because there is not any other college which will admit them. The reason is that they have graduated from the religious high school named Darul-Tawheed in the city of Ta'if, the only religious secondary school which is super- vised by the Ministry of Education, and the other secondary religious institutes belong to the Public Administration 186 of Religious Institutes and The Colleges (see the intro- duction in Chapter I). The Most Important Factors Moti- vating Study in College To enroll in any college, or in looking for a proper job, special interest is the most important self- adjustment factor which might be affected by one or more other factors, such as available good opportunities to select the field of study, and find the adequate job which offers acceptable privileges to the individual, including admiration by the society. In the students' free responses, they have shown several reasons which could motivate them positively or negatively regarding their actual plans and aspirations to attend the college which they think will offer the most privileges and prepare them for high financial and social status. What does the high school graduate need in order to go to college? Generally speaking, he does not need more than (1) adequate clear information, (2) good and available facilities to adjust himself in the college en- vironment, and (3) assurance that he will be able to secure a good available job with some higher privileges. All these and perhaps some other interests attract high school graduates to enroll in certain colleges. 187 The lack of information.--Early, when the first high school graduates were sent from Saudi Arabia to Egypt and elsewhere abroad, they had not been given any infor- mation about what college was possible for each, but the students selected their own college by means of help given by their friends, or the mission office in Cairo. After awhile the State Department of Education (Ministry of Edu- cation at present) began to distribute the students to the colleges which offered the kinds of programs the country needs. Sometimes a student would change his field from one to another because of his interests and the willingness to seek another field of study. More than ten years ago, the need to facilitate the flow of adequate information was recognized. One of the Ministry of Education reports stated that: The lack of the Opportunities of the vocational and educational guidance is one of the problems which are confronting secondary education, and it is our hope that the Ministry of Education will take care of this issue, which is so closely associated with in- creasing or decreasing the production power of self- sufficiency which affects our national economy.7 This problem leads the students to confront many other problems which affect him as an individual, and as a member of the society which also is affected by the individuals. In addition to the lack of such a guidance 7Mohsen A. Baroum [an ex—general director of the secondary education], "The Secondary Education, Goals, Problems, and its Relation to the Higher Education" (lec- ture presented at University of Riyadh, 1960-61), 1381 A.H. 188 service program in our high school system, and consequently, there is not available comprehensive information to lead the high school graduate to the most appropriate college and university. The only way to get this kind of infor- mation is through personal efforts. The most effective information which high school graduates gain has been that given by parents, friends, and students in the different colleges, including those in the colleges of education. Each gives his own reaction and impressions, no matter how inadequate this information may be for the new high school graduates. In addition to this personal information, there are some other popular information resources: (1) newspaper advertisements, (2) college students' handbooks or bulletins, and (3) college missions to the high schools. Therefore high school graduates now, and after the development of certain col- leges, have some ideas about their trip to the college, no matter what their readiness is to study the field which has been selected, and their adjustment in the college in the future. Teacher training colleges often do not offer any information through any of the popular media. At present there is no bulletin or students handbook published by or for the College of Education in Mecca nor for the College of Shari'ah in Mecca. None of the administrators, up to the time of this study in 1971, had visited any high school 189 to introduce the College of Education programs, as was done for some other colleges, such as the Military Colleges. They formerly sent a member from each college to explain the purposes of the college, its advantages, and the future privileges of the graduates in each college. The same thing has been done by other representatives of some institutions, such as the College of Petroleum, to attract the students to enroll in these particular institutions. Thus the only available information regarding the Colleges of Education and Shari'ah in Mecca is that released by the graduates or the students in both colleges. Information given through the newspapers or in the school bulletins is not enough to help the student make a wise choice and, associated with that, provide him the self-understanding which he needs most of all. Such guidance service programs will help the students to achieve this very important factor. Starting such programs as these in the elementary grades will be more effective throughout the learner's life in school, and help him approach college study with deep self-understanding.8 From the author's point of View, guidance service programs are not just giving out information, but also in— clude a human relations dimension, in which through its 8More about the college students' plans, enroll- ing in another college, and feeling Of satisfaction with the present college are presented in Tables B-37 through B-42 in Appendix B. 190 communication process the student might or might not adopt a certain idea, make a wise decision, or encourage certain kinds of interests. Facilitating the study.-- Students' allowance: All the students in the Science and Technical College are given a monthly allowance in addition to the education expense. This allowance differs from one college to another. The science and tech- nical colleges in the University of Riyadh give their stu- dents Saudi Riyals 325 which is equal to $72.22 (one U.S. collar equals 4.5 SR.). The College of Petroleum offers SR. 350 with the transportation, free housing, discounted meal price, and medicare. In both Colleges of Shari'ah and Arabic Language in Riyadh the students are given SR. 320. The College of Education in Riyadh is a part of the University of Riyadh, therefore its students are given the same as the other students, SR. 325, while the College of Education and College in Mecca offer their students SR. 300. While collecting data for this chapter the writer found this statement: The study in this college [Shari'ah in Mecca] is free. In addition its students are encourgged by giving them SR. 245 monthly plus 25% as a high cost of living_ supplement to attract more students to enroll in this college, and to increase their willingness to enroll and to facilitate life for them.9 9The System of Education and the Types of the Schools in Saudi Arabia in 1952/53, A Report (The State Department of Education), p. 16. 191 The date of this statement was 1952-53. At that time there was a Teacher College in the same town, supervised by the same administration. The author does not know why that administration showed less concern at that time for the teacher college, which he considers then was, and still is, the educational institution which should have been en- couraged and strengthened to meet the needs of the nation. Housing, meals, and other facilities.--Although most students in the higher education institutions are coming from different local areas, the College of Petroleum is the only institute which offers free housing and dis- counted meal prices in addition to all educational re- sources available in the library and good services. In addition to this college, there are the Military Colleges which offer more than that: free housing, free meals! clothes, tranpportation tickets for the vacations, the texts, medicare, and all facilities in the institutional environment. Also these colleges give SR. 400, which is equal to $88.88.10 Both Colleges of Education, in Riyadh and in Mecca, do not offer privileges such as these although the impor- tance of teachers is, if anything, greater than that of 10The Philosophy of the Technology Education and the College of Petroleum Bulletin (College of Petroleum). The Bulletins of the Army Colleges and "official infor- mation" requested by the author, and the national daily and weekly news. 192 any other profession both now and in the future. This is the case because without well-qualified teachers, our secondary education will not be able to provide well— qualified high school graduates who can successfully carry on higher education. Strategy and privileges after graduation.--After two to three years of study the graduates of the Military Col- leges will achieve a high salary, regular motivational pro- motions, and other additional privileges especially for these graduates.11 The graduates from the other colleges, particularly those from science and technical colleges,can find easy jobs with high social and financial status. They can find extra part-time jobs because they are sought everywhere, with high level salaries. Sometimes they achieve regular promotions within very short periods and arrive at the top social ranks in a short time. While these privileges have been offered to attract these types of graduates, and teachers' salaries are the same as those of other government employees, the graduate of the liberal arts college is given less than these graduates in the science and technical colleges. The Ministry of Education has received special authorization to hire teachers under equalized conditions of salaries. Two or more years 690 the liberal arts graduates were given extra SR. 225 to ‘ 11lbid. 193 raise the salaries to be equal to those of the science college graduates. All new start with SR. 1200 which is equal to $266.66 plus SR. 300 for the science graduates and SR. 200 for the liberal arts graduates for transpor- tation. Furthermore, the Ministry of Education has been authorized to exercise first priority choice in selecting and employing new teachers. Therefore the State Depart- ment of Personnel will not hire any employee without clearance from the Ministry of Education. The Ministry sometimes misuses this kind of clearance by releasing the graduates in some circumstances. The evidence has been shown in quantitative terms and more is presented in the statistical appendices. In terms of the promotion system, the teachers at any level in Saudi Arabia have less opportunities than the other government employees. The author could not find any particular reason for this so it might be said that it re- flects the general disregard for the teacher's position in‘ the society. The social and economic status of the teacher remains lower than that of any other government job. Some other researches might discover the most important factors associated with the feeling people have toward this profession. CHAPTER V SUMMARY AND IMPLICATIONS Summary This study was born out of the recognition that the problem of the shortage of qualified teachers in public secondary education grades 7-12, who are Saudi citizens, is one of the fundamental problems which confronts Saudi Arabia as a nation and its secondary education in parti- cular. For a variety of essential reasons, such as social, economic, and political, qualified citizen teachers alone will be able to improve the quality of education at all levels. They alone are aware of and concerned about the nation's needs as well as the individuals' interests. The author of this study believes in the exchange of culture by borrowing well-qualified and experienced teachers, expert supervisors, and highly specialized pro- fessionals as a very important factor in improving the quality of education in the borrowing country, and in de— veloping better international understanding. But to be entirely dependent on non-citizens to carry on the con- tinuous developmental process, such as secondary education, 194 195 or any of the educational sectors which would be affected sooner or later by any disruptive influence which might emerge, as has already happened, is an unacceptable national situation. Beginning with a brief, historical review, this study attempted to discuss the most important factors which affect the problem of the shortage of citizen teachers in secondary education, 7—12, through three dis- tinct periods of the historical develOpment of the problem; (1) before establishing the Teachers College in 1951, (2) from 1951 until the Teacher College was closed in 1958—59 and through 1960, and (3) from 1961 through the present time, 1971, which includes the establishment of the College of Education in Mecca (which recently became a part of King Abdul-Aziz University in Jeddah) and of another Col- lege of Education which became a part of the University of Riyadh. To evaluate the present teacher education programs which prepare secondary education teachers, two major criteria have been used in this study: (1) the quantitative aspect, to find out the relationship between the needs of the nation and how well or poorly it is being supplied by these colleges of education, and (2) the qualitative aspect, to compare teacher training qualifications and the most needed fields of specialized study in the secondary edu- cation grades. 196 Concerning student interest in enrolling in higher educational institutions, including teacher education pro— grams (Colleges of Education), there are some major fac- tors which affect students' plans and aspirations for selecting the college or institution they are most inter- ested in. In the present study the purposes were: (1) to investigate the factors which associate with enrollment or non-enrollment in the teacher preparation programs (Colleges of Education), (2) to find out the most important factors which influence the supply of and need for qualified Saudi teachers in the present public secondary education system (grades 7-12), and (3) to propose procedures intended to meet the anticipated needs of public secondary education through the coming ten years (beginning with 1972-73). Specifically, the study has attempted to answer the following questions: 1. What characteristics of students, financial incen- tives offered to students, and of institutional programs are associated with enrollment or non- enrollment in teacher preparation programs? 2. How much are those characteristics associated with the supply of and need for qualified citizen teachers in the present public secondary education system? 197 3. Do the majority of college and university students regard a teaching career in the public schools as attractive as other government jobs? Why or why not? 4. How do high school students feel about their choice of a future career (selecting college and jobs) and how do they feel about a teaching career? 5. Assuming a long-term plan has been prepared by the Saudi authorities to meet the anticipated need, what outcome seems most probable? 6. If such a plan has not yet been formulated and officially adopted, what will be the probable consequences if any, or any combination, of the proposals here recommended are implemented? In addition to official source documents, including statistical data and educational reports dealing with the problem, the questionnaire technique was used in part since it has the advantage of involving the students them- selves, incidentally for the first time, in such educa- tional research in Saudi Arabian schools and colleges. The questionnaire, as a one of the social science measurement means, attempted to investigate the most im- Portant factors which are associated with enrollment in 198 the Colleges of Education in particular and in higher edu- cational institutions in general. The population of this study was male Saudi Arabian citizens in the high schools and in all universities and colleges in the nation except those students who are in the Islamic University in Madenah, the Colleges of Medi— cine and Pharmacy, and the Military Colleges. Three hundred and fourteen subjects from three types of colleges were selected randomly from the Colleges of Liberal Arts, Science and Technical Colleges, and from the Colleges of Education in Riyadh and Mecca, including the College of Shari'ah in Mecca. Also, 402 subjects selected randomly from (10th and 12th grade Arts and Sci- ence majors) twenty complete high schools through the nation. The author visited each school and each college and presented the questionnaires to the sample subjects who were grouped in one place at the same time. To analyze the data, to focus on the different variables, and to compare each group in the colleges and the high schools, both the college and the high school students were given 40 questions, and some introductory questions which were prepared for each group separately. 199 Findings In the students' free response perceptions regarding motivating factors which would most encourage them to become public school teachers, many factors are identified; they are arranged according to declining degree as follows: a. The nation demands qualified teachers from Saudi citizens. Increasing the teachers' salary and equalizing their promotions the same as other government jobs. Offering an adequate and attractive organized program for preparing teachers for secondary education as well as for elementary education. Focusing favorable public attention on teaching the same as on other professions, so teachers would be appreciated and be given consideration by the authorities. Increasing the student's allowance in the col- leges of education and facilitating their study by supplying all possible educational materials, and their college environment, just as some other colleges now do. All these, and perhaps some other factors, will motivate the student's special interest in becoming a teacher. 200 Although teaching is more helpful, more enjoyable, and has more opportunities to develop knowledge than other government jobs, it is also more diffi- cult, offers less attractive salaries, and less gpportunities for promotion than other government job . More than three-fourths of college, as well as high school students, do not consider teaching as a possible professional career unless there are some attractive privileges as are enjoyed by the other professions. Those who plan to be teachers are liberal arts students, who do not have as many opportunities as science students who have many possible colleges to enroll in, with attractive privileges while they are in college, and many good employment Oppor- tunities after graduation from college. Motivating consideration of the teaching profes— sion by science and technical graduates might be increased from less than one-fourth to almost 57 per cent if a new system gave them as attractive privileges as exist outside the teaching pro— fession. 201 The majority of college and high school students would have more occasion to look with favor on the teaching profession if a new system provided financial incentives as well as moral considera- tions which give teachers opportunities to humanize themselves as they should, if they are to lead the learning environment in the school and in the community as well as in the nation as a whole. Comparing individual interests with national needs, the majority of college and high school students have shown a keen feeling concerning the basic needs of the nation in its most important demands, and they have also shown great readiness to under- stand those demands by discussing the importance of each. Sharing with youth a concern for the national problems, including its needs, even while they are in school,will improve the small communities as well as the whole nation; in addition to that, more informal educational opportunities will be avail- able outside the school environment. The greatest concern of the high school student in general is to attend the science and technical colleges rather than the liberal arts colleges and colleges of education. 10. 11. 12. 202 Those attractive privileges which are offered by the Military Colleges are the most important moti- vating factors to attract high school graduates and affecting their plans to attend other colleges, and because there are too few opportunities for the high school arts majors to attend other col- leges, they show a greater eagerness to enroll in the Military Colleges. Consequently 10th graders have shown also a higher frequency of intention to major in Science in the 11th grade in order to be able to qualify for as many attractive opportunities as possible after earning the high school diploma, since they under- stand the science major is acceptable in every college, even in the liberal arts, and is greatly welcomed in the colleges of education as well as in the military colleges. The most important motivating factor which would encourage students to enroll in the teacher edu- cation program, the Colleges of Education in Mecca and in Riyadh, and the College of Shari'ah in Mecca, revealed by the students' free responses, arranged according to their degree and status, are as follows: 13. 14. 15. 203 a. the financial allowance, b. the special privileges which are offered in the colleges, 2 c. special interest in teaching after the grad— uation, d. security of the job and additional allowance for teaching, and e. the national needs for Saudi teachers. Most of the students do not have clear and adequate information about each college; the function of higher education in general is unclear in the stu- dents' minds, so their plans are not based on rational considerations. Some of the college stu- dents could not adjust themselves to the college environment, and some others drop out of one col— lege and shift to another and sometimes more than one shift is made. There is not any kind of communication between these colleges of education and some other colleges, nor between the colleges and the high school stu- dent to introduce information about the college. Those students who are in the colleges of education are more concerned about the allowance than any other motivating factors. In Mecca the location of the College of Education is the second factor 16. 204 to motivate students to enroll in that college, while in Riyadh the only attractive motivation is the allowance, particularly after it had been stopped in the liberal arts colleges. From about 66 to 90 per cent of all college students have known what they are going to do after gradu- ation, and from 10 to 34 per cent of the college students do not have any particular idea about their future job, planning or aspiration. All these findings have confirmed the four major hypotheses which were developed for this study. These hypotheses are: 1. The most important factors associated with enrollment or non-enrollment in teacher prepar- ation programs will be the student's perception of teachers' salaries and the in-service system of promotions. The majority of college and university students as well as secondary school students will not regard a teaching career as attractive as other government jobs. 205 3. Those students who are enrolled in the science and technical colleges will regard teaching as less attractive than those in the liberal arts colleges. 4. High school students will show greater interest in the science and technical colleges than in the liberal arts colleges and the Colleges of Education. Implications The most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan, came to me. Helen Keller No one denies that the teacher plays the most important role in the educational process in general, and in an effective learning environment in particular. In- asmuch as the teacher has been giving, he should be admired and appreciated. The greater regard and the more consid- erations the teacher receives, the more effective will be his influence on pupils' behaviors. As pupils' conduct is improved and developed by the teacher, and consequently the good personality and higher quality of educated citi- zens, the most modernized and developed nation could emerge. It is obvious now that the college, like the high school students, have been influenced by the teachers' feelings and attitudes toward teaching in terms of 206 teachers' salaries and the present motivation system which downgrades the teachers in comparison with the other gov- ernment professions who have the same power to develop the country. The students' responses are thenegative reflex feeling that the teacher has less social rank than the other personnel in the nation, this reaction has been born indirectly from the classroom teachers, and directly from others out of school, parents, friends, and others. This reaction of the students could be changed if the social value of the teacher were to be acknowledged, and the teaching profession were to be equalized with the other professions by increasing the teacher's salary and chang- ing the authority impression toward the teacher as a human being at the heart of the educational process. If the citizen teacher will not influence the student in the school positively to appreciate the teaching professional like the other professions, who else could affect his plans for a future career? The non-citizen teacher pre- fers to stay as many years as he can for the attractive salary, and other privileges which might not be given to him if he remained in his home country. This study has shown the negative reaction in the free responses of the students, particularly those of the high schools. In addition to increasing the present teacher's salary and to equalizing the opportunities of promoting 207 the teacher financially and morally, here are some sugges- tions to propose some basic procedures to solve a great part of the problem. Suggestions for Long-Term Plan The author believes that there is no certain time to solve this problem since educational development is always in some growth phase and is growing up so rapidly in Saudi Arabia. But time is a very important factor to make a good balance between the needs and supplies. In approximately ten academic years some proposed procedures would be suggested to help the planners to solve the prob- lem of the shortage in the qualified citizen teachers needed for the secondary education teachers. Since there is no official plan to deal with this particular problem, nor a special unified program for training secondary education teachers, the only way to supply the need for grades 7—12 teachers is by borrowing foreign teachers in addition to the college and the univer- sity graduates, who are mostly liberal arts majors, and very few of whom are science majors. Both Colleges of Education in Mecca and in Riyadh, and the College of Shari'ah in Mecca combined are unable to supply the basic needs for Science, Mathematics, and English teachers. Hence a special, unified program must be developed by all educational authorities to function specifically for 208 secondary education teacher training, not only in these three colleges, but in all higher educational institutions. Some Basic Characteristics of a Proposed Plan The goal.--It is obvious that the essential objec- tive of this plan is to carry out the responsibility for supplying adequate numbers of qualified citizen teachers as needed for the public secondary education grades 7-12, for boys and girls schools. This plan is to prepare the teachers for all subject matters which have been taught or will be introduced in the near future in both types of secondary education--vocational and academic. How could it be done?--To realize such a plan as this, administration is a necessary element to approach the targets which are included in the major objective. Administration is very important to unify all educational authorities since this plan is a complete unit in its totality. A successful plan should be organized under one effective reSponsible administrative unit which must in- clude all educational administrations which are concerned with public secondary education for boys and girls edu- cation; also all higher educational institutions should be involved because they are the teacher production re- sources. Under a higher committee for Training Secondary Education Teachers, the Minister of Education, according to his authority as the one who is responsible for both 209 public and higher education policy, could be the President of this committee--or any representative of his authority who can translate the decisions and the recommendations into real actions. The members of this Committee should be the active administrators representing public secondary education and the higher education institutions which are related to preparing teachers directly by offering teaching training programs, or indirectly by offering academic special fields of study without providing teaching training. Chart 1 shows the proposed organization of the Higher Committee for Training Secondary Education Teachers. There are three representatives from each authority which is supervising public secondary education: the Ministry of Education, the General Directorate of Girls‘ Education, and the General Directorate of Religious Institutes and Colleges. Also there are three other representatives from the higher education institutions: the University of Riyadh, the University of King Abdul-Aziz in Jeddah, and the Public Administration of the Religious Institutes and the Colleges (Colleges of Arabic Language and Shari'ah in Riyadh). The general secretary of this committee would be a representa- tive of the Central Planning Organization. The fundamental function of each of these representatives is to work to- gether and to emphasize the basic needs of each adminis— tration and how to supply that need gradually within a period of at least 10 years starting in 1972-73. 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Escouom 9:50: .0 82.558 .23.: 2.. .o 8.828? 888... 2.. 285 . :98 211 addition to the major function of each, there are certain functions of each of these educational authorities. There will be two main subcommittees under the higher committee: (1) the Needs Committee, the committee of secondary edue cation which is responsible for the ascertaining of the numbers of teachers needed each year in each subject matter, and (2) the Supply Committee, the higher education committee which will be responsible for providing as many well- qualified citizen teachers as possible, considering what would constitute a wise balance of each sector of the nation's needs against the responsibilities of higher edu- cation. The Major Functions of the Supply Committee (Higher Education) Providing three teacher education programs.--There are two colleges of education, one in Riyadh and the other in Mecca, and each is already functioning to prepare secondary education teachers. The author believes that they are making a good beginning at improving their regu- lar programs. In addition to the essential function of each college of education, two more programs could be carried out by each college. First would be providing a special in-service program for those teachers who do not have a teaching certificate. This special program would provide an opportunity not to do practice teaching, but to function mainly: (l) to discuss teaching problems 212 which are confronting most of the teachers as groups, and those individual problems by providing such seminars, (2) to provide some basic educational courses in the psychology of growth and behavior, the psychology of learning, in- cluding the basic methods of evaluation. In addition to that, more concern should be given to the principles of curriculum construction in general, to discussing the present curricula, and to giving each individual teacher an opportunity to practice, using the available instruc- tional media in their classes and to study how to use the other techniques when they will be available in our public schools. The time for this first program could be organized by the College of Education according to available facili- ties, in terms of both personnel and physical plant. They might provide this kind of program in the evenings, or sometimes in the afternoon, for those who do not have school in afternoon periods. But each college might be different from the other in timing the schedules, not in providing the basic contents which should be offered to in—service teachers. The second program would provide the educational courses and the teacher training program which are provided to the regular students of the Colleges of Education. This program should be offered to those students who are en— rolled in the other colleges and are willing to earn the 213 teaching certificate. These extra courses, which might be equal to one academic year must be added to the graduate record as extra credits to be used in the graduate study if they wish. This might encourage the students to add some extra credits to gain this benefit and to be a quali- fied teacher who would be preferred to one who lacks this certificate. The author would recommend giving this kind of certificate more privileges in both salary and promotions To make these extra credits equal to the educa- tional courses and teaching training programs which are provided in the Colleges of Education, the author would suggest spreading these programs through all the college years, keeping in View of course, the special fields of study which will be carried out by the other colleges which those students are enrolled in. If such a program as this were to be adopted and begun in 1972-73, the theoretical and practical programs could be applied as follows: 1. In the academicyyear 1973-74: In addition to the academic specialized field of study in the other colleges, freshmen students should study 4 hours weekly in the College of Education during their 4 years in the other colleges; sophomore students should study 5 hours per week; junior students should study 8 hours a week for the rest of their academic years in their colleges; and senior 214 students should have a choice of studying an extra 10 hours a week and completing the requirements in a special summer session, or studying the same as junior students, 8 hours weekly, and taking the remainder in a special summer session. There is another alternative program which might be provided in the summer session, when the students of the other colleges do not have a con- tact with their academic programs, starting in 1973 also: 16 hours a week for 10 weeks within three years might be equal to the same period in which the educational courses would be provided. In the academic year 1974-75: In this year, the freshmen and the sophomores would study according to the first alternative, 4 hours a week, while the juniors would complete their program with 5 hours per week, and the seniors would study 8 hours to end the educational courses and be given the teaching certificate or diploma. Another option might be provided also in this year as a second year for those who start the first summer session in 1972. In the academic year 1975-76: This would be the third year of this program, therefore all the freshmen, SOphomores, and juniors would study 215 4 hours a week according to their program, and the seniors would complete their programs by studying the last 5 hours. After that all students would study in the Colleges of Education 4 hours a week in addition to their academic programs in the other colleges. Student-teaching practice for these programs.-- The regular students of the Colleges of Education: Student-teaching practice should be started from the first year the student is in his college to communicate with the student and to understand the human relationship between both learners, the school student and the student-teacher. This proposed procedure could be as follows: 1. In the first year: It is better if the theoretical courses are provided to be applied in the schools by those student-teachers. So in the freshman year the college of education students can visit the elementary school to observe the children and to write reports about their personal observations and compare these observations with the Psychology of Childhood course, which should be provided in the first year as part of an Introduction to Psych- ology course. In the second_year: The same emphasis should be focusing on the learner in the school and the 216 learner in the college. The observation period in this year should concern the students in the inter— mediate and the high schools. This kind of obser- vation should enable the students to better under- stand whom they as teachers will deal with after their graduation from the colleges of education. It could also be a part of the psychology courses in the second year in the college, the Psychology of Adolescence, which should be offered before teaching the adolescents. 3. In the third and fourth years: In these two years practice teaching begins, and it should be associ- ated with the foundations of curriculum and the methods of teaching in general and teaching the special major and the minor. The third year should provide participation in teaching with the regular teachers, and discussion with the master teacher in the college. The student in the same major could be emphasized in the observation and criticism. In the fourth and final year the stu- dents should be able to teach as individual teachers for one day a week and a full month off- campus during the last half of the senior year. The other colleges' students.-—The other colleges' students who would be willing to enroll in teacher train— ing programs should follow the same teaching-students 217 periods unless the preference were to attend the summer sessions. The other alternative might be offered, such as delaying graduation to the middle of the academic year each year, following practice teaching in the school in a real situation, involving dealing with the learner himself. In-service training of unqualified teachers.--For those who are in-service teachers, their working in the school is enough for them, and the very important objec- tives for them are to relate the implementation and trying to apply the theoretical studies in the educational courses and to translate the most important ideas into real be- havior in the classroom. In addition to that, those teachers should present all teaching and school problems to be discussed by the teachers' groups, small or large, according to the situations which will be discussed. Motivation to enroll in these programs.--The third function of the Supply Committee would be to motivate the students to enroll in these programs. There are two dif- ferent ways to attract the student and motivate him to on- roll in one of these programs: (1) indirectly, by giving the teacher a better salary and offering many kinds of opportunities to promote the teachers financially and morally, and (2) directly, by regulations of the higher educational institutions. The role of higher education is very important in the admission system, which differs from one institution 218 to another. The author believes that the cooperative work and agreement of these institutions is very important if they adopt the kinds of programs needed to meet the essential needs of the nation. The student allowance is one of the most important factors which attracts large numbers of students to enroll in certain higher educational institutions, because the allowance is the only financial source for them. Let us start from this point by giving the students who will be willing to enroll in the teacher-training programs more concern in this respect, and provide some more privileges than the allowance, by offering housing, meals, and other attractive facilities which could and should be provided in teacher training colleges. Although the writer does not believe that the al- lowance should not be the most important factor, he might recommend providing a larger allowance to those students who will attend these programs, more than the other stu- dents, in addition to giving them a special status in terms of salary, and giving the teaching profession first consideration by the Ministry of Education. By increasing the allowance of the students in the Colleges of Education and the other students who would prefer to enroll in the other program, and decreasing the allowance in the other colleges, and giving those in- service teachers a chance to enroll in the special programs 219 which should be provided for them, the author believes that the numbers of teachers will increase gradually, year after year, and most of them would be more satisfied and willing to do their best to improve the quality of their profession. This idea does not mean that the author suggests training all students in the colleges and the universities to be TEACHERS, by using this allowance. More concern should be given to the most important and basic NEEDS of the nation which, in the author's point of view, at the present time are, in order: (1) defense and public safety, (2) medicine and pharmacy, (3) teaching, (4) petro- leum and agricultural technicians, and (4) the trained administrators. Changing the admissions policy in higher education.-- Because the higher educational institutions are the only sources for supplying the nation's needs for the qualified professions in all sectors, these institutions should make a balanced plan to meet these basic needs at least for the coming ten years. So the fourth function of the Supply Committee is to cooperate in organizing a new admissions policy to meet these basic needs, and to improve the quality of preparation for each need by giving an adequate training program for each profession. The author would suggest the following figures for admission in the coming five years; in the second five 220 years evaluation by the Supply Committee could change what ought to be changed. Approximate Percentage of T S he ectors Admissions of H.S. Graduates For the defense and public safety (Military Colleges) 20 Teaching profession (Colleges of Education) 20 Engineering, Petroleum, and Science 20 Medicine and Pharmacy 15 Agricultural Sciences 10 Public Administration and Accounting (Colleges of Commerce) 8 Social Workers, in the Colleges of Arts 7 To implement this plan would be very easy if there is cooperative work between all higher educational insti- tutions, without racing each other or working separately. This plan also might play another important role in im- proving the rural areas and the remote towns: three of these sectors would adopt special internal scholarships for students who come from the rural areas and the remote towns or villages. These scholarships might give them special privileges such as housing, meals, and increasing the special allowance for them in order to encourage most 221 of the students from those areas to go back and work in their home towns or villages. A special plan could offer 200 internal scholar- ships each year for five years and then it might be in— creased or decreased according to evaluation of the exper- ience during the first five years. These internal special privileges should be given to the teaching profession, the agricultural sciences, and medicine and pharmacy: 140 high school graduates to be divided among the Colleges of ‘ Education in Riyadh and in Mecca; 40 students to study in the College of Agriculture in Riyadh; and 20 students to enroll in the Colleges of Medicine and Pharmacy in Riyadh. These colleges would admit such students after special selection with the cooperation of the Ministry of Education and those students' families, and should provide them with special care. Providing a special program for the arts and religion majors.--To increase the numbers of the high school graduates in the Science major, the higher education institutes would provide a special program to those stu- dents of the Arts majors and those students who are in the Religious Institutes in order to study the most important foundations of Science and Mathematics and the other sub- jects which are required to study in the Science and in Technical Colleges, or they might study in the Colleges of Education which should adopt such a program as this to 222 increase the supply of science and mathematics teachers. This special program might take one year, more or less, if it were to be organized according to the most important information required to equalize those students with the other science majors. The students of the Arts and in the Religious Institutes have an option to choose to en- roll in this program or to refuse, but as was said before, if there would be any advantage in that change, the author believes that interested students would be motivated to accept such a change, even if it were to take one more year. The prospective plan.--During the coming ten years this plan should be evaluated each year to find out the ways in which each stage has been successful, and to study the possible ways to correct any mistakes which could be found in the next year's Operations. Timing the start of this long-term plan is too difficult to be followed up, so the first year of the plan 1972-73 should be a period of careful study of the problem by the Higher Committee so application of the plan would start in the academic year 1973-74 by providing the three programs together: (1) increasing the numbers of the regular students in the Colleges of Education, (2) providing a special program for the other colleges' students, and (3) providing the special program for in-service teachers. 223 During the last phase of the present National Five-Year Plan, it is hoped that the first official cen- sus would be taken, and estimation of the future of pub- lic education might be planned according to scientific demographic statistics. At the present time, it would be possible to outline the major steps which could help the planners in the two subcommittees which would be working especially on this problem. In the second year of the proposed procedure, the first prospective four-year plan would start in action, from 10 to 12.5 per cent of the in-service un- qualified teachers would receive their special program at three centers, in the University of Riyadh Center (College of Education), in the College of Education in Mecca (a part of King Abdul-Aziz University in Jeddah), and in Jeddah where the university is located. The other colleges' students who would be willing to qualify for the teaching certificate would enroll in their special program in the two centers, in Riyadh and in Jeddah. Comparing the college students' responses with respect to their teaching plans and preferences, about 30 per cent would be enrolled in the program, which would provide the same educational courses being studied by the regular students in the Colleges of Education. This 30 per cent would supply almost 25 to 30 per cent of the total national needs for secondary education teachers. 224 At the end of the fifth year of this proposal, evaluation of the first period should be the next step. Work in all three programs should be "measured" in order to find out how well they were provided, and how many teachers the secondary education schools still need in each subject matter area. From 1973, when the proposed plan would start, the Colleges of Education should be focusing on the need for the certain subjects which are needed most, such as Science, Mathematics, and English Language. In addition to the concern with training the subject matter teachers in the first five years, the Colleges of Education should increase the numbers of students in the specialized majors which will still be needed, and try to divide that number into the last five years, and to decrease the num- bers of the students who would like to enroll in the other subjects, such as the Arabic Language, Religious Education, and perhaps the Social Studies. On the basis of wise planning by the Supply Com- mittee, the author believes a great part of the problem could be successfully solved. The question remains, "What is the role of the other subcommittee that is dealing with needs, which include all the educational authorities which are now supervising public secondary education?" 225 The Major Functions of the Need Com- mittee (Public Secondary Education) As was mentioned before, public secondary edu- cation is supervised by three government authorities, the Ministry of Education, the General Directorate of Reli- gious Institutes (both are for boys' education), and the General Directorate of Girls' Education. Each has its own separate school and administration system. To supply women teachers for girls' secondary edu- cation, the General Directorate of Girls' Education has established the Women's College with the major purpose of preparing female teachers for female schools. But the question here is: "Are all Saudi girls willing to be teachers?" Another question might be raised: "What kind of higher education should the women in Saudi Arabia now get, and how?" In addition to cooperative work in the proposed Higher Committee, the Need Subcommittee should estimate the subject matter teachers needed by each field in all secondary education, grades 7-12, and also to perform the following fundamental functions. Participating in the responsibility.--The Ministry of Education and the other Public Administrations cannot work alone to solve the problem without other citizens' help. The people in the country would be happy to under- stand the problem if they are involved and can participate 226 in the feeling of it, and become a real part of the authorities concern. If there is a social motivation by rewarding each community which has its own students to open more schools, or by establishing another kind of education which the community needs, or by closing schools in non-c00perative communities, then the people might or might not share in solving the problem. They must feel that schools will be for their children, and to improve their communities. To change the attitudes of the people toward education they have to be involved and share in understanding the problem as the educationally responsible see it. In each community, it would be better to have such an advisory committee to help in all social matters, including educational policy. The good community is one which can develop self-improvement and it should be re- warded by supplying it with the facilities it needs. /, Providing guidance service programs.--Since the student cannot make a wise choice regarding any college without having clearer information about each alternative offered to him, the Ministry of Education, like the other two educational authorities, should provide a guidance program in each school, starting in the elementary school. Although we do not have the trained counselors to perform this important educational service, the teachers can be trained as part-time teachers, and can work as counselors 227 as a part of their duties. Although the Colleges of Edu— cation are responsible for training the teachers to help students achieve their academic experience, they should also train the teacher to help the youngsters to improve self-understanding, and to be able to make a wise self- choice through discussion and providing all the information the students need, individually or in groups. The admini- strators of public secondary education should offer such programs for all students everywhere in the nation. At the present time guidance programs could be provided through the school curriculum. It is not necessary to have special, separate centers for this kind of educa- tional services. The school can offer one day a week to some of the students in small groups to discuss, for example, vocational training, including teaching and other professions. Through these discussions the students would have good and effective information, particularly if some of the professional people were invited to visit the school occasionally and talk with the students, face to face, in each profession the nation so desperately needs to have increased. Concerning the teaching profes— sion, the only way to affect the students in the school is through the teacher. The teacher's impressions of and satisfactions about his job could affect his students positively or negatively. Therefore the Ministry of Edu- cation, like the other educational authorities, could play 228 a very important role by motivating the students regarding the teaching profession through giving teachers greater consideration, and increasing their status in the school both financially and morally. If the teacher is to be involved in the most important educational leadership in the school or out of the school the students will perceive these kinds of concerns and, consequently, some might change the negative ideas they now have about the teacher. Innovation in the present school curricula.-—Inno- vation sometimes means a complete change, if it is pos- sible, and sometimes it could be changing and developing some important elements while conserving some necessary traditional aspects. In the situation of the present curriculum in Saudi Arabian schools, innovating in the curriculum should take place by means of wise, careful change, although it will take time even to approach a clear goal for the curriculum at each educational level. The first step in revising the recent school curricula is the unity of the curriculum with respect to goals, planning, and orientation of the experiences which are offered in our schools. The second step is to re- organize the school programs focusing on the learner as an essential part of the educational process, and compar- ing the individual needs and interests with the needs of the society which will be provided again to the individual as a feedback through the individual-national relationships. 229 The school curriculum, both elementary and secondary, should be a means to enable the individual to achieve his goals through academic experiences as well as fulfill his selfvneeds and interests. Revising the present school curriculum would help the students to translate the most effective experiences to their future study, including choice of the job, con- sequently selecting the college in which both the self— interests and the nation's needs can be met. The present secondary education programs should be revised to meet these two major functions (the individual interests and the national needs). Making’a balanced plan in opening new schools.-- Making a balanced plan in opening new secondary education schools might be easy if only one authority were super- vising this type of public education, but at the present time it is difficult since there are two different author- ities who are providing secondary education--the Ministry of Education and the General Directorate of the Religious Institutes. In addition to administrative unity there are some recommendations which might help in solving the problem of the shortage of secondary education teachers. Some of these available recommendations are: 1. The Ministry of Education and the General Director- ate of the Religious Institutes should cooper- ate in establishing the new intermediate and high 230 schools instead of competing with each other. For example, giving an allowance to those stu- dents who are enrolling in the religious insti- tutes should be stopped. Both authorities could establish only one school to provide two differ- ent majors, but using the same teachers. In addition to saving the teacher's time and numbers, one building could also be used for both kinds of education. They also should change their present policy of establishing new schools with very small numbers of students, and each of these two authorities might offer an allowance for those few students to go to the nearest neighboring school, parti— cularly if they are old enough. Most of these students are used to living in some neighboring town with friends and relatives. This recommenda— tion was borne out when the author visited some schools while collecting the data for this study in the winter of 1971. Some high schools and religious institutes were established with very small numbers of students. Both the Ministry of Education and the General Directorate of Religious Institutes should not make any kind of expansion in school 231 administration by removing the teachers to work in such clerical jobs. The teacher is prepared to teach, not to take care of the school's secre- tarial work, or to observe the students during their recesses or in breaks between classes. School administration should be reorganized, and teachers must be fully occupied with the teaching job, unless some kind of promotion would be given to some teachers to lead the school instead of performing the educational job in a dysfunctional manner . The Ministry of Education should try to increase the number of students to enroll in the high school by raising the rate of the admission to the high school, grades 10-12, and by offering a general education program including both liberal arts and science instead of dividing the students into big groups, one to study arts and the other to major in sciences. This study shows that the 10th graders mostly would like to major in science because there are many opportunities for this major. Those who would major in arts but are very fearful about some subjects, like science and mathematics, might be encouraged to study one subject or two in order to enable some of them to enroll in science or in technical colleges. study. 1. 232 Well-qualified teachers could offer this kind of help particularly to those students for whom the most important factor in making learning more attractive is the learning environment, which is led and controlled mostly by the better teacher. The General Directorate of Religious Institutes could try to provide some extra courses in sci- ence and mathematics to meet the requirements for enrolling in the colleges of science and edu- cation, and to major in science or mathematics in the colleges. Students in these religious in- stitutes now only have a choice between two col- leges, the College of Arabic Language and the College of Shari'ah in Riyadh. Recommendations for Further Investigation Since this study is primarily descriptive, it could have been done more precisely if more consideration could have been given to the response validity in each item of the students' reactions to the problems of this Some related investigations which may be suggested to follow up the findings of this study are as follows: An experimental development plan of the compre- hensive high school curriculum to improve the small community by offering academic programs, 233 including those religious institutes, and voca- tional programs, including all the community needs. A study of the in-service teacher's self- evaluation, his preparation, specialization, teaching qualifications, and self-adjustment in the teaching profession. Further study of the history of the shortage of citizen teachers,to afford a clearer understanding of additional factors which affect the problem, and should make it easier to solve the problem more adequately. A study of the effectiveness of the other educa- tional studies officially and academically on the Saudi Arabian schools, and what have been the most significant influences produced by each study. A study of the effectiveness of the guidance service program in some local school districts on the students—college choice, and the role of the advisory committee to affect this program. Parents' aspirations for their childrens' educa- tion, at all educational levels, and the effec- tiveness of their feeling on the self-choice of the colleges, and the jobs. 7. 10. 234 An experimental study of the effectiveness of the well-qualified Science and Mathematics teachers to attract students to change their major in high school from the arts or religious studies. Teacher, and student dropout, the most important factors which cause each to leave the school and teaching or to cease studying. A comparative study between the college require- ments and the high school curriculum, and what the high school should offer to help the student make a successful achievement in college. A study to investigate the future aspirations of the Saudi women concerning higher education after establishing the Women's College to prepare the female Saudi teachers for the secondary education system. BIBLIOGRAPHY BIBLIOGRAPHY English References Adams, Don. Education and Modernization in Asia. Menlo Park, CalIfornia: Addison—Wesley, 1970. Anderson, Vernon E. Principles and Procedures of Curriculum Improvement. New York: The Ronald Press, 1965. Association for Supervision and Curriculum Development. Youth Education, Problems/Perspectives/Promises. 1968 Yearbook. Washington, D.C.: ASCD, 1968. . Educational Leadership. Washington, D.C.: ASCD. Bawazeer, Saleh A. 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Baltimore, Maryland: Multi-State Teacher Education Project, May, July, 1969. 235 236 Brookover, Wilber B., and Erickson, Edels L. Society, School, and Learning. Boston, Mass.: Allyn and Bacon, Inc., 1969. Brubaker, Dale L. The Teacher as a Decision-Maker. Dubuque, Iowa: Wm. C. Brown Company, 1970. Combs, Arthur W. The Professional Education of Teachers. Boston, Mass.: Allyn and Bacon, Inc., 1965. Development Plan, 1390 A.H. Riyadh, Saudi Arabia: The Kingdom of Saudi Arabia, Central Planning Organi- zation, 1970. Doll, Ronald C. Curriculum Improvement: Decision—Making and Process. Boston, Mass.: Allyn and Bacon, Inc., 1964} Dorros, Sidney. Teaching as a Profession. Columbus, Ohio: Charles E. Merrill Publishing Co., 1968. Eddy, Elizabeth M. Becoming a Teacher. New York: Teachers College Press, Columbia University, 1969. Founce, Ronald C., and Bossing, Nelson L. Developing Ehe Core Curriculum. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1958. Gelinas, Paul J. So You Want to be a Teacher. New York: Harper & Row, 1965. Gephart, William J., and Ingle, Robert B. Educational Research; Selected Readings. Columbus, Ohio: Charles E. Merrill publishing Co., 1969. Grambs, Jean D., and Inverson, William J. Modern Method in SecondaryiEducation. New York: Dryden Press, 1968. Hanson, John W., and Brembeck. Education and the Develop— ment of Nations. New York: Holt, Rinehart and Winston, 1966. Harbison, Frederick, and Myers, Charles A. Manpower and Education. New York: McGraw-Hill Book Company, 1965. Harnack, Robert S. The Teacher, Decision-Maker and Curriculum Planner. Scranton, Pa.: International Textbook Company, 1968. 237 Hatch, Raymond N., et al. Administration of Guidance Services. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1958. . Guidance Service in the Secondary School. Dubuque, Iowa: Wm. C. Brown Company, 1963. Havelock, Ronald G. A Guide to Innovation in Education. Ann Arbor, Mich.: University of Michigan, 1970. Hibshy, Mohamed Ali. 'The Development of Higher Education in Saudi Arabia, 1945-1965." Unpublished M.PH. thesis, Institute of Education, University of London, 1967. Hoover, Kenneth H. Learning and Teaching in the Secondary School. Boston, Mass.: Allyn and Bacon, Inc., 1968. International Bureau of Education and UNESCO. Inter- national Yearbook of Education. Vol. 19, 1957 through Vol. 31, 1969. Geneva and Paris. . The Shortage of Secondary School Teachers. Johnson, Walter E., et a1. Pupil Personnel and Guidance Service. New York: McGraw-Hill Book Company, 196—'17— Leonard, H. Clerk, and Starr, S. Secondary School Today. 1967. MacKean, Robert G., and Merrill, Charles. Principles and Methods in Secondary Education. Columbus, Ohio: Merrill Books, Inc., 1962. Masoner, Paul. A Design for Teacher Education. Pittsburgh, Pa.: University of Pittsburgh Press, 1963. Massey, Harold W. The Profession of Teaching. New York: The Odyssey Press, 1961. Maybew, Lewis B. Colleges Today and Tomorrow. San Francisco: Jossey-Bass, Inc., 1969. Ministry of Education. The Educational Policy in Saudi Arabia. Riyadh, Saudi Arabia: Ministry of Education, 1970. 238 Morphet, Edgar L., et al. An Educational Organization and Administration. 2nd ed. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1967. Morris, Van C., et al. Becoming an Educator. Boston, Mass.: Houghton Mifflin Company, 1963. Nordberg, H., et a1. Secondary School Teaching. New York: The Macmillan Company, 1962. Oliva, Peter F., et a1. Teaching in a Modern Secondary School. Columbus, Ohio: Charles E. Merrill Books, Inc., 1965. Owens, M. V. 'A.Hea1th Text for the Fifth and Sixth Grades in the Saudi Arab Government Schools." Unpublished Ed.D. thesis, Teachers College, Columbia University, 1962. Pullias, Earl V., and Young, James D. A Teacher is Many Things. Bloomington, Indiana: Indiana University Press, 1968. Ray, Willis E., and Streichler, Jerry, eds. Components of Teacher Education. 20th Yearbook. American Council on Industrial Arts Teacher Education, 1971. Rugg, Harold, and Brooks, Marian B. The Teacher in School and Society; An Introduction to Education. New York: World Book Company, 1950. Saudi Arabia Today. Washington, D.C.: Embassy of Saudi Arabia, 1970. Schuler, Edgar A. "The Role of the Sociologist as Advisor Overseas." The American Sociologist, I (May, 1966). Sharp, George. Curriculum Development as Reeducation of the Teacher. New York: Teachers College, Columbia University, 1951. Smith, Othanel B. Teachers for the Real World. Washing- ton, D.C.: The American Association of Colleges for Teacher Education, 1969. Snyder, Harry R. "Community College for Saudi Arabia." Unpublished Ed.D. thesis, Teachers College, Columbia University, 1963. 239 Spears, Harold. Curriculum Planning Through In-Service Programs. Englewood Cliffs, N.J.: Prentice- Hall, Inc., 1957. Stabler, Ernest, ed. The Education of the Secondary School Teacher. Wesleyan University Press, 1962. Steeves, Frank L. Fundamentals of Teaching in Secondary Schools. New York: The Odyssey Press, 1962. Stoockman, Verne Allen. Evaluation of Helping Teacher. E. H. Library. Super, Donald E. Vocational Development: A Framework for Research. New York: Teachers College Press, Columbia UnIVersity, 1957. Troyer, Maurice E., and Pace, C. Robert. Evaluation in Teacher Education. Washington, D.C.: American Council on Education, 1944. University of Riyadh. A Brief Report of the University of Riyadh. Riyadh, Saudi Arabia: Department of Cultural Relations, University of Riyadh, 1971. . Bulletin of the College of Engineering. Riyadh, Saudi Arabia: College of Engineering, Univer- sity of Riyadh, 1967-68, 1968-69. . Curriculum and Description of Courses. Riyadh, Saudi Arabia: Faculty of Letters, University of Riyadh, 1966. . Curriculum and Description of Courses. Riyadh, Saudi Arabia: Faculty of Science, University of Riyadh, 1966. . Faculty of Agriculture. Riyadh, Saudi Arabia: Faculty of Agriculture, University of Riyadh, 1967. . Faculty of Arts, Department of Higher Education. [A courses description of General Diploma in Education.] Riyadh, Saudi Arabia: Faculty of Arts, Department of Higher Education, University of Riyadh, 1967. . Student's Handbook. Riyadh, Saudi Arabia: Faculty of Commerce, University of Riyadh, 1967. 240 University of Riyadh. The University Calendar. Riyadh, Saudi Arabia: University of Riyadh, 1965. Walton, John. Toward Better Teaching in the Secondary Schools. Boston, Mass.: Allyn and Bacon, 1966. Warters, Jane. Techniques of Counseling. New York: McGraw-Hill Book Company, 1964. Zeran, Franklin R. The High School Teacher and His Job. New York: Chartweel House, Inc., 1953. Arabic References Abdul-Hadi, Mohamed. A Report and Suggestions for the System of Education in the Kingdom of Saudi Arabia, 1956. Riyadh, Saudi Arabia: Social and Education Welfare Department, Higher Board of Planning. Al-Kabbany, Ismail M. A Report about the Public Edu- cation in the Kingdom of Saudi Arabia, 1955. Riyadh, Saudi Arabia: Ministry of Education, 1955. Baroum, Mohsin Ahmed. The Secondary Education, Goals, Problems, Curriculum, and Its Relationship to the Higher Education. Lecture presented at the University of Riyadh, Riyadh, Saudi Arabia, 1960-61. College of Education. The Curriculum and the Courses of Study. Mecca, Saudi Arabia: College of Edu- cation. . The Regulation of the College of Education. Mecca, Saudi Arabia: College of Education, 1963. The Convention of Preparing the Arab Teacher. Convention held in Beirut, Lebanon, August 12-22, 1957. Cairo, Egypt: The League of the Arab States, Cultural Department, 1958. The Covenant of the Arabic Teacher. Cairo, Egypt: The General Secretary, The League of the Arab States, Cultural Department, March 7, 1968. 241 The Covenant of the Cultural Unity and the Constitution 9f the Arabic Organization for the Education, Culture, and Science. Baghdad, Iraq: The League of the Arab States, February 29, 1964. The Educational Statistics Publication. Cairo, Egypt: General General General The League of the Arab States, Cultural Depart- ment, 1965-66, 1966-67. Department of Public Education. The System of Education and the Types of Schools in Saudi Arabia, in 1952-1953. Mecca, Saudi Arabia: General Department of Public Education, 1952-53. Directorate of Girls' Education. Curricula of the Elementary Stage of the Girls' School, 1965- 66, and 1968. . The Curricula of Intermediate State of the Girls' Schools, 1965-66. . The Curricula of WomenyCollege in Riyadh. Riyadh, Saudi Arabia, 1970. . The Curriculgof Women Teachers Training Institutes, 1965-66. . The Five-Year Development Planyil970/71-1974/75. Riyadh, Saudi Arabia: The Planning Unit, 1970. Directorate of the Colleges and the Religious Institutes. The Curriculum of Intermediate and High School Stage. Riyadh, Saudi Arabia. . The Curriculum of Higher Education and the Gkaflat Mihriz, Colleges. Riyadh, Saudi Arabia. . The Internal Organization of the Religious Institutes. Riyadh, Saudi Arabia. Al-Zayt, monthly magazine published in Dhahran by the oil Arabian-American Company. Zainab Mahmoud. Secondary Education Teacher Preparation; A Comparative Study. Cairo, Egypt: Department of Educational Documents, Ministry of Education, 1968. 242 Ministry of Education. Adult Education and its Develop- ment in Saudi Arabia. Riyadh, Saudi Arabia: General Department of Public Culture, Ministry of Education, 1969. . A Brief Report on Education in Saudi Arabia in Ten Years, 1960-1970. A report submitted to the Cultural Department in The Arab States League, Riyadh, Saudi Arabia, 1970. . A Brief Report on the Progress of Public Edu- cation in the Year 1960-1961. A report submitted 5? the Saudi Arabian Delegation to the Inter- national Conference, Geneva, Switzerland. . 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Riyadh, Saudi Arabia: Committee of the Planning and Curricula, 1968. . A Report and Recommendations for the School Texts. Riyadh, Saudi Arabia: Committee of School Texts, 1967. University of King Abdul-Aziz in Jeddah. A Glance on The National (Private) University of King Abdul- Aziz in Jeddah. Jeddah, Saudi Arabia, 1967-68. 245 University of King Abdul-Aziz in Jeddah. A Report of the University; The 1st Report. Jeddah, Saudi Arabia: University of King Abdul-Aziz , 1968. . A Report of the University; The 2nd Report. Jeddah, Saudi Arabia: University of King Abdul— Aziz, 1969. . A Report of the University; The 3rd Report. Jeddah, Saudi Arabia: University of King Abdul- Aziz, 1970. . A Report Submitted to the Foundational Corp_. Jeddah, Saudi Arabia: AdVisory Committee, 1966. University of Riyadh. The Develo ment Plan of the College of Education forYears 1970771-1974-75. Riyadh, Saudi Arabia: Coilege of Education, University of Riyadh. . The Executive Regulation of the University of Riyadh. Riyadh, Saudi Arabia: University of Riyadh, May 4, 1971. . The Five-Year Proposed Plan of the University of Riyadh. Riyadh, Saudi’Arabia: University ofiRiyadh, 1970. Zafer, Mohamed. A Study on the Curriculum of Elementary Education. Report submitted to the Ministry of Education, Riyadh, Saudi Arabia, 1961. APPENDICES 9 A.’ APPENDIX A QUESTIONNAIRES "In the Name of Allah (God), the Beneficent, the Merciful" II. A Questionnaire for the Citizen Students '6 in the Colleges and the Universities of Saudi Arabia The Purpose of this Questionnaire: The purpose of this questionnaire is to study the' interests and the Opinions of the students in the colleges and the universities to discover: A. how they selected the college which they are now attending, and B. the student's opinions and aspirations regarding ‘ the job he now plans to look for after his graduation. The Directions for Answering this Questionnaire: A. I hope that each student shall understand that this is not an examination, nor a test, neither has it any relationship to school academic achievement. Also, lease recognize that this questionnaire is designed only to understand your interests, your opinions, which will be secret, and nobody will be able to recognize which answer is yours. 246 247 B. Since your answer will be secret, Please Do Not Write Your Name or anything which might identify you. C. To achieve accurate, objective, and positive re- sults, please give your opinions frankly, as you truly believe, without any external influence. D. Please do not ask your neighboring friend to clarify his answer or to explain any unclear questions. E. If you do not understand some question, please feel free to ask me, not your neighbor, and answer as you like to say. F. In this questionnaire, you will find two types of questions: 1. The coded questions, which have multiple choices (more than one possible answer). Please READ eil_answers, and mark (/) only the one answer with which you agree, or which you believe best expresses what is in your mind. 2. The open-end questions, and you will WRITE your own answer in the blank space. Please give in accurate, objective, and limited statements what you believe, nothing else. G. Please READ each question carefully, and try to follow the directions for each question, if any. H. Each question is one unit, so Do Not be influenced by the past questions unless you find some directions. I. Now, please turn this page and start your answers. I am very grateful for your cooperation. 248 In what college are you enrolled? Please write: College of In the city of What year are you attending now? (Mark one of the following.) a. The preparation year. b. The first year. c. The second year. d. The third year. e. The fourth year. AAAAA For what reasons did you make your choice of this colle_e? (Please specify the one or two most important reasons.) The first reason is The second reason is Do you feel that study of your major subject in the high school helped you to make your choice to go to the college that you are now attending? (Mark only one.) ( ) a. Yes. ( ) b. No. If YES, please WRITE how it helped you. If NO, please WRITE how it did not help you. What is your opinion about the system of being re- quired to choose a major (arts or science) during the last two years of high school? (Mark only one.) ( ) a. It should be retained because it is useful for the students. ( ) b. It should start from the 10th grade. ( ) c. It should be abolished because it is useless for the student. ( ) d. Others, please write here. 249 Note: In some of the following questions, you will find 10. 11. these two words, PLAN, and PREFER. Please try to distinguish between them. PLAN means that you already made up your mind to accomplish something; while PREFER means your aspiration and preference toward something you like most. And now, please go ahead and continue your answer. Did you PLAN to attend this College? (Mark one.) ) a. Yes, I planned to before. ) b. No, I did not plan to attend this college. Are you satisfied to be enrolled in this College? (Mark one.) ”f...’ . imam-.431 mot-ence!” ‘ I. ( ) a. Yes, I am satisfied. ( ) b. No, I am not satisfied to be in this college. Snppose you could have chosen to attend whatever college you would PREFER. What college would you prefer most? College of In the city of Whijou d you PREFER to attend this college? (Write one or two most important reasons.) The first reason is The second reason is Did you attend another college before you enrolled in the college you now attend? (Mark one.) ( ) Yes, it was the College of in the city of ( ) No. (If no, do not answer Question 12.) 250 12. (If es.) What are the most important reasons for t at c ange? Specify one or two most important reasons. The first reason was The second reason was 13. What is your major field of study? Please specify: My major is 14. How and for what reasons did you select that major? (Please specify the one or two most important reasons.) The first reason is The second reason is Note: Please answer the following two questions--15 and 16. I§_you are a freshman student, please con- tinue your answers. All others will continue their answers from Question ll_until the end. 15. Would you be willing to change your major field of study in general from the Arts to Science or from Science to the Arts even iijou would need one more year to meet the new major requirements? (Mark one.) ( ) a. Yes, I would agree to change from the Science to the Arts. ( ) b. No, I would not agree to change from the Arts to the Science. ( ) c. No, I would not agree to change my recent major. 16. Please write only the most important reason for your answer to Question 15. 17. 18. 19. 20. 251 Suppose that the allowance was greater in the College of Education than in the other colleges--in which college would you prefer to enroll? (Mark one.) ( ) a. College of Education with larger allowance. ( ) b. I would remain in my college with less allowance. Suppose that allowance has been stopped at all col- leges and universities EXCEPT the Colleges of Edu- cation! no matter where they are--which would you prefer most? (Please mark only one.) ( ) a. I would prefer to enroll in one of the Colleges of Education with allowance. ( ) b. I would remain in my coiiege without allowance. Suppose that allowance has been stopped forever at all colleges and universities, and there is no col- lege which offers any allowance anymore--what are you going to do? (Mark only one.) ( ) a. I will remain in my college as a regular student. ( ) b. I will leave the college and drop out from study forever. ( ) c. I will work and study sooner or later as an irregular student. Are there any circumstances that would encourage you to enter the Colleges of Education? (Mark one.) ( ) a. Yes. ( ) b. No. If yes, what circumstances? Please write here: If no, please explain the circumstances which would not encourage you to enroll in the College of Education. " Mi 21. 22. 23. 24. 25. 26. 27. 28. 252 Which type of career do you PLAN to have after you finish college? (Mark one.T* ) a. Any government job. b. A private job. ) c. I do not know yet. AAA V Why do you PLAN to have that type ofjjob? Please specify the most important reason for your above answer to Question 21. Which one of the following occupations do you PREFER? ( ) a. Agricultural ( ) e. Engineer. technician. ( ) f. Teacher. ) b. Businessman. ( ) g. Other (please ( ( ) c. Clerk. specify). ( ) d. Doctor. Which one of the above occupations in Question 23 do you think is most important for the nation (Saudi Arabia)? *TWrite only one.) Which one of the above occupations in Question 23 do you think is most important for your town or village? Do you PLAN to teach? ( ) a. Yes. ( ) b. No. Do you PREFER to teach? ( ) a. Yes. ( ) b. No. Suppose (after your graduation from the college) there is only one job available--it is teaching in the Middle or in the High School of your hometown. Would you accept that job? ) a. Yes, I would accept a job as a teacher. ) b. No, I would not accept a job as a teacher. AA 29. 30. 31. 32. 253 Suppose there are only two jobs available in your town or village school--which one would you prefer most? (Mark only one.) ) a. I would prefer to be a TEACHER in the school. ) b. I would prefer to work in the ADMINISTRATION JOB in the school. ( ) c. I would prefer not to work in the school at all. I will wait to find another job, neg in the school. AA Please write only the most important reason for the answer you just gave to Question 29. The most important reason is How would you compare teaching and another government job? (Please mark one answer for each question.) a. Which job is more difficult? ( ) 1. teaching ( ) 3. same ( ) 2. other government job b. Which job is more helpful for others? ( ) 1. teaching ( ) 3. same ( ) 2. other government job c. Which job is more enjoyeble? ( ) 1. teaching ( ) 3. same ( ) 2. other government job d. Which job has the better salar ? ( ) 1. teaching ( ) 3. same ( ) 2. other government job e.. Which job has better opportunities for promotion? ( ) 1. teaching ( ) 3. same ( ) 2. other government job f. Which job helps you most to continue developing your knowledge? ( ) 1. teaching ( ) 3. same ( ) 2. other government job What is the most important reason which would encourage you to be a teacher in the public school? Please write the most important reason: 33. 34. 35. 36. 37. 38. 39. 254 What is the most important reason which would NOT encourage you to teach? Please write here: Snppose there will be a new system for teaching which provided some attractivejprivileges to the teachers, no matter what théir major is (Arts or Science)-- would you accept the teaching career? (Mark only one.) ( ) a. Yes, I would agree to teach. ( ) b. No, I would not agree to teach, even if teaching has a new system of special benefits. Which do you prefer? (Mark only one.) ( ) a. Teacher with the 5th degree plus a teaching allowance (as at present). ( ) b. A government employee in any job with the 5th degree only. Which do you prefer to accepg the teaching profession? ( ) a. The 5th degree salary plus the teaching allowance to be paid SR 1200. ( ) b. The 4th degree salary which starts with SR 1200. Which would you PREFER? (Mark only one.) ( ) a. To teach if I have the 4th degree. ( ) b. To work at another job with the 5th degree. Which would you prefer? (Mark one.) ( ) a. To be a teacher in a town with the 5th degree. ( ) b. To be a teacher in a village with the 4th degree. Which would you prefer as an incentive to you to enter the teaching profession? ( ) a. I would prefer a financial promotion only each 3 years. ( ) b. I would prefer a moral promotion only to a higher position. ( ) c. I would prefer both eystems together (the financial and the moral promotions). 40. 41. 42. 43. 44. Note 255 Suppose the promotion system is based on the function of the position, and you have already been a teacher in the Middie School for three years—-what would you prefer? ( ) a. I would remain in my position, satisfied with the financial promotion each 3 years. b. Teacher in the high school. c. An assistant principal of middle school. d. Principal of elementary school. e. Other (please specify here) Suppose that you are a teacher in high school, and the promotion system is based on the function of the position--what would you prefer? ( ) a. I would remain in my position, satisfied with the financial promotion each 3 years. b. An assistant principal of high school. c. A principal of middle school. d. A supervisor in the middle school. e. Other (please specify here) How many hours a week should the professional teacher in public intermediate and high schools spend at work? (Mark only one.) ) a. 24 hours weekly. ) b. 30 hours weekly. ) c. 36 hours weekly. How many hours a week should the government employee in any place in the country spend at work? (Mark only one.) ) a. 24 hours weekly. ) b. 30 hours weekly. ) c. 36 hours weekly. AAA Would you like to teach as a volunteer teacher if you Should be asked? ( ) a. Yes. ( ) b. No. If your answer is YES, please answer questions 45, 46, 47, and continue to complete all questions after. If your answer is NO, please do not answer questions 45, 46, 47, but go to question 48 and continue. 256 »45. How many hours a week would you prefer to teach as a volunteer? (Mark only one.) a. From 6 hours to 8 hours weekly. b. From 8 hours to 10 hours weekly. c. From 10 hours to 12 hours weekly. d. More than 12 hours weekly. VVVV 46. When would you like to teach as a volunteer teacher? (Mark one.) In the day time if I am allowed. ) b. Sometime in the day time and sometime in the evening. ( ) c. At the evening classes only. AA V D) O 47. How many years couldjyou teach as a volunteer teacher? a. One school year only. b. Two school years only. c. Three school years only. d. More than three school years. 48. Would you agree to teach as a part-time teacher (to be paid)? (Mark one.) ( ) a. Yes. ( ) b. No. Note: Answer Questions 49, 50, and 51 if your answer in the past question is YES, and continue. Answer from Question 52 till the end if your answer in the above Question 48 is NO. 49. How many hours a week would you like to teach as a part-time teacher? (Mark one.) a. From 6 hours to 8 hours weekly. b. From 8 hours to 10 hours weekly. c. From 10 hours to 12 hours weekly. d. More than 12 hours weekly. AAAA VVVV 50. When would you prefer to teach as a part—time teacher? (Mark one.) ( ) a. In the day time if I am allowed. ( ) b. In the evening classes only. ( ) c. A part in the day time, and another part in the evening. 51. 52. 53. 54. 55. 257 How many years couldjyou teach as a part-time teacher? a. One school year only. b. Two school years only. c. Three school years only. d. More than three school years. AAAA VVVV Suppose that a high school or intermediate school has been opened in your home town or village, and there are NOT enough teachers to meet the needs of your school. If you were asked to teach in the school, what would your reaction be? (Mark one.) ( ) a. I would teach until another citizen comes along to carry on the same responsibility. ( ) b. I would refuse to teach. Some other citizen should carry out this responsibility. ( ) c. I would teach permanently in the school. Please write the most important reason forjyour answer, whatever it is, to Question 46, no matter what it is. The most important reason for my answer in the above question is Go back to Question 52 aboutjyour home town school, and imagine in this question. Suppose that NO teacher comes to this school, and in this case you might be asked to teach in the school--what would your reaction pe? *(Mark only one.) ( ) a. I would teach until another citizen comes along to carry on the same responsibility. ( ) b. I would refuse to teach. Some other citizens should carry on that responsibility. ( ) c. I would teach permanently in the school. Do you have any other reaction about that_problem in the Questions 52 and 54? ‘(Please write here.) Note: 56. 57. 58. 59. 60. STOP, 258 If you decided to teach, please answer these Questions: 56, 57, 58, 59, and 60, and continue your answers to the end. And if you are not going to teach, please do not answer those questions, 56, 57, 58, 59, and 60, but continue your answers from Question 61 until the end andiplease stop.iThank you for your great cooperation. Suppose thatjyou decided to teach--in what type of school would you prefer to teach? (Mark one.) ( ) a. I would prefer to teach in the public schools (the government school). ( ) b. I would prefer to teach in private schools. Iijou decided to teach in the public school, what level would you prefer to teach? (Mark only one.) a. In elementary schools. b. In intermediate schools. c. In high school. d. In vocational schools. e. I do not care about level. f. Other (please specify here) AAAAAA Vvvvvv Please write in a brief statement the most im ortant reason for your choice in Question 57 about the educational level. What subject or subjects would you like to teach? If you accept a teaching job, how many years would you like to teach? a. One year, or until I find another job. b. Two years, and then I will reconsider. c. Three years and then I will reconsider. d. Four years and/or more. AAAA VVVV and I thank you for your great cooperation. 61. 62. 63. 64. Note: 65. 66. 259 Are you living with your family in the same town in which the collegeiis located? (Mark only one.) ()a. ()b. ()0. Yes, I am living with my family where the college is. No, my family lives in the village, and I am here alone. MY family lives in another town, and I am here alone. How many brothers and sisters in your family? (Give just the number.) In all there are What is your position among them? I am the Are you married? ()a. Yes. ( ) b. No. If yes, how many children do you have? ()a. ()b. I have children. I have no children. Answer Questions 65 and 66 only if your father is Answer Question Q; only if your father has Continue your answers until the end. alive. died. What is your father's profession or job? (Mark one of the following.) a. b. c. d. e. f. AAAAAA vvvvvv He He He He He is a business man. is a laborer. is a farmer. is an employee. is retired. Other (please specify) What educational level did your father reach? (Mark only one.) a. b. c. d. e. f. g. AAAAAAA vvvvvv He He He He He He He cannot read or write. can read and write. finished the 6th grade level. finished the 9th grade level. finished the 12th grade level. finished the college level. did post-graduate study. 260 67. If your father has died, who is responsible for your family now? (Mark one.) A ) a. I am the one responsible for my family. ( ) b. Another person is responsible for the family. 68. Do you plan to continue your studies after your B.A. or B.S. degree? (Mark one.) ( ) a. Yes. ( ) b. No. ( ) c. I do not know. Note: If YES, please answer the following Questions 69, 70, 71, and 72. If your answer was NO, please stop here.. I thank you for your great cooperation. Va (is —- 69. What degree wouldjyou like to achieve? (Mark one.) ( ) a. M.A. or M.S. ( ) b. 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I.IJ.:I ° ' VIJ‘YIJJbQJLQI ) I 3‘91”" II II II( )‘r .... ...... .FJJBL);(I ). .-,?1_'.-.f.n'u. w . Leek): 9;): 3.4.4: 5.24.” yw'wfépp vv ‘ ‘ LRfi-‘o'e-ij J‘Zebfi' ~ Uruldwausbagdgfl ) i . Wrxfipl'wlg¢)é( )9 " WMHJ‘dfd( )4.- oooooooooonELfia( )J‘ xxxxkxxxx .‘ l" 4 a ‘ , If It!" II. "In the Name of Allah (God), the Beneficent, the Merciful" The The A Questionnaire for the Citizen Students in the High Schools of Saudi Arabia Purpose of this Questionnaire: purpose of this questionnaire is to study the interests and the opinions of the students in the high schools of Saudi Arabia to discover: A. which college he plans to attend after high school graduation, and B. the student's opinions and aspirations regarding the job he now plans to seek after his graduation from college. The Directions for Answering this Questionnaire: A. I hope that each student shall understand that this is not an examination, nor a test, neither has it any relationship to school academic achievement. Also, lease recognize that this questionnaire is designed only to understand your interests, your 284 285 opinions, which will be secret, and nobody will be able to recognize which answer is yours. B. Since your answer will be secret, Please Do Not Write Your Name or anything which might identify you. C. To achieve accurate, objective, and positive re- sults, please give your opinions frankly, as you truly believe, without any external influence. D. Please do not ask your neighboring friend to clarify his answer or to explain any unclear questions. E. If you do not understand some question, please feel free to ask me, not your neighbor, and answer as you like to say. F. In this questionnaire, you will find two types of questions: 1. The coded questions, which have multiple choices (more than one possible answer). Please READ all answers, and mark (/) only the one answerfiwith which you agree, or which you believe best expresses what is in your mind. 2. The open-end questions, and you will WRITE your own answer in the blank space. Please give in accurate, objective, and limited statements what you believe, nothing else. G. Please READ each question carefully, and try to follow the directions for each question, if any. H. Each question is one unit, so DO Not Be Influenced by the past questions unless you find some directions. I. Now, please turn this page and start your answers. I am very grateful for your cooperation. 286 1. What is your grade? (Mark only one.) ) a. I am in the 10th grade. ( ) b. I am in the 12th Art grade. ) c. I am in the 12th Science grade. Note: Please answer questions 2 and 3 if YOU are 10th grader only, and continue. The 10th and 12th graders start from question 4 and continue to answer all questions following the directions wherever you find them. 2. What is your plan for the 11th grade, Art or Science? (fiark one.) ( ) ( ) a. I would like to enroll in the Arts section. b. I would like to enroll in the Science section. 3. Why? Please write one or two most important reasons for selecting the major you plan for. The first reason is The second reason is 4. Do you plan to enroll in a college or university? (Mark only one.) ( ) a. Yes. ( ) b. No. ( ) c. I do not know yet. Note: If your answer in question 4 is YES and you plan to go to the college, please turn this page and answer question 5 through question 54, page . If your answer in question 4 is NO, or YOU DO NOT KNOW YET, please go to page and complete questions 55 through 66, page . Note 1. Please answer questions 5 through 54, page if you plan to enroll in college after the high school. 287 Note 2. In some of the following questions, you will find these two words, PLAN, and PREFER. Please try to distinguish between both of them. PLAN means that you have already made up your mind to achieve something, while PREFER means your aspiration and preference toward something you like most. And now, please continue your answers. In what college do you now PLAN to enroll? College of In what city? Why do you PLAN to go to this college? (Please speCify one or two most important reasons you plan to go to this college.) The first reason is The second reason is Suppose you could choose to go to whatever college interests you; WHTCh college would you PREFER to attend? College of In what city? Why do you PREFER this college? (Write one or two most important reasons for you.) The first reason is The second reason is Suppose there are only 5 colleges that accept you; which one would you most PREFER to go to? (Mark one of the following.) a. College of Agriculture b. College of Commerce and Business c. College of Arts d. College of Medicine e. College of Education f. None of the above. What is that college? It is in the city of . AAAAAA vvvvvv 10. ll. 12. l3. 14. 288 Suppose the student allowance was the same in all colleges--what college would you prefer to attend most? College of City of Suppose that the allowance was greater in the College of Education than in the other colleges--in which college would you prefer to enroll? (Mark one.) ( ) a. College of Education with larger allowance ( ) b. Any other college with smaller allowance Suppose that allowance has been stopped at all colleges and universities EXCEPT the Colleges of Education in Mecca and Riyadh--to what college would you prefer to g2? ( ) a. College of Education with allowance ( ) b. Another college without allowance If an allowance was not given in any one college, in which college would you enroll? ( ) a. College of City of ( ) b. I am not going to enroll in any college. ( ) c. I will work and study as an irregular student. Are there any circumstances that would encourage you to enter the Colleges of Education? (Mark one.) ) a. Yes. ) b. No. AA If yes, what circumstances? Please write here: If no, please explain the circumstances which would not encourage you to enroll in the College of Education. 15. 16. 17. 18. 19. 20. 21. 22. 289 Which type of career do you PLAN to have after you finish college? ‘(Mark one.) ( ) a. Any government job. ( ) b. A private job. ( ) c. I do not know yet. Why do you PLAN to have that type of job? 'Please specify the most important reason for your above answer to question 15. Which one of the following occgpations do you PREFER? (Mark only one.) ( ) a. Agricultural ( ) e. Engineer technician ( ) f. Teacher ( ) b. Businessman ( ) g. Other (please ( ) c. Clerk specify) ( ) d. Doctor Which one of the above occupations in question 17 do you think is mostgimportant for the nation (Saudi Arabia)? (Write only one.) Which one of the above occupations in question 17 do you think is most important for your town or village? Do_you PLAN to teach? ( ) a. Yes. ( ) b. No. Do you PREFER to teach? ( ) a. Yes. ( ) b. No. Suppose (after your graduation from the college) there is only one job available--it is teaching in the Middle or in the High School of your home town. Would you accept that job? ( ) a. Yes, I would accept a job as a teacher. ( ) b. No, I would not accept a job as a teacher. 23. 24. 25. 290 Suppose there are only two jobs available in your town or village school--which one wouldpyou prefer most? (Mark only one.) ( ) a. I would prefer to be a TEACHER in the school. ( ) b. I would prefer to work in the ADMINISTRATION JOB in the school. ( ) c. I would prefer not to work in the school at all. I will wait to find another job, pop_ in the school. Please write only the most important reason for the answer you just gave togguestion 23. The most important reason is How would you compare teaching and another govern- ment 'ob? (Please mark one answer for each question.) a. Which job is more difficult? ( ) 1. teaching ( ) 2. other government ( ) 3. same job b. Which job is more helpful for others? ( ) 1. teaching ( ) 2. other government ( ) 3. same job c. Which job is more epjoyable? ( ) 1. teaching ( ) 2. other government ( ) 3. same job d. Which job has the better salar ? ( ) 1. teaching ( ) 2. other government ( ) 3. same job e. Which job has better opportunities for promotion? ( ) 1. teaching ( ) 2. other government ( ) 3. same job f. Which job helps you most to continue developipg your knowledge? ( ) l. teaCHing ( ) 2. other government ( ) 3. same job 26. 27. 28. 29. 30. 31. 32. 291 What is the most important reason which would en- courage you to be a teacher in the public school? Please write the most important reason: What is the most important reason which would NOT encourage you to teach? Please write here: Suppose there will be a new system for teaching which provided some attractive privileges to the teachers, no matter what their major is (Arts or Science)--would you accept the teaching career? (Mark only one.i () () a. Yes, I would agree to teach. b. No, I would not agree to teach, even if teaching has a new system of special benefits. Which do you prefer? (Mark only one.) ( ) a. Teacher with the 5th degree plus a teaching allowance (as at present). ( ) b. A government employee in any job with the 5th degree only. Which do you prefer to accept the teaching profession? ( ) a. The 5th degree salary plus the teaching allowance to be paid SR 1200. ( ) b. The $22 degree salary which starts with SR 1200. Which would you PREFER? (Mark only one.) () () a. To teach if I have the 4th degree. b. To work at another job with the 5th degree. Which wouldpyou prefer? (Mark one.) To be a teacher in a town with the 5th degree. () () a. b. To be a teacher in a village with the 4th degree. 33. 34. 35. 36. 37. 292 Which would you prefer as an incentive to you to enter the teaching profession? ( ) a. I would prefer a financial promotion only each 3 years. ( ) b. I would prefer a moral promotion only to a higher position. ( ) c. I would prefer both systems together (the financial and the moral promotionsi. Suppose the promotion system is based on the function ofithe position, and you have already been a teacher in the Middle School for three years--what would you prefer? ( ) a. I would remain in my position, satisfied with the financial promotion each 3 years. b. Teacher in the high school. c. An assistant principal of middle school. d. Principal of elementary school. e. Other (please specify here). “AAA VVVV Suppose that you are a teacher in high school, and the promotion system is based on the function of the position--what would you prefer? ( ) a. I would remain in my position, satisfied with the financial promotion each 3 years. b. An assistant principal of high school. c. A principal of middle school. d. A supervisor in the middle school. e. Other (please specify here). How many hours a week should the professional teacher in public intermediate and high schools spend at work? (Mark only one.) ( ) a. 24 hours weekly ( ) b. 30 hours weekly ( ) c. 36 hours weekly How many hours a week should thepgovernment employee in any place in the country spend at work? (Mark only one.) ( ) a. 24 hours weekly ( ) b. 30 hours weekly ( ) c. 36 hours weekly 293 38. Would you‘like to teach as a volunteer teacher if you should be asked? ( ) a. Yes. ( ) b. No. Note: If your answer is YES, please answer questions 39, 40, 41, and continue to complete all questions after. If your answer is NO, please do not answer questions 39, 40, 41, but go to question 42 and continue. 39. How many hours a week wouldgyou prefer to teach as a volunteer? (Mark only one.) a. From 6 hours to 8 hours weekly. b. From 8 hours to 10 hours weekly. c. From 10 hours to 12 hours weekly. d. More than 12 hours weekly. “AAA vvvv 40. When would you like to teach as a volunteer teacher? (Mark one.) ( ) a. At the day time if I am allowed. ( ) b. Sometime at the day time and sometime in the evening. ( ) c. At the evening classes only. 41. How many_years could you teach as a volunteer teacher? One school year only. Two school years only. Three school years only. More than three school years. CLOUD) 42. Would_you agree to teach as a part-time teacher (to be paid)? (Mark one.) ( ) a. Yes. ( ) b. No. Note: Answer questions 43, 44, and 45 if your answer in the past question is YES, and continue. Answer from question 46 till the end if your answer in the above question 42 is NO. 43. 44. 45. 46. 47. 294 How many hours a week would you like to teach as a part-time teacher? (Mark one.) From 6 hours to 8 hours weekly. From 8 hours to 10 hours weekly. From 10 hours to 12 hours weekly. More than 12 hours weekly. 040 0'9) When would you prefer to teach as a part-time teacher? (Mark one.) ( ) a. In the day time if I am allowed. ( ) b. In the evening classes only. ( ) c. A part in the day time, and another part in the evening. How many years could you teach as a part-time teacher? One school year only. Two school years only. . Three school years only. . More than three school years. DJOD'SD Suppose that a high school or intermediate school has been opened in your home town or village, and there are NOT enough teachers to meet the needs of your school. If you were asked to teach in the school, what wouldgyour reaction be? (Mark one.) ( ) a. I would teach until another citizen comes along to carry on the same responsibility. ( ) b. I would refuse to teach. Some other citizen should carry out this responsibility. ( ) c. I would teach permanently in the school. Please write the most important reason for your answer, whatever it is, to question 46, no matter what it is. The most important reason for my answer in the above question is 295 48. Go back to question 46 about your home town school, and imagine in this question. Suppose that NO teacher comes to this school, and in this case you might be asked to teach in the school--what would your reaction be? (Mark only one.) ( ) a. I would teach until another citizen comes along to carry on the same responsibility. ( ) b. I would refuse to teach. Some other citi- zens should carry on that responsibility. ( ) c. I would teach permanently in the school. 49. Do you have any other reaction about that problem in the questions 46 and 48? (Please write here.) Note: If you decided to teach, please answer these questions: 50, 51, 52, 53, and 54, and continue your answers to the end. And if you are not going_to teach, please do not answer those ques- tions: 50, 51, 52, 53, 54, but continue your answers from question 55 until the end and please stop. Thankyou for your great cooperation. 50. Suppose that you decided to teach--in what type of school would you prefer to teach? (Mark one.) ( ) a. I would prefer to teach in the public schools (the government school). ( ) b. I would prefer to teach in private schools. 51. If you decided to teach in the public school, what level would you prefer to teach? (Mark only one.) a. In elementary schools. b. In intermediate schools. c. In high school. d. In vocational schools. e. I do not care about level. f. Other (please specify here). AAAAAA vvvvvv 296 52. Please write in a brief statement the most important reason for your choice in question 51 about the educational level. 53. What subject or subjects would you like to teach? 54. If you accept a teaching job, how many years would you like to teach? a. One year, or until I find another job. b. Two years, and then I will reconsider. Three years and then I will reconsider. d. Four years and/or more. AAA“ VVVV . STOP, and I thank you for your great cooperation. Note: Please answer questions 55 through 66 only if you do not Plan to go to any college or you Do Not Know yet. 55. Why do you not_p1an to enroll in the college? Could you please write one or two important reasons? The first reason is The second reason is 56. Do you plan to have a job? (Mark only one.) ( ) a. Yes. ( ) b. No. 57. If you answer question 56 YES, what type job are you looking for? (Mark only one.) ( ) a. A government job. ( ) b. A private job. ( ) c. I do not know yet. 297 58. Do you feel that you need any kind of training for your futureljob? (Mark one.) ( ) a. Yes. ( ) b. No. Note: If yes, answer question 59 and the following questions. If no, do not answer question 59 but answer 60 and the following questions. 59. Do you think your high school offers you enough training and adeguate information to help you in planning for your future job? (Mark one.) ( ) a. Yes. ( ) b. No. If yes, give some examples of the help which you have been receiving: 60. If you answer guestion 59 NO, what sort of training, or information should the high school offer in order to help you in planning for your future job? Please write here: 61. Suppose there are three kinds of high schools: (1) the academic high school, such as your present high school, (2) the vocational high school, such as industrial, commercial and agricultural schools, and (3) the comprehensive high school which offers the academic culture plus the vocational training, and the question is: What type of school would you prefer most? (Mark only one.) ( ) a. I would prefer present academic high school. ) b. I would prefer the vocational high school. ( ) c. I would prefer the comprehensive high school. A 298 62. Why do you prefer that type of high school? Please write the most important reasons for your selection, no matter what they are: 63. Do you think that you will try to enroll in the college at anyltime in the future? (Mark one.) ( ) a. Yes. ( ) b. No. (If YES, please answer questions 64, 65, and 66. If’NO, do not answer these guestions 64, 65, and 66. Thank you very much for your cooperation.) 64. In what college do you think you will enroll in the future? College of in the city of 65. Why? Please write the most important reasons which motivate you to enroll in that college: 66. What type of enrollment will you have in the colle e? (Mark one.) ( ) a. I will be a regular student. ( ) b. I will be an irregular student because I will be working. STOP, and I thank you for your great cooperation. ,9»qu w”... ' ,2...wa ‘&__IIJ.II.,>ILJ Law ..: ‘ELYI lie. 9.31.5.1! :‘J,I —: UJMJ b‘waZbJJIs-rXIDGvI—FJ, IJTLu-I) J LII-Layl IihuaquAJI. :L,L‘JI LJJQJIU‘ 05:.” 3.3.. wdwYIwng, 0"” WI... ‘ w—IS) . muJIO. 01ml... Lemur... quWI- _: -La;.YIIJIQI.z.uyI¢b.,.-su,le H.,-I: I)L__..,:$|u~,l ’Lfi:..‘l| ILAQI I». Leeann“ 51.13.32}- I C:I__.:.- ulslfI: uQIfiquwlwtus uQIfitlsalj a,” ‘thIIJAUIwJS JSIS UIPJIderLaJIJ-s IduIJJJI clung...gum”.~ .1.>IL‘.,L=¢.U=.;UJ, Y u:.II1...)...“surf, “-L's ° ‘wqglwbéfl Rig...) gldlugfigfl, ,I cL...I UJIJ‘)‘ ‘LfgIfidmlch: ‘1 (4.)) 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Hmuoe I I I I I I I I I I I I mHmz :oHumuuchHacd mmusuwumcH wan mmmmHHou mdonHHmm I I I I I I I I I I I I Hmuoa I I I I I I I I I I I I mHmEmh I I I I I I I I I I I I mHmz mmcmmmo mo auuchHz MNN I I H I we VH I I I NVH I mHmEmm coHumuuchHEcd HMQOHumoscm .mHHHU va I I I I I mH «H NH I qu H mez coHumozvm no auumHCHz UHHQDm m 0 «vM «Us 3.1 «US Twm wad a Dan 9 qua o 1 3.! a.L anu e.u Jag Pun I. 1.u 1 +fio 4 u 1.4 1.9 1.+ 1.9 9.9 n.A u 9nv 9 p.5 9 a ++u. ++m ++a ++o +Io +us a 9.3 0. n9: I 1 7:0 +93 r:m TIu unq 9.} n+4 n n 8 3n IQ 3 3? Ta 33 V 9 9 9 7:3 1:4 +93 7:9 u+‘ .I9 1 3 1 3 a .99 3,9 0.4 .b o+I 3 a a a 9 9 1 9.I 9,A u s 1 3x" ++9 .+ a a an“ a .mEonHc an mumnommu chmmIcoz "mchHmuu umnommBII.oNIm mqmde 341 .ooH .m .HNmH .MHnmud Hvsmm .numme .QuummmmMIwcm momumHumum mo ucmfiuummmo .coHumosnm mo muuchHz .ONmHImmmH .muHumHumum HmcoHumusnm "mousom mmv N NN om mv mm oH m mMH mN H H Hmuoe mNN N m Nm mN om MH N om I I I mHmEmm HmN I Nu me mH mH m H mN mN H H mHmz AdBOB Qz¢mo mmv N NN om mv mm oH m mmH mN H H Hmuoa mNN N m Nm mN om mH N ow I I I mHmEmm HwN I No mv mH mH m H mN mN H H mHmz Hmuoe I I I I I I I I I I I I UHmz coHumuuchHEc< mmusuHumcH vcm mmmeHou msonHHmm I I I I I I I I I I I I Hmuoe I I I I I I I I I I I I mHmEmm I I I I I I I I I I I I mHmz mmcommo mo xuuchH: voN N Hv Nm mN om NH N ow I I I Hmuoe mNN N m Nm mN om MH N ow I I I mHmEmm mm I on I I I I I I I I I mHmz :oHumuuchwevd HmcoHumosnm .mHuHU mNN I Hm mv mH mH m H mN mN H H mHmz coHumosvm mo auuchHz oHHnsm & O S P d S 3 1 I S I V o 3 9 o 9 K 5 a 1 n 1 I 3 q n 1 I 1 A q 9 p. 9 6 9 a P P a I. d 9 b 9 u a T. 1 I. 9 s 9 3 u I. u I 1 s u 3 u I. a a 9 I. .L. T? D. S S u p. 9 u u a a u u I. p. u .ON\momH .quHmcoHumc >9 mumnomma "mchHmuu chommBII.HNIm mqmda .Hm .m ‘aMHm ummem>Hm qumum>HcD msfi OmHm “MHnmud Hnsmm .Umem .mHMMHmB ucmvsum mo 00Hmmo .UmmHm mo muHmum>HcD may "mousom .momEumgm 6cm mcHUHcmz mo mummHHou may CH mucmosum may mchsHoch 342 mm mma . mam NOH +m HmN «NNv mmm ONmHImmmH I m+ +mm mm mm mmm mNN NNN mmmHImmmH I mm mom mN mN NNm Hmm mom mmmHINomH I I I am mm m+m mma NNm NmmHImmmH I I I mm mm mmm mmH HNm oomHImomH I I I I on cam mad mmv mmmHI+mmH I I I I +m +N+ Nma Non +omHImmmH I I I I an mm+ mHH +mm mmmHINomH I I I I mm 0mm mm mNN NomHIHomH I I I I NH ONN mm mma HmmHIoomH I I I I I mm mm mm ommHImmmH I I I I I I OH vm mmmHImmmH I I I I I I I am mmmHINmmH .nmz .osom .umcm .oHumd .Eumnm mmmchsm mocmHom wand mummy mo wmmHHou .ONmHImmmH Hflucs mmINmmH Ham» anmnmom mnu moch nmem mo NuHmum>HCD ms» CH mucmvsum on» mo ucmEQOHw>w© wQBII.NNIm mqmde 343 .uuooz cH coHuuosom mo ammoHHou may no Euxo anHu mnu uo uuomwm 4 “uuooz cH mHumnom mo mmmmHHoo wnu no de0 HocHu onu uo uuomwm 4 “mmusuHumcH msonHHom mam mmmeHou mo ucmEuuommo oHHnsm «we «HNaH .nommmm mm Nummum>flcs .mmmwsumm ucuosum no mowuuo .ONmHIHomH souu nomxflm moxxwflmuo>flca may we mwumsvmuo wnu mo uwHum HmuHumHuuum 4 uuonuso mnu xn oHnuu< wcu EOuu nwuchcmuu can ocuHumEEDm "oouaom Nom.N mnm va mmN mmN H« «m mmH Nom m mNH Houoa HN« oNH. mm mm mm NH 0N NN m« m m« ONIaomH mom 00H mm H« mN m «H mN w« I mm moImemH mmN 00H N« NN wN ON I NN Hm I mH moINomH «ON ma on mH «N I I oH N I «H NmIome m«m mm mN om 0H I I 0N MHH I m« moImomH NNN Na mm mm 0H I I HN m« I «N moI«mmH OHM oHH Hm mN Hm I I «H we I I «oImmmH ««N mm «m mH H« I I m mm I I meNomH NmH on On MN I I I m mm I I NwImeH «OH on wH NH I I I I Nm I I HonomH .¢ )ISD )TVD Iézu )33 )33 I;;u )SD )183 Iiiiu )133 o TUQO 6910 810 L00 9uo $60 ’30., Cuqo ZUPO Tupo 3 0 PT. (UP... (3.... (WI (51 (II (1.1 II 9T. ( nT ( n1 9 (HIT; .DOIT. STI T. T.T. 1.... 8T. NIT HOT. Not. I +It.a n+sa a a a u a a a u a a t;u 7:9 3 a 9.6. KIB 936 6 16 ab nb 36 9-6 £35 335. 993 .b a a 33 88 Ta 88 393 91.3 37:3 o.H a a 1 3 9 H 0.0 9 0 U o o o o 1.0 n o o o unuo u o 1’ «.9. 1’ 1’ U; I; 12 «J 1: «.3 b a w mwmeHou moomHHou muu< Hmuwnaq .Hoochowa use oucmHom P mchHouB mumo> coHumusnm noume mo NuHmuw>ch use umzonme UHEmomu< uwnuHm msoHaHme umuuo umnu mummHHou . mchHmuH umcuume uwuuo uoc on umnu mmmeHou .NHIN mHoozum coHumosvo xuuccoomm an» CH noon» 0» noucsooum nuH oHnmco uanE noan mfiuuooua umNHHmHomam umuuo mmmoHHou «2» mo wmxu may >n .ONIHNmH .munw» co» uuoH may :H wou:UHumcH coHuuoavw uwann ucwuwuuHc mnu cH mmumsnmum umHsku Hosom mHmE may we coHuanuuch aucmavoumII.MNIm mam<9 344 TABLE B-24.--Statistics of high school graduation and the rate of the students who enroll, University of Riyadh during the last four years (1966, 1967, 1969, 1970). Academic . University Year Graduation Enrollment Rate 1966-67 1,197 516 43.0 1967—68 1,456 736 50.0 1968—69 1,500 766 51.0 1969-70 1,731 822 42.0 Total 5,884 2,831 48.0 Source: University of Riyadh, The Five—Year Plan, Figure 2, p. 7. TABLE B-25.—-Estimated statistics of the expected high school graduation and the rate of enrollment, University of Riyadh in the coming five years, 1970-75, according to the University Plan. Expected High School Expected Academic Graduation University Year . Enrollment Soience Arts Total (50%) 1970-71 1,038 845 1,883 942 1971—72 1,397 1,035 2,432 1,216 1972-73 1,684 1,243 2,927 1,964 1973-74 2,037 1,505 3,542 1,771 1974-75 2,384 1,836 4,220 2,110 Source: The University Plan, Figures 1 and 2, 6, 8. 345 .0H .m .« mquHm .CMHm wuHmuw>HCD one ”mousom moo.N mmH.H mNm OHH.N ONm.m mNI«NmH ONm.m mmm Now HNN.H Hmm.« «NIMNmH Hmm.« mmN mNo «m«.H «mo.« mNINNmH mmo.« mvm mom mHN.H mH«.m NNIHNmH mH«.m mmm mo« N«m mNm.N HNIONmH moumspmuw quEHHoqu Hmuoe mmmmuoCH oouommxm NUHmuo>HCD umww wwmq Cam» muHmum>HCD quEdz Umuommxm Q .levaH on HNIONmH Eoum CMHm umow Im>Hm qumCm>HCD on» on mCHpuooom CpmmHm mo onmuo>HCD oCu CH mqupsumII.mNIm mqmde 346 TABLE B—27.--Distribution of students into the university colleges, 1969—70 and the expected enrollment during the University Plan. 1969w70 1974—75 College Students Rate Students Rate Arts 838 29.1 1,350 19.3 Science 422 14.7 1,140 16.3 Business 781 27.1 1,782 25.6 Pharmacy 145 5.0 536 7.7 Agriculture 102 3.3 252 3.6 Engineering 395 14.1 1,068 15.2 Human Medicine 35 1.2 262 3.8 Education 158 5.5 608 8.5 Total 2,876 100.0 7,005 100.0 Source: The University Plan, Figure 5, p. 11. 347 .m .C .HNmH .mH CmnEmummm .mmmm .oz .moomz CH omommH .ummmmmBmC mHHmp HmCoHuMC m .CmEUCZIHC "mousom .mumEHumm mupmHCHz mCu CH pmooHoCH uOC mums CUHC3 Hoonom CmHC mCHCm>m wCu CH mCHmoCum mum 0C3 mmonu omdmown mH umnu “muufi mCu CH umnECC mmCMH m 0x08 mHHCB uonE moCmHom mCu CH muonEsC 3mm m mommmuoCH mem moCMCo oCoomm on» Ho Cucumu mCBm «Nm Nvm mmm.H mmN.H Hmm.N mNHN mHm.H Hmuoa m«N mN« m«m NNm ««m.H ««m ooo.H muum mN mHm mmo.H «mm NmH.H mmm mHm moCmHom $03 $63 uCoEHHoqu quEHHoqu .mem .mem muHmuo>HCD umoECz muHmum>HCD Hmuoe ooCMCU mOCMCU moCmummeo pouoomxw omuommxm pCoomm umuHm Hoonom Cme aoHumsomuo ANIONmH CH uonz pmumEHumm moumoomuo Hoonom smHm .nwmsHm mo >uHmum>HCD mCu mo quEHHoqu mo mumu map UCm .Cpmem mo wuHmHm>HCD mCu mo poummpm oCm CoHumoopm mo zuumHCHz mCu Ho mumEHumm map CHHS ponmmeoo HNIonH Ham» Hoocom on» mo oCm oCu um mwumspmum Hoozom CmHC mo CoHuCQHHumHQII.mNIm mqmde 348 .NH .m .HNmH .umnsmumwm .x .Ho> .conmHz COHumoCUm MHnmuC Hosmm mo COCman .uooumEm CH memmH COHumoHHnCm wHCuCOE .mHEHH omHm «m .m .HNmH .«H NHCO .ONmH .oz .wuHU CommHm .ummmmm3oC mHHmp .CommHmIHa "mousom .moumspmum Hmuou mCu mo uCoo Com N.HH uoonm mH COHCB mquooum Comma moCmHom ONH moCHoCH HHH3 CommHm pCm moowz CH CoHumospm mo mommHHou 03H one "muoz «.mv O.«m mvm.H ONO mNO.H Hmuoe 0.00H I OOH OOH I = muud N.OO m.mm omH OOH on = moumEEou O.mm «.mm ONN O«H om = COHumoCom I O.OOH om I om . musuasofiuma I O.OOH ONH I ONH . mcHummcham I 0.00H mm I mm = mCHoHOoz I 0.00H ON I ON = momsumnm I 0.00H omH I oma nemsfim mocmHom m.«o N.mm ovH om om I mummmm UHHQCC 0.0+ 0.0m OOH 0+ om I mmmaaoo saga O.mN O.mN om ON om I mouom CH4 HamHmm mCHx I 0.00H OON I OON CMHCMCQ CH EomHouumm Coupon CH mumnuo a m.oN m.mN ONH OMH 0+ NHNCIHsnca mcHx moHsocoom moomz Cmopmh CH CH CoHumonm N.OH m.mH omN omN o« NHNHCD mmmHHoo mmumsomuw mumm Hoonom swam .mwuuHEEou quEmmCmuum 0:» mo ConHomp oCu ou mCHUuooom moHpHmCm>HCC UCm momeHoo HHm o» moumspmum Hoonom COHC Ho CoHuCoHuumHoII.mNIm mquB 349 TABLE B—30.--Percentage distribution of student preference regarding in-service promotional Options by type of college. . Preference Preference Subjects Financial Moral Preference in the . . f h NR College Promotion Promotion 0 Bot Only Only A. Arts Colleges Arabic Language Shari'ah in Riyadh 32.0 64.0 - Arts 11.1 85.2 1 Commerce 4.8 85.7 — King Abdul Aziz University - 34.8 65.2 3 B. Science and Technical Colleges Agriculture - 6.7 93.3 1 Engineering 17.9 10.7 71.4 2 Petroleum 3.8 7.7 88.5 1 Science 3.9 26.9 69.2 1 C. Colleges of Education 9.0 20.0 71.0 — Total 6.5 17.7 75.8 9 350 0.00H 0.00H 0.00H 0.00H Hmuoe H.m+ m.o+ m.«+ «.Hm mmmmaaou Hmzuo pan .m>onm on» no mCoz m.om m.«« m.N m.om mCHoHpmz m.« 0.0 O.mH N.N COHumosom «.m m.m O.HN H.« moumEEoo 0.0 m.o N.mH H.« muud N.H wm.m I w«.H muCuHsoHHOC Hmuoe mumomuo mumpmuo mumomuo mmmHHoo mmmuo>¢ CHNH woCmHom CuNH muué CuOH .quoCum mo max» mg .mmmmHHoo pmHMHoQO m>Hm on pouHEHH mumB moHozu mCHEsmmm mooCmummwum wmeHoo .mquUCum Hoogom CmHC mo CoHuCQHuumHo ommucwoummII.HmIm mqmde 351. 0.00H N« NH O ON 0.00H ON ON «H «N Hmuos H.N N N I H N.OH O I I O 3OCH u.C0O Co 00 uOC HHH3 on: «.N H H I I N.H H H I I ooCmHom H.N m N I H N.m m m I I Numsuonm I I I I I I I I I I ECoHouuom H.NN OH N m a H.m+ mN m O NH mmomHHoo NuuuHHHz O.NN OH N I O 0.0N OH HH I « mCHovaz m.« N N I I I I I I I mCHumeHmCm H.N N I N H N.m N I N H CoHumosom «.N H H I I N.H H I H I wouoEEou no .EOC mmmCHmsm O.« N I N I N.m N I N I muud I I I I I N.H H I I H momCmCma oHnmu< «.N H H I I I I I I I muCuHsoHum< O .02 mumomuo mumpmuo muwpmuo O .02 muwpmuo muwomuo mumomuo CuNH CuNH CuOH CuNH CuNH CuOH Huuoa oOCmHom mama Hmuoe moCmHom muCC mmoHHoo moCH>oum CumCusom moCH>oum CumCuuoz .mwoCH>oum Cuonusom pCm CumnuHOC 0:» CH ucopzum wo mama an mommHHoo oHuHoomm ocouum ou mCde .muCopCum Hoonom CmHC no mCoHuCnHuume NUCvamumII.NNIm mamme 352 0.00H 0.00H 0.00H 0.00H 0.00H 0.00H Hmuoe 0.0H I O.+H I «.«H I wmmHHoo NCO ou om uOC HHHz m.m 0.0 N.N «.N H.N «.N mHnmum Husmm CH mmmoHHoo HmCuo N.N «.« «.N H.H N.N O.HH Nuucsoo may mOHm Iuso mommHHoo HmCuo 0.0 m.m 0.0 0.0 N.N N.N OOMNHm mo .3 .moCmHom N.N m.mH 0.0 0.0 0.0 N.N manage cH asmHonumm O.OH N.NN 0.0 O.O O.ON O.OH OOMNHO mo .2 .mcHuHOmz «.ON H.NN O.Nm m.Om O.Hm N.Om mmmmHHoo NHNHHHHC N.NH N.NH 0.0 0.0 O.+ m.m nOmNHm mo .3 .mCHummCHmCm N.H O.O N.HH m.mH N.N +.m moomz OH Ho nnmmHm O0 .O .coHumosOm m.m N.N +.HN 0.0H +.mH N.N cOmNHm O0 .O .moumeeoo O.O 0.0 O.+H m.mH N.N N.N OOMNHO mo .O .mng mmoum CmHm mmoum COHm mmoum CmHm moszoHHC Hmouom moCm3oHH< Hmsuoa ooCm3OHH¢ Hmouod may OH NC mnu OH N2 map OH as mmmHHou ANHHO Hams HO+HO mHOUMHO mummvmuo mHmUMHO BHNH mocmHom OuNH muHO suOH .quUCum mo mama mp .moum mooszoHHm NH mCMHm quE IHHoqu mooHHoo uHmCu msmum> memmHHoo CHmuumo um mmoszoHHm quooumv 30C mCmHm quEHHoqu mmmHHoo .mqunsum HOOCom CmHC mo CoHuCQHHume mmmquoummII.NNIm mHmCB 353 (D N \0 Is 0‘ N O.HN O.NN v.N NH N.«N O.Nm N.HN «H m.NN Houoe o «.HO 0.0H 0.0 N N.N« N.ON H.«H N O.Hm «.N« 0.0 NHH mumpmuo CuNH ooCoHum Hoonum an= O «.OO O.«H 0.0 o N.NN O.NN O.«N N 0.0« O.NN H.«N mm mumpmuu CuNH muu< Hoonom OOH: O 0.00 «.«H 0.0 « H.O« H.m« O.«H « «.«« m.N« N.N O«H muopmuo BOOH Hoonom OOH: O o.m« O.Nv 0.0 I I I I I I I I am mucmosum CoHuuosom no omaHHou N O.NO O.HN N.O N 0.0 N.«N N.NN O 0.0 N.Nm N.« OHH uuCoOCum mmoHHou HooHCCuoB a ooCmHom O O.NO O.NN 0.0 « 0.0 N.NO N.OH O 0.0 N.«m N.O OOH muCopnum mmUHHou nuud HouonHH N dOT.I TSI UOI N 37:1 .51 07:11 N 837:1 TL... 01.1 o IJu 93 03 0 cu u in o mou u Ju O M 3nM .4 M T. M M M 97. M M M 1 ubmt. 80.7.. 3.... I TRY. mt. 33.... 1 TIE... wt. 3.4.... a CRT. 1K7. SOT. a GUI .AT. Pu.+l a Tau! (AT. Pu.+l S T. T. QTY. 8 brAT. T. n3... S 60.... T. flat d 3.3 s n T. d .u D o .d 9 3.3 D o o 001 on P39 o 03 oz 9N:a o .1 Ha oz 933 u .3. WM .3 H mm um mm“ H «N.,: u...” .93 a £39 ax. d a 90 a9 oTo 3 m3 0 a9 oTo COHumHsmom muomflnam 5.... I 9 IT 51. uaT. 9U. T. 5.... uaT. a u 9 u o T a u .o.l u T. a u 6 T o u o.n a o a 1 P 3 a “CoHuoonpm uo mommHHou "CoHumosom No "momHHou ace CH CH u moxm woodcum coon momeHou CH uoumouu 90Cm3oHHu 0C mH oumCu OH mun oocm3oHHm wnu OH OH mocmaoHHm wCu «H N N H 3131.! [III Ital. .l .ucmonum wo maxu >9 .mucmEmmcmuum wocmonHm HmoHuoCuOQNC ucwuwuqu Ou mmmCommwu .muCopsum mo CoHuanuume ommquoummII.«NIm mHmmum CON m>mm HH CH muCoUCum .nuumHnsm use .uCoEHHoqu ucmmoum uo wooHHoo Na .omoHHoo uCommum CuH3 CoHuooumHuom mo mCHHwou 0C9 .wmmHHoo qummum CH HHouCo 0» maHQ .mumnzmme acmEHHoqu ommHHoo uoHum OCHuuomou muCopCum uo mommquoummII.ONIm mqmda 3556 O.NH N.HN N.N H.O «.NH 0.0 N.OH m.OH «.O N.O HvHN n 2V HouOH N 0.0+ N.N N.N O.O m.mH H.HH 0.0 N. N.N O.+H "NNO mono: cH .cm.Huonm 0.0 N.NH 0.0 0.0 N.N H.HH N.N 0.0N H.HH N.OH HONV Cpome no .3 .CoHuoonm 0.0 N.OH 0.0 N.O 0.0N N.O 0.0 N.OH 0.0 N.O HONV moooz CH CoHumospm H.HH 0.0H H.HH 0.0 H.HH N.NN 0.0H N.N 0.0 N.N HNNO Cpmme mo .3 .oucoHom «.N O.NN 0.0 0.0N 0.0 0.0 0.0N «.N 0.0 0.0 HNNV CmuCoCo CH EdoHouuom 0.0 N.ON N.O N.N 0.0 0.0H N.ON N.O N.N 0.0 HONO COMNHC H0 .D .mCHuooCHOCm O.NN O.NN N.N N.O N.NH N.O O.NH 0.0 0.0 0.0 HHNO Coome «0 .: .ouCuHCoHum< H.NN O.NN 0.0 0.0 N.N 0.0 0.0 O.HH «.OH N.N HONO coupon CH .3 NHNoC H OH .popCouuo OCHon NHuCouuso omoHHoo Na .ucoEHHouCo Ho omoHHoo uComoum NC .popCouuo mCHon 30C omoHHoo an .ooCMOCouuo omoHHoo uCouuCo Na .uCoEHH0uco uComoum mo omoHHoo Nb .momoHHoo onHoomm pcouuo cu mCoHuouHmmo .muCovsum omoHHoo mo CoHuanuume oOCUCoouomII.NNIm mqm CH muCopsum .muooHnsm one NmHCu CH poHHouCo 30> oCONon oonHou uoCuocs pcouuo 30> 9H0 Ill . 4. I I Iull. .InlIuIfl “IAIIIIIIII II ll'l .wCoEHHouco ucomoud mo omoHHoo an .oocoocouum omoHHoo msoH>oCQ .mucopsum omoHHoo mo CoHuanuume omouCoouoaII.O«Im mqmde I360 0.00H 0.00H 0.00H 0.00H 0.00H 0.00H 0.00H 0.00H 0.00H Houoe C3OCxC: no N.N 0.0H I I N.HH I I I I mCOmoou nonuo N.H I I I I O.OH I I I Eoumam omoHHoo on» nuH3 uCoEumonooHoE one «.N I I I N.NN I I I I mCHEooCs Hmonan one «.N I I 0.0H I I I N.«H I CoHuospoum coHchc one m.O N.OH 0.0H I N.NN I O.ON I I NHHecu NE Eouu new mo3 CoHumooH one N.OH N.OH I I H.HH I I H.Om I common... 2.3 moan I3oHHm HMHOCOCHm N.OH I 0.0N 0.0N I I 0.0« I N.OH ooHono oHnouHmop ICC umuHu one 0.0H I 0.0N 0.0H H.HH 0.0H 0.0N O.NN N.NN uCoEuCHommomHo pCo ousHHow >2 0.0N 0.0m 0.0N 0.0m N.NN 0.00 0.0N I 0.0m uHsonpr >uo> mo3 Nosum one 1 ooTO SD Dd ON 33 33 33 VO 0 o nle++ «.0 o a o I. u o 9.0 o o .b o 3 nlbu. TT. 7.3. II 5T. nT. WT. 1T. 9 usaa 8T. I: TI. 7...... 3T. T. T.T. I 3.... E e m. e..... H; e..... e... 3. Ram.” 39 a m 91 ea Ta 33 mum omConU 3 T o m SA no mo 90 Mo 90m mCOmmom n49 . +3 u.3 3 I. 1.3 Hem. .b a .omCono onu ou HoHum CH poHHouCo oOoHHoo an .ConOOCo ou omoHHoo oCo Eouu 9CoEHHouCo mo omcmno uHonu COO mComoou omCommou oouu .mucopsum omoHHoo wo CoHuanuume ommuCoouoa pCo NUCoCUoumII.H«Im mqm2 O.NH I O.NH I I N.OH I 0.00 N.NN uHsoHuqu euo> mm3 Nosum one O.«« 0.0m 0.0N 0.0« O.N« N.NN 0.00 I N.NN Eoumxm omoHHoo on» nuH3 unoEumsnponE one 1 oHOT.O 8H3 dHJ new ads 3H3 Ola VH3 o o nle++ o o o o o I u o 6.0 o o 6 o 3 nqéb q Tel 3.l T.I 5 T n I W I 1 I D. U533 8T. 1T. TIT. T.+l DI TI T,TI T ++I.s+1 u a o a a 3 u a 9 a a e «Va A a.squ a a a.e a 1 a a r.e o a +Ia u o n s.A i o o 3 COO wCOmoom 3 TI 0 m o I o u o o n 0 ”HE. 1. I. u} 1. I. 1.4. a W 6 a .COmmmIH UCOUQM QLU .omoHHoo ConuOCo ou omoHHoo onu uCOIQoup COO mCOmoou uCouuomEH umOE onu O0 wCoHuanuume owmuCooqu one NUCosvoumII.N«Im mHmCe 362 ooooz CH nm.Humnm H.HH H.NN O.NN O.NO N.NN N.OO O.HH +.++ moomz N.OH H.NN N.NO H.NN ccmmHm mOoHHoo mOmHHoo chH mOmHHoo che mOwHHoo che che cH mm 0» cH cm on cH HHoncm on cH HHoHcm cmHHmHucm eoz ea H cmHHmHucm CO H ceHa uoz cHO H on cmcceHm H coHucoscm mo omoHHoo mOmHHou we» cH we on cOHucchHecm omoHHou onu How mCon .CoHuooopm mo omoHHoo mo omen onu en .omoHHoo onu CH CoHuoommHHOm pCo .mCon .muCopoum CoHumospm mo momoHHoo onu mo CoHuCnHuume ommuCoouomII.Nva mHmCe MICHIGAN STATE UNIV. LIBRRRIES llHI“WIWIIIWIWW"W“WWIIHIWIWH” 31293103542215